Results of the creation of a single European educational space. Formation of a single educational and cultural space in Europe and certain regions of the world

2.3.2 Formation of a single educational and cultural space in Europe and certain regions of the world. Russia's participation in this process.

According to available estimates, in developed countries, 60% of the increase in national income is determined by the increase in knowledge and education of society. In particular, it was found that the growth of education per class high school provides an average increase in the number of rationalization proposals submitted by 6 and reduces the time for workers to master new operations by 50%. Calculations have been repeatedly published in various countries, from which it follows that the cost of training pays off faster than equipment.

Problems vocational guidance, the quality of training, the decline in the role of professional qualifications, the problem of lagging behind in the structure, volumes of training of skilled workers from the requirements of enterprises - the most important issues education of young industrial workers. Along with these problems, the general and professional culture of young workers requires in-depth study.

Bologna process - the process of convergence and harmonization of systems higher education countries of Europe with the aim of creating a single European area of ​​higher education. The official start date for the process is considered to be June 19, 1999, when the Bologna Declaration was signed.

The decision to participate in the voluntary process of establishing the European Higher Education Area was formalized in Bologna by representatives of 29 countries. To date, the process includes 47 participating countries out of 49 countries that have ratified the European Cultural Convention of the Council of Europe (1954). The Bologna Process is open to other countries to join.

Russia joined the Bologna process in September 2003 at the Berlin meeting of European ministers of education.

At the ministerial conference held in March 2010 in Budapest and Vienna, in honor of the tenth anniversary of the Bologna Process, the official announcement of the establishment of the European Higher Education Area took place, which means that the goal set in Bologna Declaration, has been completed.

Strengths of the Bologna process: increasing access to higher education, further improving the quality and attractiveness of European higher education, increasing the mobility of students and teachers, and ensuring successful employment of university graduates by ensuring that all academic degrees and other qualifications should be oriented to the labor market. Russia's accession to the Bologna process gives a new impetus to the modernization of higher professional education, opens up additional opportunities for the participation of Russian universities in projects funded by the European Commission, and students and teachers of higher educational institutions- in academic exchanges with universities in European countries.

The United States is not only watching the European educational integration, but also actively participate in it. In 1992, UNESCO established working group on the development of a regulatory framework to ensure the possibility of mutual recognition of documents on education in Europe and America. However, in two years it was not possible to reach a consensus, it turned out that one of the main problems on the way to the convergence of the two educational systems is the problem of comparing the European System of Mutual Recognition of Credits (ECTS) with American system credits.

According to Russian education experts, Russia's accession to the Bologna process may lead to temporary confusion with curricula. The Bologna process gave a lot to the development of education in Russia, in particular, it forced us to seriously and critically consider what we have, and outlined certain steps to move and change this system. One of the serious problems of integrating the Russian education system into the Bologna process is the lack of awareness of officials both about the current state of affairs in Russian and European education, and about the goals of the Bologna process. According to the majority of Russian experts in the field of higher education, as well as leading Russian scientists, Russia's transition to a two-tier system will lead to the final collapse of the entire domestic system of higher education.

Since 2005, Russia has launched national projects designed to improve Russian society and solve important social problems. in number priority projects proposed for consideration by the President of the Russian Federation, includes the national project "Education", the implementation of which began in 2006.

In addition to the creation of new educational institutions in the country, including the opening of new universities, a tradition of educational grants is emerging in the Russian Federation, encouraging the best teachers in Russia, etc. The formation of a qualitatively new teaching staff of the Russian teaching staff allowed the government to begin the planned modernization of Russian education, one of the components of which is the introduction of the Unified State Examination throughout the country as the most effective method control over the quality of knowledge and identify talented students at the stages of the exam who are ready to continue to engage in scientific research

Since 2008, the Russian system of higher education has switched to a two-level system - bachelor and master.

Since 2007, a new direction has been included in the priority national project "Education" - annual state support on a competitive basis for the training of workers and specialists for high-tech industries in state educational institutions of NGOs and SPO. In line with this trend national project“Education” in Russia, on the basis of innovative institutions of NGOs and SPO, resource centers are being created, designed to play a significant role in the development of lifelong education in the region.

In 2007 Salavatsky industrial college became the winner of the competition within the priority national project "Education". The educational institution was allocated 70 million rubles from the federal budget and JSC Salavatnefteorgsintez for the implementation of the program "Deepening practical training in order to train highly qualified workers for high-tech petrochemical and oil and gas processing industries within the framework of secondary vocational education programs."

1. Formation of a single educational and cultural space in Europe and certain regions of the world;

2. Bologna process; Basic provisions of the Bologna Declaration;

3. Accession to the process;

4. Formation of a single educational and cultural space.

5. Advantages and disadvantages.

6. Russian Federation in the Bologna process.

1. Drawing up a summary according to the plan:

1. Formation of a single educational and cultural space in Europe and certain regions of the world.

A single educational space should allow the national education systems of European countries to take all the best that their partners have - by increasing the mobility of students, teachers, management personnel, strengthening ties and cooperation between European universities, etc.; as a result united Europe will become more attractive in the global "educational market".

2. Bologna process; Basic provisions of the Bologna Declaration.

The beginning of the formation of a single educational and cultural space (the Bologna process) can be attributed to the mid-1970s, when the Council of Ministers of the European Union adopted a resolution on the first cooperation program in the field of education. The decision to participate in the voluntary process of establishing the European Higher Education Area was formalized in Bologna by representatives of 29 countries. To date, the process includes 47 participating countries out of 49 countries that have ratified the European Cultural Convention of the Council of Europe (1954). The Bologna Process is open to other countries to join.

Countries join the Bologna process on a voluntary basis through the signing of a relevant declaration. At the same time, they assume certain obligations, some of which are limited in time.

3. Accession to the process.

The beginning of the Bologna process can be traced back to the mid-1970s, when the Council of Ministers of the European Union adopted a resolution on the first cooperation program in the field of education.

In 1998 ministers four European countries (France, Germany, Great Britain and Italy), participating in the celebration of the 800th anniversary of the Sorbonne University in Paris, agreed that the segmentation of European higher education in Europe hinders the development of science and education. They signed the Sorbonne Declaration (eng. Sorbonne Joint Declaration, 1998). The purpose of the declaration is to create common provisions for the standardization of the European Higher Education Area, where mobility should be encouraged both for students and graduates, and for staff development. In addition, it was supposed to ensure that qualifications meet modern requirements in the labor market.

The objectives of the Sorbonne Declaration were reaffirmed in 1999 with the signing of the Bologna Declaration, in which 29 countries expressed their willingness to commit themselves to enhancing the competitiveness of the European Higher Education Area, emphasizing the need to maintain the independence and autonomy of all higher education institutions. All provisions of the Bologna Declaration were established as measures of a voluntary process of harmonization, and not as rigid legal obligations.

To date, the process includes 47 participating countries out of 49 countries that have ratified the European Cultural Convention of the Council of Europe (1954). The Bologna Process is open to other countries to join.

4. Advantages and disadvantages.

The purpose of the declaration is to establish a European Higher Education Area, as well as to activate European system higher education on a global scale.

The Declaration contains seven key provisions:

1. Adoption of a system of comparable degrees, including through the introduction of a Diploma Supplement to ensure the employment of European citizens and increase the international competitiveness of the European higher education system.

2. Introduction of two-cycle education: preliminary (undergraduate) and graduation (graduate). The first cycle lasts at least three years. The second must lead to a master's degree or a doctorate degree.

3. Implementation of a European work-intensity credit transfer system to support large-scale student mobility (credit system). It also provides the student with the right to choose the disciplines studied. It is proposed to take ECTS (European Credit Transfer System) as a basis, making it a funded system that can work within the concept of "lifelong learning".

4. Significant development of student mobility (based on the implementation of the two previous points). Increase the mobility of teaching and other staff by offsetting the period of time spent by them working in the European region. Setting standards for transnational education.

5. Promoting European cooperation in quality assurance with a view to developing comparable criteria and methodologies

6. Implementation of education quality control systems within the university and involvement of students and employers in the external evaluation of the activities of universities

7. Promoting the necessary European attitudes in higher education, especially in the areas of curriculum development, inter-institutional cooperation, mobility schemes and joint study programmes, practical training and research.

5. Russian Federation in the Bologna process.

Russia joined the Bologna process in September 2003 at the Berlin meeting of European ministers of education. In 2005, the Minister of Education of Ukraine signed the Bologna Declaration in Bergen. In 2010, in Budapest, a final decision was made on Kazakhstan's accession to the Bologna Declaration. Kazakhstan is the first Central Asian state recognized as a full member of the European educational space

Russia's accession to the Bologna process gives a new impetus to the modernization of higher professional education, opens up additional opportunities for the participation of Russian universities in projects funded by the European Commission, and for students and teachers of higher educational institutions in academic exchanges with universities in European countries.

Countries join the Bologna process on a voluntary basis through the signing of a relevant declaration. At the same time, they assume certain obligations, some of which are limited in time:

Ø Starting from 2005 to start issuing European applications free of charge to all university graduates of countries participating in the Bologna Process uniform pattern to diplomas [source not specified 726 days] bachelor's and master's degrees;

Ø before 2010 to reform national systems education in accordance with the main provisions of the Bologna Declaration.

2. Conversation on questions:

1. What period can be attributed to the beginning of the formation of a single educational and cultural space (the Bologna process)?

2.Name the purpose of the Bologna Declaration;

3. Why is it customary to call the process of creating a single educational space by European countries “Bologna”?

4.What gives Russia accession to the Bologna process?

5.Basic provisions of the Bologna Declaration;

6. Name the participants of the Bologna Process;

7. Determine the advantages and disadvantages of the Bologna Declaration;

8. The role of the Russian Federation in the Bologna process.

9. Try to make a forecast of the demand for specific professions and specialties for the Russian economy for the next few years. Justify your prediction.

10. Your idea of ​​educational projects since 1992 - in order to identify the causes and results of the process of introducing market relations into the Russian education system.

Know the terms and concepts: the Bologna Declaration; Bologna process (single educational and cultural space); Modernization of higher professional education.

Prospects for creating a single educational space: cooperation between Russia and the Nordic countries in adult education

, St. Petersburg - Pskov

The system of continuous education is developing, on the one hand, following the challenges of the ever-changing world, and on the other hand, trying to answer the request of each individual.

The current stage in the development of adult education is characterized by the formation of systemic views on the problems of education in a changing world. The rapid socio-economic and political transformations in many countries, the commonality of global issues, the entry into the era of information civilization have brought to life fundamentally new problems in the field of lifelong education.

increased sharply specific gravity and the significance for the individual and society of continued education throughout life. With the formation of trends towards the openness of society, democratization, and the development of information and communication technologies, there has been a globalization of the processes of development of the system of continuous education and forms of adult education.

Environmental, economic, social and other crises that hit the population of almost all countries at the turn of the century led to a reassessment of many, including educational values ​​and meanings.

Since the middle of the 20th century, adult education has become one of the most important means of both the stable development of society and the means of development and self-development of a person all over the world. As society develops, an increasing number of social groups and individuals receive access to education, for whom education becomes one of the means of survival: the disabled, refugees, the unemployed, the elderly, functionally illiterate workers, etc.

Without dwelling in detail on the disclosure of their essence, we list the main trends in world development that affect the development of "lifelong education", adult education:

1. Instant connection. We can contact almost any part of the world for information, library collections or other sources. Information comes to us through the media every second on a variety of channels. Any work with information is educational in nature.

2. Erasure of economic borders. The globalization of the world economy leads to integration in all areas: production, service, labor. Having received education in one country, a person can work in another, finish his studies in a third and be in demand in his field around the world.

3. Increasing the share of services in world production. The general trend is the reduction of those employed in manufacturing and agriculture and the increase in those employed in the service and information sector. Work in the service, and even more so in the information sector, requires constant professional development.

The European Association for Adult Education (EAAE www. eaae. org) brings together the activities of national adult education organizations in Europe. Years of intensive study fall on childhood and adolescence - the most sensitive periods, but a person has to learn all his life.

The idea of ​​a “completed” education at any age does not correspond to the modern world, the only constant characteristic of which, according to the famous American andragogue M. Knowles, is variability.

Life long learning is an idea that "mastered the masses" all over the world, becoming a reality. For an adult with a starting level of education, "lifelong learning" is the problem of self-determination in the educational space, the problem of choosing and realizing one's capabilities.

The direction the process of self-determination will take depends both on the person himself and on society (the state), since self-determination has two plans: external (institutional) and internal (psychological, motivational). Both of these aspects exist in close interconnection and interdependence.

The filled internal space of a person gives him a larger “exit” to the external space of self-determination, where the interaction of the objective and the subjective takes place. How, in what way can a person learn to “arrange chaos”, find his own vector of self-determination?

It seems productive to think that it is not correct to understand self-determination as a definition of oneself, since the concept of self-determination presupposes the presence of not only the process itself, but also some space or some limits relative to which or in which self-determination occurs. In other words, a person “defines” himself, finding the boundaries of self-identity in the educational space.

How effective is this search for identity in professional and personal terms? What does it depend on? What can a society (state) do for a self-determined person. One of the directions is the provision of the very "external" educational space in which an adult can self-determine, realizing his educational needs.

The Scandinavian model of adult education has its own characteristics, due to its history and the conditions of the current stage of development of society in the northern countries. It seems to us interesting and important to study the Scandinavian, in particular the Swedish experience, not only as a role model, but as a basis for mutual understanding, cooperation, and integration. This is especially true since Swedish organizations of various levels, after the "development" of the Baltic countries, are increasingly spreading their influence on the North-West region of Russia, involving in cooperation both state organizations, academic institutions and non-profit public organizations (NPOs).

The Scandinavian system of adult education has deep roots and is constantly evolving, managing and, as it should be for a modern educational system, at certain stages outstrip social development.

Adult education in Scandinavia dates back to the middle of the nineteenth century and is associated with the name of the Danish educator Nicholas Grundtvig () and such a unique educational institution as public high schools(folk high school).

Another important phenomenon that can be attributed to the philosophical and anthropological in its content is folkbuilding, which, roughly, can be translated as "People's free education - self-construction of personality". This concept is extremely significant in the philosophy of education. Its essence lies in the process of realization by a person of his inner potential. With the help of this concept, the connection between personal and public interests becomes explainable.

Each person has his own national character, which is not inherited, but develops through a learning process in which a person gradually socializes, that is, he feels his real belonging to a community of people. For this purpose, national history and national language are extremely important.

The activities and ideas of N. Grundtvig in the second half of the nineteenth century covered, to one degree or another, all the Scandinavian countries, reaching in the twentieth century and to the independence of Finland. Each country has its own characteristics of the existence of the "folkbildning" system and higher folk schools.

Adult education systems in Sweden and Finland are very similar. National features systems are available in Denmark, Norway and Iceland. Let us consider in more detail the goals and values ​​in the development of the Swedish adult education system, emphasizing the anthropocentric foundations of such a system.

It is necessary to dwell in more detail on the history, goals and values, the current state and prospects for the development of adult education in Sweden in order to better understand the possibilities of cooperation in this area.

Adult education in Sweden can be divided into three main periods. First, from the end of the century before last to the beginning of the 1960s, reflects the great contribution of universal adult education to the renewal of the Swedish nation. Study circles(study circles) and folk high schools(folk high schools) provided new educational opportunities for undereducated adults in their youth.

The symbol of this period was self-education. This movement - "self-education" - was a social value, playing a major role in the education of its members. Such a social phenomenon was too important for society to be left to the educational sector.

Second period began in the late 1960s and continued for nearly twenty years. It can be briefly described as "building the Swedish model of adult education". During the 1970s, some political decisions which aimed to create a developed system of public education for adults. Ensuring free access and an influx of new students to various educational institutions were essential components of this model.

A new system of municipal adult education has become available throughout the country. New educational opportunities have also been created to combat adult illiteracy and to support individual educational plans for people who do not read and write well enough.

Special measures have been taken to secure the new position in adult education through updated legislation coupled with a new adult education funding system. Special attention was focused on further expanding educational opportunities for undereducated adults who wanted to combine work and study. Special quotas for retraining were determined for trade union members.

This period was marked by a significant increase educational activities for adults. Concept "repetitive education"(recurrent education) gave birth to a new perspective on adult education. The main idea is lifelong alternation of periods of work, education and rest. This model contributed to the maximum self-determination of an adult in professional field and the satisfaction of his "private" educational needs.

Third period started in the mid 1980s. At that time, decisions were made in the Swedish Parliament to find new and more flexible organizations for adult education. The system of advanced training was separated from the Ministry of Education and was now headed by a specially created Council (National Employment Training Board), the development of which was carried out by both the education authorities (Swedish National Board of Education) and labor relations authorities (National Labor Market Board).

Another decision concerned the opening of new opportunities for paid adult education. Parliament decided to create so-called "revolving funds", taking away 10% of the profits of large companies. The total proceeds amounted to between five and six billion crowns, i.e. about 600 million pounds, and were used to create corporate educational strategies for five years, starting in 1986.

This policy has greatly influenced adult education related to work, advanced training and retraining. Although employers were skeptical about this use of their profits, it is clear that interest in employer-sponsored adult education greatly increased in the late 1980s.

Popular movements, government interests and market incentives play their part in the development of modern adult education in Sweden. Popular movements inspire adult education with the ideas of general education. Government support fuels development opportunities. Today, when the state has practically used all possible resources, everyone is turning their eyes to a market economy. However, the state seeks to balance these processes by distributing finances between the Ministry of Education and the Ministry of Labor. Adult education in all its forms is supported by the state, following the legislation adopted in the 1980s.

Adult education in Sweden has the following objectives:

§ Through education, bridge the gap between different segments of the population on the path to equality and social justice.

§ Promote the growth of opportunities in adults by increasing their level of education to understand, critically perceive reality and take part in cultural, social and political life, and contribute to the development of a democratic society.

§ To train adults to fulfill the varied responsibilities that arise during their working lives and to promote full employment while advancing on the path of development and progress of society.

§ Provide every adult with a wide range of opportunities to supplement and improve their educational level achieved in their youth.

In Sweden, adult education is open to everyone who would like to change their occupation, learn something new, improve their professional knowledge, who are busy searching for themselves and their place in life.

The main characteristics of the Swedish model of adult education can be expressed in the following words: freedom and voluntariness. This means tolerance, the ability to accept the "otherness" of another and respect the opinions of others.

The leading, historical forms of adult education in Sweden are study circles and folk schools, in which the very essence of education is the interaction of "participants". The Swedes even lexically emphasize this interaction, calling those who study in public schools "participants" rather than "students".

Participants together plan their work in a circle, select content, study methods. There may not even be a teacher as such. His role is sometimes taken by one of the participants, the most competent of all, able to organize a joint study of something. There can be from 5 to 12 people in a circle.

This way of teaching is folk schools, in which participants gather in study circles is the basis for citizen participation in democracy development, as they learn not only the subject matter, but perhaps most of all, how to interact in a democratic way.

The degree of involvement of the population in these forms of teaching is exceptionally high. About 75% of Swedes between the ages of 18 and 75 have taken or are taking part in study circles. Approximately 40% have participated in one or more study circles in the last three years. Nearly 350,000 study circles are organized every year with about three million participants. Since many people participate in several circles, the "net" number of participants ranges from one and a half to two million. It is worth recalling that the entire population of Sweden is just over 8 million.

Another way to organize adults for learning is study associations, which, like public schools, are supported by the government. There are eleven educational associations in Sweden. In total, the number of local branches of all associations in the country exceeds 900. Each Association has its own identity, and all 11 unite 270 different organizations. One of the activities of the Educational Associations is the organization of various cultural events - festivals, concerts, public lectures. Approximately 160,000 such events (programs) are organized each year, attended by nearly 15 million people.

To name a few Educational Associations: Adult Education Association of Swedish Farmers' Union, Center Party, Liberal Party; People's University; Civil Training Association; Training Association of Sports Confederation; Christian Teaching Association, etc. Such a rosy picture of a learning society is a reality in Sweden today.

The model and the current state of adult education in Sweden, in our opinion, is of interest to domestic organizers of adult education, researchers dealing with this issue as a unique system that has historical roots, a rapid flourishing today and certain growth problems in the future. The study of this system can provide food for thought about the domestic reality in adult education, about ways to create an educational space as a condition for self-determination of each member of society.

European organizations seek active cooperation with Russian partners. In recent years, there has been a particularly active interaction Nordic countries Europe and the North-West region of Russia in adult education. The author of this publication is a participant in such cooperation. The main institution of such cooperation is the Nordic Council of Ministers (www. norden. se), whose representative office is in St. Petersburg. Sweden, Finland and Denmark are especially active in joint projects.

The Nordic Folk Academy www.nfa.se is a joint institution for all Scandinavian countries: Sweden, Denmark, Finland, Norway, Iceland, the Faroe Islands and Aland Islands, also cooperating with the Baltic countries and European institutions in the field of adult education. In recent years, NFA has been actively developing cooperation with Northwest region Russia. NFA is located in the southeast of Sweden, in Gothenburg, on the picturesque banks of the Goethe River. The author happened to take part in several NFA programs.

The activities of the Academy cover such areas of adult education as pedagogy based on socio-cultural education; dialogue between formal and non-formal education, between education and the labor market; continuing education in connection with the development of competence, information technologies, active civic participation; international exchange of best practices.

All these areas are based on the foundation of a common history and culture for the Scandinavian countries, the same understanding of democratic values ​​and dialogue between non-governmental organizations. The task of the Academy is to maintain and develop cooperation, to disseminate research in adult education both between the Scandinavian countries and with the closest neighbors in Europe.

The Scandinavian model of adult education clearly demonstrates the fact that "lifelong" education can significantly influence the democratization of society, strengthening its openness, and the development of civic initiatives. No wonder Olaf Palme once called Swedish democracy "the democracy of study circles."

But a number of questions also arise. How applicable is the Scandinavian experience on Russian soil? What helps/hinders its spread? Are the forms of interaction between Russian and Scandinavian researchers and organizers of adult education optimal?

Without such powerful support from the state, not even having the proper legislative framework, domestic andragogues develop all possible forms non-profit partnerships, non-formal and informal forms of adult education. It's joint educational projects(ALLA), training andragogue moderators (PRAOV), seminars (St. Petersburg) and public schools (Novgorod) and much more.

NGO leaders from the Northwest got acquainted not only with the Scandinavian model of adult education, but also with the experience of Estonia in this area. In Estonia, EAAE (Estonian Association for Adult Education) has learned to combine non-profit forms of involving the broad masses in educational projects with paid educational services for adults. Experience shows that this is possible, and this experience is being widely implemented.

Thus, in our opinion, the use of the Scandinavian experience in organizing adult education can be a significant step towards the development of adult education in Russia.

European educational and legal space and the "Bologna process"

Among the sources international law on education, established regional international communities, the most important are the acts adopted by the Council of Europe, of which the Russian Federation is a member.

In 1994 At the Vienna meeting, the UN General Assembly adopted the official proclamation of the UN Decade on Human Rights in Education for 1995-2004. and developed Action Plan for the Decade. Within the framework of this Plan, emphasis was placed on civic education in a European spirit. The goal of the Decade is to elevate it to the rank of law requirements respect for human rights to education and fixing the appropriate structure of directions of action in the national legislation. This document suggests and directs the countries of Europe to develop educational policies for the introduction of universal compulsory schooling throughout the world, to uphold fundamental human rights and justify the need for a systematic and motivated education. In order to implement the Plan, governments of states should play an active role in the implementation of its programs, thereby developing national action plans for the protection of human rights to education.

Among the documents adopted by the Council Europe in the last decade on education, the program “The Values ​​of Learning in Society. elementary law in civic education. Secondary Education for Europe”, emphasizing that the personality of a European is closely connected with citizenship, that education for democratic citizens is a condition for strengthening European national unity. It was in this document that the idea of ​​uniting the national communities of the European space was consolidated. States, according to this document, must adhere to the course of democratization of education as a mandatory component of educational policy, understanding of freedoms in education, the balance of rights and responsibilities at the local, regional, national and international levels.

Thus, the educational policy of the leading countries Western Europe since the late 90s. was focused on providing social, economic, political guarantees, ensuring equal access to any education throughout life; the widest possible coverage of the population with education, increasing the level and quality of education of the population; providing a person with maximum opportunities in his choice of his way of obtaining education, improving the conditions of education and the educational environment for all subjects of the educational process; stimulation and development of scientific research, creation of special funds and scientific institutions for these purposes; allocation of funds for the development of the educational environment, technological and information support of education systems; expanding the autonomy of educational institutions; creation of an interstate educational space within the framework of the European Union.

At the same time, the regulatory documents stipulated that each country develops its own ways to achieve a qualitative change in education and create favorable conditions for people with different abilities, opportunities, interests and inclinations to receive any education.

The growing process of integration leads to the need to develop appropriate agreements on the mutual recognition of documents on education and academic degrees, which implies diversification 38 higher education.

Lisbon Declaration. A proposal for the development of a single, joint convention to replace the European conventions on higher education, as well as the UNESCO Convention on the Recognition of Studies, Diplomas and Degrees in the States of the Europe Region, was presented at the 16th session of the Permanent Conference on university problems. A proposal for a joint study on the development of a new convention was also approved by the twenty-seventh session of the General Conference of UNESCO.

Adopted in 1997 in Lisbon Convention on the Recognition of Qualifications Relating to Higher Education in the European Region, is a setting document of the legal framework for international educational cooperation in more than 50 countries of the world. Accession to this Convention makes it possible to enter into a single legal field in this area with potential participants in the Convention, which are all the states of Europe, the CIS, as well as Australia, Israel, Canada, the USA, where the problem of recognition of Russian documents on education is particularly acute. The Convention brings together a wide variety of educational documents, which are called "qualifications" in it - school certificates and diplomas of initial vocational education, all diplomas of secondary, higher and postgraduate vocational education, including doctoral degrees; academic certificates on the passage of periods of study. The convention says that those foreign qualifications are recognized that do not have a significant difference with the corresponding qualifications in the host country.

Within the framework of the Convention, the governing bodies establish a list of foreign diplomas, university degrees and titles of foreign countries that are recognized as equivalent to national education documents, or such recognition is carried out directly by universities that establish their own criteria, moreover, this procedure takes place under the conditions of a concluded bilateral or multilateral agreement at the level of governments or individual universities;

The two most important instruments in the procedure for mutual recognition of educational documents mentioned in the Convention are the European Credit Transfer System (ECTS), which allows to establish a single international system credits, and the Diploma Supplement, which provides a detailed description of the qualification, a list of academic disciplines received grades and credits.

The UNESCO/Council of Europe Diploma Supplement is generally seen as a useful tool to promote the openness of higher education qualifications; therefore, steps are being taken to promote the use of the Diploma Supplement on a wider scale.

Sorbonne Declaration. The first step towards building a united Europe was Joint Declaration on the harmonization of the structure of the European higher education system(Sorbonne Declaration), signed by the ministers of education of four countries (France, Germany, Italy and Great Britain) in May 1998.

The Declaration reflected the desire to create in Europe a unified body of knowledge based on a reliable intellectual, cultural, social and technical basis. Higher education institutions were assigned the role of leaders in this process. The main idea of ​​the declaration was the creation in Europe of an open system of higher education, which could, on the one hand, preserve and protect the cultural diversity of individual countries, and on the other hand, contribute to the creation of a single space for teaching and learning, in which students and teachers would have the possibility of unlimited movement. and there would be all the conditions for closer cooperation. The Declaration envisaged the gradual creation in all countries of a dual system of higher education, which, among other things, would provide everyone with access to higher education throughout their lives. To help put this idea into practice was a single credit system that facilitates the movement of students, and the Convention on the Recognition of Diplomas and Studies, prepared by the Council of Europe jointly with UNESCO, to which most European countries have acceded.

The Declaration is a plan of action that defines the goal (the creation of a European Higher Education Area), sets deadlines (until 2010) and outlines a program of action. As a result of the implementation of the program, there will be clear and comparable degrees of two levels (undergraduate and postgraduate). The terms of study for the first one will not be shorter than 3 years. The content of education at this level should meet the requirements of the labor market. A compatible system of credits will be developed, a common methodology for assessing quality, conditions will be created for freer movement of students and teachers. All these obligations were undertaken by 29 European countries that put their signatures under the Declaration.

Bologna Declaration and"The Bologna Process". The formation and development of the European educational and legal space was not limited to the considered events and processes. In the modern period, the educational space of Europe, first of all, higher education, is going through a period called the "Bologna process", the beginning of which is associated with the adoption of the Bologna Declaration.

1999 in Bologna (Italy), the authorities responsible for higher education in 29 European countries have signed Declaration on the Architecture of European Higher Education known as the Bologna Declaration. The Declaration defined the main goals of the participating countries: international competitiveness, mobility and demand in the labor market. The ministers of education who participated in the Bologna meeting confirmed their agreement with the general provisions of the Sorbonne Declaration and agreed on the joint development of short-term policies in the field of higher education.

Confirming support general principles Sorbonne Declaration, the participants of the Bologna meeting committed themselves to achieving the goals related to the formation of a common European area of ​​higher education and the support of the European system of the latter on the world stage and drew attention to the following set of activities in the field of higher education:

Adopt a system of easily "readable" and recognizable degrees;

Adopt a system with two main cycles (incomplete higher education / completed higher education);

Introduce a system of educational loans (the European system of transfer of units of labor intensity (ECTS);

Increase the mobility of students and teachers;

To increase European cooperation in the field of education quality;

Raise the prestige of higher European education in the world.

The text of the Bologna Declaration does not contain an indication of the specific form of the Diploma Supplement: it is assumed that each country decides this issue independently. However, the integration logic of the Bologna process and the decisions taken in the course of it will most likely contribute to the adoption by European countries in the foreseeable future of the unified Diploma Supplement described above.

Of all the EU countries that have switched to the ECTS credit system, only Austria, Flanders (Belgium), Denmark, Estonia, Finland, France, Greece, Romania, Slovakia, and Sweden have already introduced an accumulative education credit system by law.

As for the provisions of this document, it can be said that not all European countries have adequately perceived its provisions in national regulations. Thus, the Netherlands, Norway, Czech Republic, Slovakia, Latvia, Estonia have included or literally reproduced its provisions in national government documents reflecting the educational policy on reforming higher education. Five other countries - Austria, Finland, Sweden, Switzerland and Belgium have adopted its provisions in the context of the planned activities to improve education. Other countries, including the UK, Germany and Italy, have determined that the already planned activities within the framework of educational programs will, as they are implemented, be synchronized with the requirements stated in the Declaration.

Among the main documents and activities aimed at developing the process of mutual recognition of qualifications and competencies in the field of vocational education and training in the European Union, we point out the following:

1. Lisbon Resolution, adopted at the meeting European Council in March 2000 The resolution formally recognizes the central role of education as a factor in economic and social policy, as well as a means of increasing Europe's competitiveness on a global scale, bringing its peoples closer together and fully developing citizens. The resolution also outlines the strategic goal of turning the EU into the most dynamically developing economy based on knowledge.

2. Action plan for the development of mobility and skills, adopted at the EU meeting in Nice in December 2000 and provides for a number of measures to ensure: comparability of education and training systems; official recognition of knowledge, skills and qualifications. This document also contains an action plan for the European Social Partners (member organizations of the European Social Partnership), who are given a central role in the implementation of the decisions taken.

3. Report “Specific Challenges for Vocational Education and Training Systems of the Future”, adopted at the meeting of the European Council in March 2001. in Stockholm. The report contains a plan for the further development of the main areas of joint activity at the European level in order to solve the tasks set in Lisbon.

4. Recommendation of the European Parliament and of the Council, adopted June 10, 2001 Contains provisions for increasing mobility in the countries of the community for students, learners, teachers and mentors, following the action plan for promoting mobility adopted in Nice in December 2000.

5.Conference in Bruges(October 2001) At this conference, EU leaders initiated a process of cooperation in the field of vocational education, including the recognition of diplomas or certificates of education and qualifications.

Undoubtedly, the most relevant at the present time is to increase the level of familiarization of the Russian scientific and pedagogical community, primarily, of course, working in the field of higher professional education, with the named basic documents and, especially, with the requirements that Russia will have to fulfill as a participant in the “Bologna process”. ". In this regard, it is impossible not to mention the work of one of the most active researchers and popularizers of the Bologna reforms - V.I. Baidenko, whose works have won well-deserved prestige 39 . In this manual, we will only briefly touch on this topic, recommending the reader to refer to these sources on their own.

The main components-requirements of the "Bologna Process", arising from the Bologna Declaration, are as follows.

Participant obligations. Countries join the Bologna Declaration on a voluntary basis. By signing the Declaration, they assume certain obligations, some of which are limited in time:

Starting from 2005, to start issuing free of charge to all graduates of universities of the countries participating in the "Bologna process" European supplements of a single sample to bachelor's and master's degrees;

Until 2010 reform national education systems in accordance with the basic requirements of the "Bologna process".

Mandatory parameters of the "Bologna process":

Introduction of a three-level system of higher education.

Transition to the development, accounting and use of the so-called "academic credits" (ECTS) 40 .

Security academic mobility students, teachers and administrative staff of universities.

European Diploma Supplement.

Ensuring quality control of higher education.

Creation of a single European research area.

Common European assessments of student achievement (quality of education);

Active involvement of students in the European educational process, including by increasing their mobility;

Social support for low-income students;

Education throughout life.

To the optional parameters of the "Bologna process" relate:

Ensuring the harmonization of the content of education in the areas of training;

Development of non-linear trajectories of student learning, elective courses;

Implementation of a modular training system;

Extension remote forms training and e-courses;

Expanding the use of opportunities for academic rankings of students and teachers.

Of particular importance for understanding the meaning and ideology of the “Bologna process” is its educational and legal culture, which is to recognize and accept next levels higher education and related academic qualifications and degrees:

1. Three levels of higher education are introduced:

The first level is a bachelor's degree (bachelor's degree).

The second level is the magistracy (master's degree).

The third level is doctoral studies (the degree of "doctor").

2. Two models are recognized as correct in the "Bologna process": 3 + 2 + 3 or 4 + 1 + 3 , where the numbers mean: terms (years) of study at the undergraduate level, then at the master's level, and finally at the doctoral level, respectively.

Note that the current Russian model (4 + 2 + 3) is very specific, if only because the "specialist" degree does not fit into the presented models of the "Bologna process" (a), the Russian bachelor's degree is a completely self-sufficient higher education of the first level (b) , technical schools, colleges, vocational schools and secondary schools, unlike many Western countries, do not have the right to issue a bachelor's degree (c).

3. An "integrated magistracy" is allowed, when an applicant undertakes to obtain a master's degree upon admission, while the bachelor's degree is "absorbed" in the process of master's preparation. The scientific degree (the third level of higher education) is called "doctor of science". Medical schools, arts schools and other specialized universities may follow other models, including monolevel models.

Academic credits - one of the most specific characteristics of the "Bologna Process". The main parameters of such "crediting" are as follows:

Academic credit is called the unit of labor intensity of the student's educational work. For one semester, exactly 30 academic credits are awarded, for academic year– 60 academic credits.

To obtain a bachelor's degree, you need to earn at least 180 credits (three years of study) or at least 240 credits (four years of study).

To obtain a master's degree, a student must, as a rule, accumulate a total of at least 300 credits (five years of study). The number of credits for the discipline cannot be fractional (as an exception, it is allowed to charge 0.5 credits), since the addition of credits for the semester should give the number 30.

Credits are accrued after the successful passing (positive assessment) of the final test in the discipline (exam, test, test, etc.). The number of accrued credits in the discipline does not depend on the assessment. Student attendance is at the discretion of the university, but does not guarantee credit.

When calculating credits, the workload includes classroom work ("contact hours" - in European terminology), independent work of a student, abstracts, essays, term papers and theses, writing master's and doctoral dissertations, practice, internships, preparation for exams, passing exams, and etc.). The ratio of the number of classroom hours and hours of independent work is not centrally regulated.

A - "excellent" (10 percent of those who pass).

B - "very good" (25 percent of the dealers).

C - "good" (30 percent of the dealers).

D - "satisfactory" (25 percent of those who pass).

E - "mediocre" (10 percent of the dealers).

F (FX) - "unsatisfactory".

Academic mobility - another characteristic component of the ideology and practice of the "Bologna process". It consists in a set of a number of conditions for the student himself, and for the university where he receives initial education (basic university):

The student must study at a foreign university for a semester or academic year;

He is taught in the language of the host country or in English; passes current and final tests in the same languages;

Studying abroad under mobility programs for a student is free of charge; - the host university does not take money for training;

The student pays himself: travel, accommodation, meals, medical services, training sessions outside the agreed (standard) program (for example, learning the language of the host country in the courses);

In the base university (to which the student entered), the student receives credits if the internship is agreed with the dean's office; he does not finish any disciplines for the period of study abroad;

The university has the right not to count towards its program academic credits that the student received in other universities without the consent of the dean's office;

Students are encouraged to receive joint and double diplomas.

University autonomy is of particular importance for ensuring the tasks facing the participants of the "Bologna process". It manifests itself in the fact that universities:

Under the existing conditions, within the framework of the SES, HPE independently determine the content of training at the bachelor / master levels;

Independently determine the teaching methodology;

Independently determine the number of credits for training courses (disciplines);

They themselves decide on the use of non-linear learning paths, a credit-module system, distance education, academic rankings, additional rating scales (for example, 100-point).

Finally, the European educational community attaches particular importance to the quality of higher education, which, in in a certain sense, can and should be considered as a key component of the educational Bologna reforms. The position of the European Union in the field of ensuring and guaranteeing the quality of education, which began to take shape back in the pre-Bologna period, boils down to the following main theses (V.I. Baidenko):

Responsibility for the content of education and the organization of education and training systems, their cultural and linguistic diversity, rests with the state;

Improving the quality of higher education is a matter of concern for the countries concerned;

The variety of methods used at the national level and the accumulated national experience should be complemented by the European experience;

Universities are called upon to respond to new educational and social requirements;

The principle of respect for national educational standards, learning objectives and quality standards is respected;

Quality assurance is determined by Member States and should be sufficiently flexible and adaptable to changing circumstances and/or structures;

Quality assurance systems are created in the context of the economic, social and cultural context of countries, taking into account the rapidly changing situations in the world;

Mutual exchange of information about quality and systems of its guarantees is expected, as well as equalization of differences in this area between higher educational institutions;

Countries remain sovereign in their choice of quality assurance procedures and methods;

The adaptation of procedures and methods of quality assurance to the profile and goals (mission) of the university is achieved;

Purposeful use of internal and/or external aspects of quality assurance is practiced;

Polysubject concepts of quality assurance are being formed with the involvement of various parties (higher education as an open system), with mandatory publication of the results;

Contacts with international experts and cooperation in terms of ensuring quality assurance on an international basis are being developed.

These are the main ideas and provisions of the "Bologna process", which are reflected in these and other educational legal acts and documents of the European educational community. It should be noted that the unified state exam (USE), which has become the subject of heated discussions in recent years, is not directly related to the "Bologna process". The deadline for completion of the main "Bologna" reforms in the participating countries is scheduled for a period no later than 2010.

In December 2004, at a meeting of the collegium of the Russian Ministry of Education and Science, the problems of Russia's practical participation in the "Bologna process" were discussed. In particular, the main directions for creating specific conditions for full participation in the "Bologna process" were outlined. These conditions provide for the operation in 2005-2010. primarily:

a) a two-tier system of higher professional education;

b) a system of credits (academic credits) for the recognition of learning outcomes;

c) a quality assurance system of educational institutions and educational programs of universities comparable with the requirements of the European Community;

d) intra-university education quality control systems and involvement of students and employers in the external assessment of the activities of universities, as well as the creation of conditions for the introduction of a supplement to a diploma of higher education, similar to the European supplement, and the development of academic mobility of students and teachers.

1.2 Higher education in Russia and the European educational space

The question of the prestige of higher education in Russia throughout Russian history underwent metamorphosis. Until 1917, the sphere of training highly educated people was socially differentiated. Education at universities was actually inaccessible to the general population, therefore, an important feature of the educated layer in Russia was its small number, which meant elitism, belonging to the nobility, which bore the features of privilege. Due to these circumstances, the social status and prestige of university education were exceptionally high. Perhaps, in no other European country, belonging to the number of persons of mental labor did not give the individual a social position so different from the main mass of the population. In terms of cultural orientations and social functions, the educated class of those years was closer to the upper strata of Russian society.

After 1917, the idea of ​​compulsory education was established in Russia. After the revolution, many of the teaching staff of universities, not loyal to the authorities, were persecuted. In this regard, the level of preparedness of the teaching staff has decreased. In higher educational institutions, the official ideology was implanted.

As O. Cherednik notes, the processes of the 80s exposed the contradictions of the higher education system, the discrepancy between the reproduction and the level of preparedness of educated people with the needs of society. This is confirmed by a large percentage of people with higher education among the unemployed and, as a result, a further decrease in the prestige of higher education, its formalization, the presence of a university diploma comes to the fore. Not the quality of knowledge gained. According to a VTsIOM survey conducted in June 1994, 46% of Russians see the key to success in life in the possession of power, 30% - in wealth, and only 8% - in education. This testifies to the general crisis of the university system and puts our society in front of the need for its radical reorganization.

In June 1999, in Bologna, a number of European Ministers of Education signed a joint statement "European Higher Education Area", which was the beginning of the so-called Bologna process, in which more than 300 European higher education institutions and their representative organizations participate. According to the pan-European document, by 2010 Europe should have a unified system of work of higher education: a pan-European educational space or "Europe of knowledge" will be formed. In September 2003, Russia joined this declaration and became a member of the Bologna process.

In this regard, in recent years, one of the most acute social problems in the development of Russian higher education has been its inclusion in a single European educational space. Russia's entry into the Bologna process presents whole line new requirements for the development of higher education in the country. Since it is regarded as an integral part of the unified educational system that is being formed in Europe, based on the commonality of a number of fundamental principles of its functioning, the development of higher education in Russia should take them into account to the extent necessary for its official recognition in Europe.

In all fundamental principles The Bologna process contained controversial issues. Thus, one of the principles means the introduction of a two-level structure into the system of higher education - bachelor's and master's programs. This structure has been implemented in a number of Russian universities for more than 10 years. But the labor market for bachelors in Russia has not developed yet. For the most part, they are forced to continue their studies at the university, pursuing a diploma of either a specialist or, in a significant minority, a master's degree.

However, here we are immediately confronted with real threat the loss of the strongest and most advantageous aspects of domestic higher education - its depth and fundamentality.

Solving the tasks outlined by the Bologna Declaration involves reforming higher education structures in European countries in order to bring them closer, but at the same time preserve the fundamental values ​​and traditions in education that have developed in each of them. Participants in the Bologna process are required to fulfill a number of conditions: introduce multilevel system higher education; encourage the mobility of students and teachers; implement joint educational programs and practice the issuance of double or joint diplomas upon completion of studies, as well as the European Diploma Supplement as a means of equalizing the rights of university graduates from different countries, including in the labor market; use academic credits of the European standard ECTS (European Credit Transfer System) and others.

The unity of the European educational space (meaning higher education) is ensured, first of all, by the introduction three levels education - "bachelor's" and "master's". The first covers at least 3 years of study; second 1 or 2 years (it is assumed that if bachelors in this university study for 3 years, then the magistracy should be two years, and if - 4, then the master will study for a year). The third level is doctoral studies (3 years). The Russian small experience of multi-level education in recent years was based on the following model: 4 years of undergraduate studies, 2 years of master's studies, 3 years of full-time postgraduate study. This model differs from the European canons, but is allowed by the Bologna processes.

A particularly difficult task of the integration process is the introduction of the mentioned ECTS. In our country, there was an insert in the diploma about the courses taken. In the 1990s, it began to include information on the total laboriousness of mastering each discipline. From cost units for changing the “quantity of education”, based on time intervals, it moved to conventional units, “credits”, in which the volume of education at the first two levels is determined. Each year "weighs" 60 credit units. Therefore, the first diploma corresponds to 180 "credits", and the second - another 120. Behind each such unit is a certain number of mastered concepts, connections between concepts, and acquired skills. It is assumed that their development corresponds to 25 astronomical hours of total labor intensity - including independent work of students and passing by them intermediate and final tests, all other types academic work. Each discipline should "weigh" 4-6 credit units. Two-thirds of offset loans are compulsory disciplines, the rest the student forms independently. At the same time, at the second level, at least 15 credit units must be selected on subjects of a communicative profile. There are several differences between the current European "credit unit" and the domestic system of "academic hours". First, in almost all Russian universities academic hour does not include common work, but only the classroom, if we take not the standard, but real educational plans. Firstly, behind each credit unit there are actually not physical hours of expenses, but really mastered knowledge, more precisely, competencies. Thirdly, not a single university is obliged to accept for "offset" the disciplines mastered by the student "on the side".

The significance of the system of credits is that it is designed to solve the problem of comparability of educational programs, to promote an increase in academic mobility. Credit units you can accumulate for as long as you like ("learning throughout life"). They are re-credited when transferring a student to another (including foreign) university and are taken into account when continuing education at a different level (including in another European state - a member of the Bologna process). This will contribute to the growth of academic mobility and the free movement of European residents in the pan-European space. You can change universities at least every semester - the system for accumulating loans is the same everywhere. With a "Bologna" diploma, a graduate can be hired in any European country.

University programs must be compatible and oriented towards the European labor market, providing employment opportunities with a lifelong learning perspective. European universities have an obligation to encourage mobility both horizontally and vertically, based on existing tools recognition and mobility (ECTS, convertibility of diplomas, compliance of study programs, etc.). All universities in the participating countries must move to a multi-level system of higher education (bachelor plus master or doctorate), use an accumulative credit system based on ECTS and the right to decide on the eligibility of loans obtained elsewhere. Teaching will be conducted in the main world languages, as a result, the Bologna Process participants hope to create a convenient educational environment for European professors and students, which will allow them to move freely from one university to another.

The formation of a single European educational space is an extremely complex and multifaceted problem. It is no coincidence that some European elite universities (Cambridge, the Paris Institute of Political Science, etc.) refused to participate in this process. Sharp discussions unfolded in Germany, in which opinions were expressed that the unification of education reduces the significance of the national educational tradition, and the Germans have something to be proud of. In 2003-2004, there was an active criticism of the education reform in France and even a strike was held. The new system implies mandatory competition between universities, and students do not want this. In a word, the Bologna process is the subject of a lively discourse of the Western European intelligentsia. Moreover, the Western European intelligentsia, just like the Russian one, is divided into supporters of liberal and social concepts. Many of the European socialists rightly suspect that politicians, excited by the integration processes in Europe, are rashly planning such a reform, the systemic consequences of which they, in general, are not able to predict. The difference in approaches and views on what the educational space should be like in the future - characteristic modern educational discourse in European countries.

According to E.V. Dobrenkova, Russia's accession to the Bologna Declaration will bring both pluses and minuses. Pluses - convertibility of diplomas. Today, the diplomas of our universities are quoted only in African countries and some Asian countries. Western employer Russian diplomas does not understand or accept. The fact is that in most countries of the world, “engineer”, or “teacher of history”, or “journalist” are positions, not qualifying specialties. Approximately the same is true of degree scientists: there are no candidates of sciences in other countries.

According to the Russian social scientist S. Kara-Murza, the meaning of dividing studies at a university into two stages - bachelor's and master's programs - is the destruction of the type of higher education that has developed in Russian culture over 300 years. The Ministry intends to change the structure of the university, the organization of the educational process and programs. These things are interconnected and developed historically, not doctrinal. The way of life is, first of all, the relationship between students, as well as between students and teachers. With a two-stage education system, a student studies according to a simplified program and receives a bachelor's degree. Then, those who wish can take an additional course of study (1-2 years) and receive a master's degree. We, as you know, adopted a system of five-year education, in which Last year was dedicated scientific research or engineering development, followed by the thesis defense. Such would be the profile of higher education. The system of retraining a bachelor to a master is extremely expensive, and the question arises: “Can we apply this system in Russia on a massive scale?” Most likely not. And this will lead to a decrease in the level of trained specialists. It becomes incomprehensible why this system is needed at all? Is it really just for diplomas Russian specialists understood by Western employers?

Also in Russia there are no economic conditions for the supposed free migration of students and teachers. The current low level of linguistic training of the vast majority of our students and teachers also shows that there is no need to talk about any free migration to Europe.

The Bologna process is not only and not so much the unification of terms of study and diplomas, but, first of all, the introduction of two new basic concepts into the pan-European education system: a credit system and a modular approach to education. And this, in relation to Russia, is a radical breakdown of the entire education system. The transition to the modular principle of the organization of the educational process turns out to be modern conditions impossible, as it contradicts the standards approved in Russia. Russian standards are drawn up subject to subject. It turns out that it is necessary to radically restructure the entire system of pre-university education, i. to make another revolution in education, which consists in the fact that the traditional subject system of education is changing. After that, it will be necessary to significantly reduce the composition of teachers, and this is already a social problem.

At the same time, the country's entry into the Bologna Process is today officially recognized by the Russian authorities as a necessary link in integration with Europe, a mutually beneficial way to form a single European market for highly skilled labor and higher education. The Ministry of Education and Science of the Russian Federation recognizes that the Russian higher education has no other way than integration into the pan-European area of ​​higher education. According to experts, this integration and, as a consequence, the wide recognition of Russian specialists in Europe will become possible not earlier than in 10-15 years.

CHAPTER II. THE ROLE OF EDUCATION IN THE SOCIAL MOBILITY OF MODERN RUSSIAN SOCIETY

In a person. The destruction was catastrophic primary structures public life, primarily family relations, families sociological research family sphere show that processes took place here, the results of which are noticeable literally in every cell social organism. Phenomena of the human-cog and the shading of social and status differences associated with education, profession, ...

Studying in various types educational institutions through the development and introduction of unified educational standards on the basis of a comprehensive systematic analysis of the educational process a) The problem of social differentiation and the quality of education Young people enter labor, social and political life, having, as a rule, a secondary education. However, education in this moment Seriously...

Resources, and those who do not have them.3, p. 13. The main concepts used within the framework of the concept of critical power conflict are: conflict, social structure, interest, power, control, dominant group, ideology. Representatives of this area of ​​sociology of social problems recognize that social conflicts inevitable, their causes are within society, not...

Regardless of the political orientation of this special social group society. Thus, the goal of the study set by us - the study of the social problems of rural youth at the present stage has been achieved. The tasks set by us have been solved: - the literature on the research problem has been studied; - disclosed social problems and needs of young people; - the experience of the Republic of Bashkortostan in...