RF establishes the following levels of education. Types of education in Russia

There are different levels of education in Russia. They are regulated by a special Law on Education of the Russian Federation 273-FZ Chapter 2 Article 10, which was recently supplemented.

According to the law, the levels of education in the Russian Federation are divided into 2 main types - general education and professional. The first type includes preschool and school education, the second - all the rest.

According to Article 43 of the Constitution of the Russian Federation, all citizens are guaranteed free general education in municipal institutions. General education is a term that includes the following types:

The second type is divided into the following subspecies:

Pre-school education is primarily aimed at developing skills that will help in the future in the assimilation of school material. This includes the primary elements of written and spoken language, the basics of hygiene, ethics and a healthy lifestyle.

Both municipal and private institutions of preschool education are successfully functioning in the Russian Federation. In addition, many parents prefer to raise their children at home, not sending them to kindergarten. Statistics says that the number of children who did not attend preschool institutions increases every year.

Primary education is a continuation of preschool and is aimed at developing students' motivation, honing writing and speaking skills, teaching the basics of theoretical thinking and various sciences.

The main task of basic education is the study of the foundations of various sciences, a deeper study of the state language, the formation of inclinations towards certain types of activity, the formation of aesthetic tastes and social definition. During the period of basic education, the student should develop the skills of independent knowledge of the world.

Secondary education aims to teach to think rationally, to make independent choices, various sciences are studied more deeply. A clear idea of the world and the social role of each student in it is also formed. As never before, it's important pedagogical the influence of the class teacher and other teachers.

In Russian federation professional education levels are divided into the following subspecies:

Primary education is provided by institutions that provide working professions. These include vocational schools (vocational schools, which are now gradually being renamed PTL - vocational lyceum). You can enter such institutions both on the basis of 9th and 11th grades.

Secondary education includes technical schools and colleges. The former train basic-level specialists, the latter implement a system of in-depth training. You can enter a technical school or college on the basis of 9 or 11 grades, some institutions can only enter after 9 or only after 11 grades (for example, medical colleges). Citizens who already have primary vocational education are trained according to a reduced program.

Higher education provides training of highly qualified specialists for various sectors of the economy. Universities, institutes and academies (in some cases also colleges) are engaged in the training of specialists. Higher education is divided into the following levels:

Bachelor's degree is a mandatory level for obtaining the other two. There are also various forms of education. It can be full-time, part-time, part-time and external.

In the world, students are trained by a huge number of educational institutions and different countries.

One of the best systems operates in the USA; more than 500 thousand foreign students study in the institutions of this country. The main problem of the American education system is the high cost.
A very high educational level is also offered by the higher educational institutions of France, education in the universities of this country, as in Russia, is free. Students only have to provide their own maintenance.
In Germany, population countries and foreign applicants are also entitled to free education. There was an attempt to introduce tuition fees, but the attempt failed. An interesting feature of education in this country is that there is no division into bachelor's and specialist's degrees in the legal and medical industries.
In England, the term Higher Education is only used to refer to institutes or universities where graduates receive a doctoral or academic degree.
Also, education in China has recently become popular. This happened thanks to the teaching of most disciplines in English, however, the cost of education in China is still quite high.

The methodology of the British publication Times Higher Education (THE) was the basis for this rating, created by Times Higher Education in conjunction with the Thomson Reuters information group. Developed in 2010 and replacing the well-known World University Rankings, the ranking is recognized as one of the most authoritative in determining the quality of education in the world.

The academic reputation of the university, including scientific activities and the quality of education (data from a global expert survey of representatives of the international academic community)
The scientific reputation of the university in certain areas (data from a global expert survey of representatives of the international academic community).
General citation of scientific publications, normalized for different areas of research (analysis data of 12 thousand scientific journals over a five-year period).
The ratio of published scientific articles to the number of teaching staff (data from the analysis of 12,000 scientific journals over a five-year period).
The amount of funding for university research activities in relation to the number of faculty members (the indicator is normalized by purchasing power parity, based on the economy of a particular country).
The volume of funding by third-party companies for the research activities of the university in relation to the number of faculty members.
The ratio of public funding for research activities to the total research budget of the university.
The ratio of the teaching staff to the number of students.
The ratio of the number of foreign representatives of the teaching staff to the number of local ones.
The ratio of the number of foreign students to the number of local students.
The ratio of defended dissertations (Ph.D.) to the number of teaching staff.
The ratio of defended dissertations (PhDs) to the number of bachelors going to the title of master.
Average remuneration of a member of the teaching staff (the indicator is normalized to purchasing power parity, based on the economy of a particular country).

The maximum score that the studied university can receive is 100 points.

For the level of teaching activity, the quality of education, the number of highly qualified teachers, the university can get a maximum of 30 points.
For the scientific reputation of the university, a maximum of 30 points is given.
For the citation of scientific works - 30 points.
For the development of innovative projects, attracting investments to them, the university receives a maximum of 2.5 points.
For the ability of the university to attract the best students and teachers from all over the world to its ranks - 7.5 points.

1) preschool education;

4) secondary general education.

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) directions;

2) organizations engaged in educational activities, teachers, students and parents (legal representatives) of underage students;

3) federal state bodies and state authorities of the constituent entities of the Russian Federation exercising state management in the field of education, and local government bodies exercising management in the field of education, advisory, advisory and other bodies created by them;

4) organizations providing educational activities, assessing the quality of education;

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

2. Education is divided into general education, vocational education, additional education and vocational training, which ensure the possibility of exercising the right to education throughout life (lifelong education).

3. General education and vocational education are implemented according to the levels of education.

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

1) preschool 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 - bachelor's degree;

3) higher education - specialty, magistracy;

4) higher education - training of highly qualified personnel.

6. Additional education includes such subtypes as additional education for children and adults and additional vocational education.

7. The education system creates conditions for continuous education through the implementation of basic educational programs and various additional educational programs, providing the opportunity for the simultaneous development of several educational programs, as well as taking into account existing education, qualifications, and practical experience in obtaining education.

Commentary on Art. 10 of the Law "On Education in the Russian Federation"

The commented provisions are not new for the domestic educational legislation, since the norms on the structure of the education system contained the system-forming acts of educational legislation: the law on education (Art. and the law on higher education (Art. 4). reworked and synthesized into normative material, taking into account the multi-level nature of education.

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

Firstly, the education system 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, levels and (or) directions.

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

federal state requirements - for additional pre-professional programs;

educational standards - for educational programs of higher education in cases provided for by the commented law or a decree of the President of the Russian Federation. The definition of the educational standard is given in paragraph 7) of Art. 2 of Law N 273-FZ, however, we find a more accurate interpretation of it in Art. 11 of the Law (see commentary to part 10 of article 11 of the Law).

Educational programs are also included in the education system, since they represent a set of basic characteristics of education and organizational and pedagogical conditions. Their allocation is due to the fact that if either federal state educational standards, or federal state requirements, or educational standards are developed, the educational program is drawn up on their basis. In the event that these are not available (for additional general developmental and with certain characteristics, for additional professional programs * (14); vocational training programs are developed on the basis of established qualification 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 engaged in educational activities, also teachers, students and their parents (legal representatives) (up to the age of majority 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 students and their parents, and Chapter 5, dedicated to pedagogical, managerial and other employees of organizations engaged in educational activities (Articles 47 and 50 of the Law on Education in the Russian Federation).

Thirdly, the education system includes, along with the bodies exercising management in the field of education at all levels of government, advisory, advisory and other bodies created by them. The sign of jurisdiction is not singled out; instead, the sign of the creation of a body by the body exercising management in the field of education is introduced. Such a replacement does not bear fundamental differences. At the same time, the former wording "institutions and organizations" could not allow attributing, for example, public councils to the education system.

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

Fifthly, in addition to associations of legal entities and public associations, the education system includes associations of employers and their associations operating in the field of education. This position is due to the activating direction of the integration of education, science and production; understanding of education as a process culminating in employment and orientation in this regard to the demands of the world of work. Employers take part in the work of educational and methodological associations (Article 19 of the Law), are involved in the state final certification for basic professional educational programs, in the conduct of a qualification exam (the result of vocational training) (clause 16 of Article 59, Article 74 of the Law) ; employers, their associations have the right to carry out professional and public accreditation of professional educational programs implemented by an organization engaged in educational activities, and draw up ratings on this basis (clauses 3, 5, article 96 of the Law).

Paragraph 3 of the commented Article 10 of the Law on Education in the Russian Federation introduces a system of types of education, subdividing it into general education, vocational education, additional education and vocational training.

Vocational training, despite the seemingly absent "effect" of educational activities - increasing the educational qualification of the student, also implies the need to master the educational program of secondary general education, if it is not mastered.

This system should make it possible to realize 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). To this end, a variety of educational programs are being introduced.

The system of education levels is being changed, according to which the structure of general education in accordance with the Law includes:

1) preschool 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 - bachelor's degree;

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

4) higher education - training of scientific and pedagogical personnel.

The main innovation is that: 1) pre-school education is included as the first level of general education; 2) initial vocational education is not singled out as a level; 3) higher professional education absorbs the training of scientific and pedagogical personnel (previously carried out within the framework of postgraduate professional education).

The change in levels of education 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 educational levels?

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

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

At first glance, the introduction of preschool education into the system of educational levels looks frightening. As a rule, this implies the existence of federal state educational standards with confirmation of the results of the development of a preschool educational program in the form of a final certification. However, in this situation, the Law provides for a "big" exception to the rule, which is justified given the level of psycho-physical development of children at such an early age. The development of educational programs of preschool education is not accompanied by intermediate certification and final certification of students. That is, confirmation of the fulfillment of the requirements of federal state educational standards should not be expressed in the form of testing the knowledge, skills, abilities of pupils, but in the form of reporting by employees of a preschool educational organization on the work done, aimed at implementing the requirements of the standard. Pre-school education is now the first level of education, but the legislator does not make it compulsory.

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

Since the level of initial vocational education "falls out", it is replaced by two programs introduced into secondary vocational education, which are a successful combination of instilling skills in the field of initial vocational education with the knowledge and skills necessary to perform jobs that require the level of secondary vocational education. As a result, the main programs of secondary vocational education are divided into programs for the training of skilled workers and programs for the training of mid-level specialists.

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

2) specialist training, magistracy;

3) training of scientific and pedagogical personnel.

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

The bachelor's, master's and specialist's degrees, which have already become familiar to us, retain their legal significance, now side by side with the training of scientific and pedagogical personnel. A specialty, as an educational program, is provided where the standard period for mastering an educational program in a particular area of training cannot be reduced.

It should be noted that in the system of levels of education, the allocation of sublevels is dictated by different tasks. If we talk about secondary school, here the receipt of primary education is considered as incomplete education and parents are obliged to ensure that their children receive primary, basic general and secondary general education. These levels are compulsory levels of education. Students who have not mastered the basic educational program of primary general and (or) basic general education are not allowed to study at the next levels of general education. The requirement of obligatory secondary general education in relation to a particular student remains in force until he reaches the age of eighteen years, if the corresponding education was not received by the student earlier.

The allocation of sublevels in higher education is dictated by the need to indicate the independence of each of them and self-sufficiency. Each of them is evidence of higher education without "subjunctive moods". Judicial practice in this regard, based on the law on education of 1992, in contrast, approaches the assessment of the bachelor's degree as the first level of higher education, insufficient for occupying positions that require high professional training, for example, a judge. This approach has been implemented in the entire system of courts of general jurisdiction, including the Supreme Court of the Russian Federation * (15).

Hence, the concept of incomplete higher education can only refer to the fact of an incomplete normative term for mastering one or another educational program of a certain level of education. Therefore, when the educational program in a specific area of training is not fully mastered, it is impossible to talk about passing a specific level of education with the issuance of a document on education, which is also confirmed by judicial practice * (16).

It should be noted that in the regional legislation there are examples of ranking depending on the "level" of education (specialist, master), for example, wage rates. This practice is recognized as inconsistent with the law, since in this case the provisions of Part 3 of Art. 37 of the Constitution of the Russian Federation, art. Art. 3 and 132 of the Labor Code of the Russian Federation, which prohibit discrimination in the sphere of labor, including discrimination in the establishment and change of wage conditions.

Following the logic that each of the "types" of the level of higher education, whether it be a bachelor's degree, a specialist's degree or a master's degree, confirms the completed education cycle, characterized by a certain single set of requirements (Article 2 of the Law, "Basic Concepts"), then no restrictions can be set for one species over another.

However, this statement requires clarification: certain restrictions are already provided for by the Law itself. What regulations do this follow from? We find the answer in Art. 69 "Higher education", which says that persons with a secondary general education are allowed to master undergraduate or specialist programs (types are equated).

Persons with higher education of any level are allowed to master the master's programs. This emphasizes the higher position of the magistracy in the hierarchy of higher education.

However, further we see that the training of scientific and pedagogical personnel in graduate school (adjuncture), residency, assistantship-internship is possible by persons who have an education not lower than higher education (specialist or master's degree). That is, in this case, we see that the specialist "at the finish line" corresponds in terms of the level of his training to the master's program. But the training of scientific and pedagogical personnel is already the next level of higher education.

Thus, the education system, in accordance with the law on education, is a single system, starting with preschool education and ending with the training of scientific and pedagogical personnel, as the necessary level of education for engaging in certain types of activities or certain positions (for example, residency).

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

Additional education is a type of education and includes such subtypes as additional education for 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 general developmental programs, additional pre-professional programs;

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

1. The education system includes:

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

2) organizations engaged in educational activities, teachers, students and parents (legal representatives) of underage students;

4) organizations providing educational activities, assessing the quality of education;

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

3. General education and vocational education are implemented according to the levels of education.

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

1) preschool education;

4) secondary general education.

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

3) higher education - specialty, magistracy;

4) higher education - training of highly qualified personnel.

6. Additional education includes such subtypes as additional education for children and adults and additional vocational education.

Commentary on Art. 10 of the Law "On Education in the Russian Federation"

The commented provisions are not new for 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 relevant provisions of these normative acts are somewhat revised and synthesized into normative material, taking into account the multi-level nature of education.

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

federal state requirements - for additional pre-professional programs;

Secondly, the education system includes, along with organizations engaged in educational activities, also teachers, students and their parents (legal representatives) (up to the age of majority 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 students and their parents, and dedicated to pedagogical, managerial and other employees of organizations engaged in educational activities (and).

Fifthly, in addition to associations of legal entities and public associations, the education system includes associations of employers and their associations operating in the field of education. This position is due to the activating direction of the integration of education, science and production; understanding of education as a process culminating in employment and orientation in this regard to the demands of the world of work. Employers take part in the work of educational and methodological associations (), are involved in the state final certification for basic professional educational programs, in the qualification exam (the result of vocational training) (,); employers, their associations have the right to conduct professional and public accreditation of professional educational programs implemented by an organization engaged in educational activities, and draw up ratings on this basis ().

The system of education levels is being changed, according to which the structure of general education in accordance with the Law includes:

1) preschool 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 - bachelor's degree;

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

4) higher education - training of scientific and pedagogical personnel.

The change in levels of education 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 educational levels?

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

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

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

1) undergraduate;

2) specialist training, magistracy;

3) training of scientific and pedagogical personnel.

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

It should be noted that in the regional legislation there are examples of ranking depending on the "level" of education (specialist, master), for example, wage rates. This practice is recognized as inconsistent with the law, since in this case the provisions of Part 3 of Art. 37 of the Constitution of the Russian Federation, art. and 132 of the Labor Code of the Russian Federation, which prohibit discrimination in the sphere of labor, including discrimination in the establishment and change of wage conditions.

Persons with higher education of any level are allowed to master the master's programs. This emphasizes the higher position of the magistracy in the hierarchy of higher education.

Additional educational programs include:

1) additional general education programs - additional general developmental programs, additional pre-professional programs;

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

The allocation of various types of educational programs, including those within the framework of additional education, makes it possible to ensure the continuity of education throughout life. The proposed system of educational programs provides the possibility of simultaneously mastering several educational programs, taking into account existing education, qualifications, practical experience in obtaining education, training in an abbreviated training program.

is a set of training programs and state standards that are in constant interaction with each other. The levels of education that implement them consist of institutions that do not depend on each other. An institution of each level has its own forms of organization and bodies of legal subordination that control it.

Education in Russia

At all times, special attention has been paid to education in our country. However, with the change of centuries and political regimes, it has also undergone significant changes. So, in Soviet times, the education system worked under a single standard. The requirements for educational institutions, the plans according to which the training was carried out, and the methods used by teachers were uniform and strictly regulated at the state level. However, the reassessment of values, today, has led to the democratization, humanization and individualization in the education system. All these terms, inapplicable in the past, have become commonplace for modern participants in the educational process. There is variability in educational programs, which allows each institution, regardless of its level, to develop its own training plan, provided that it is approved by the supervisory authority.

However, despite all the innovations, the modern Russian education system remains federal and centralized. The levels of education and its types are fixed by law and are not subject to change.

Types and levels of Russian education

Today, in the Russian Federation there are such types of education as general education and vocational education. The first type includes preschool and school education, the second - all the rest.

As for the level of education, this is an indicator of the development of educational programs at various levels, both by an individual and by the population. Educational programs, in turn, are stages of education. This indicator characterizes the real and potential capabilities of society, the state as a whole, and the individual in particular.

Levels of education:

general education;
professional;
higher.

General education

According to the Constitution of the Russian Federation, every citizen has the right to receive every level of general education free of charge in all state institutions. The levels of general education are:

preschool;
school.

School education, in turn, is divided into:

initial;
main;
the average.

Each of the steps prepares for the development of the educational program of the next level.

The very first step in our country is preschool education. It prepares future students for the development of the school curriculum, and also provides initial knowledge about hygiene, ethics and a healthy lifestyle. At the same time, according to research, children who did not attend a preschool institution, at the next stage - school, experience difficulties both in social adaptation and in the development of educational material.

All subsequent levels of education, as well as the preschool stage, pursue a single goal - to prepare for the development of the next stage of education.

At the same time, the primary task of basic education is to master the basics of various sciences and the state language, as well as the formation of inclinations for certain types of activities. At this stage of education, it is necessary to learn to independently cognize the world around.

Professional education

The levels of vocational education are as follows:

initial
the average;
higher.

The first stage is mastered in institutions where you can get various working professions. These include vocational institutions. Today they are called vocational lyceums. You can get there, both after the 9th grade, and after graduating from the 11th.

The next step is technical schools and colleges. In institutions of the first type, one can master the basic level of the future profession, while the second type involves a more in-depth study. You can also enter there, both after the 9th grade and after the 11th. However, there are institutions that stipulate admission only after one specific stage. If you already have an initial vocational education, you will be offered an accelerated program.

And finally, higher education trains highly qualified specialists in various fields. This level of education has its sublevels.

Higher education. Levels

So, the levels of higher education are:

undergraduate;
specialty
magistracy.

It is noteworthy that each of these levels has its own terms of study. It should be taken into account that the bachelor's degree is the initial level, which is mandatory for obtaining the rest.

Specialists with the highest qualifications in various professions are trained in such educational institutions as universities, institutes, academies.

This level of education is also characterized by the fact that it has different forms of education. You can study:

in person, attending all classes and taking sessions;
in absentia, independently studying the course material and taking sessions;
part-time, when training can be conducted on weekends or in the evening (suitable for employed students, as it allows you to study on the job);
as an external student, here you can finish your studies when you see fit (it assumes the issuance of a state diploma, however, it will be marked that you graduated from an educational institution as an external student).

Conclusion

Types of education and its levels look like this. It is their totality that makes up the education system of the Russian Federation. All of them are regulated at the legislative level by normative documents of various nature and content.

It should be borne in mind that the purpose of the educational system is not only that it allows you to master various professions. In the process of learning, a personality is formed, which improves with each overcome educational level.

Education in Russia plays a decisive role in the process of personality formation. Its main goal is to educate and educate the younger generation, to acquire knowledge, skills, competencies and the necessary experience. Various types of education in Russia are aimed at the professional, moral, intellectual and physical development of children, adolescents, boys and girls. Let's consider this in more detail.

Law "On Education in the Russian Federation"

According to this document, the educational process is a continuous, sequentially connected system. Such content implies the presence of certain levels. In the law they are called "types of education in Russia."

Each level has specific goals and objectives, content and methods of influence.

Types of education in Russia

According to the law, two major levels are distinguished.

The first is general education. It includes preschool and school sublevels. The latter, in turn, is divided into primary, basic and complete (secondary) education.

The second level is vocational education. It includes secondary, higher (bachelor's, specialist's and master's) and training of highly qualified personnel.

Let's look at each of these levels in more detail.

About the system of preschool education in Russia

This level is for children up to seven years of age. The basic goal is the overall development, education and upbringing of preschoolers. In addition, it implies the exercise of control and care for them. In Russia, these functions are performed by specialized institutions of preschool education.

These are nurseries, kindergartens, early development centers or homes.

About the system of secondary education in the Russian Federation

As noted above, it consists of several sublevels:

Primary lasts four years. The main goal is to give the child a system of necessary knowledge in basic subjects.
Basic education lasts from the fifth to the ninth grades. It assumes that the development of the child should be carried out in the main scientific areas. As a result, secondary schools must prepare teenagers for the GIA in certain subjects.

These levels of education at school are compulsory for children in accordance with their age. After the ninth grade, the child has the right to leave school and study further, choosing special secondary schools. In this case, it is the guardians or parents who, according to the law, are fully responsible for ensuring that the process of acquiring knowledge is continued, and not interrupted.

Complete education means that the student is in the tenth to eleventh grades for two years. The main purpose of this stage is to prepare graduates for the Unified State Examination and further education at the university. Reality shows that during this period they often resort to the services of tutors, since one school is not enough.

More about secondary vocational and higher education in our country

Secondary vocational schools are divided into colleges and technical schools (state and non-state). They train students in selected specialties for two or three, and sometimes four years. In most of the descents, a teenager can enter after the ninth grade. Medical colleges are an exception. They are accepted in the presence of a complete general education.

You can enter any higher educational institution in Russia under the bachelor's program only after the eleventh grade. In the future, if desired, the student will continue his studies in the magistracy.

Some universities currently offer a specialist degree rather than a bachelor's degree. However, in accordance with the Bologna system, higher professional education in this system will not exist in the near future.

The next step is the training of highly qualified personnel. These are graduate school (or adjuncture) and residency. In addition, specialists with higher professional education can complete an internship assistant program. We are talking about the training of pedagogical and creative figures of the highest qualification.

Remote education

This system is a new, specific form of education, which differs from traditional ones. Distance education is distinguished by other goals, objectives, content, means, methods and forms of interaction. The use of computer technologies, telecommunications, case technologies, etc. is becoming predominant.

In this regard, the most common types of such training are as follows:

The first is based on interactive television. When it is implemented, there is direct visual contact with the audience, which is at a distance from the teacher. Currently, this species is underdeveloped and very expensive. However, it is necessary when unique techniques, laboratory experiments and new knowledge in a particular area are demonstrated.
The second type of distance learning is based on computer telecommunication networks (regional, global), which have various didactic capabilities (text files, multimedia technologies, videoconferencing, e-mail, etc.). This is a common and inexpensive form of distance learning.
The third combines the CD (basic electronic textbook) and the global network. Due to the great didactic possibilities, this type is optimal both for university and school education, and for advanced training. The CD has a lot of advantages: multimedia, interactivity, the presence of a large amount of information with minimal financial losses.

Inclusive education

The Law "On Education in the Russian Federation" highlights the creation of favorable conditions for the education of persons with disabilities as one of the priority tasks. And this is reflected not only in the form, but also in the content.

In the law, this system was named "inclusive education". Its implementation implies the absence of any discrimination against children with special needs, the existence of equal treatment for everyone and the availability of education.

Inclusive education is implemented in all educational institutions in Russia. The main goal is to create a barrier-free environment in the learning process and provide professional training for people with disabilities. For its implementation it is necessary to perform certain tasks:

technically equip educational institutions ;
develop special training courses for teachers;
create methodological developments for other students aimed at the process of developing relationships with people with disabilities;
develop programs that are aimed at facilitating the adaptation of persons with disabilities in educational institutions.

This work has just been developed. Within the next few years, the goal set and the assigned tasks should be fully implemented.

Conclusion

At the moment, the types of education in Russia are clearly identified, the functions and content of each level are disclosed. However, despite this, the reconstruction and reform of the entire education system continues.

The education system in the Russian Federation is a set of interacting successive educational programs and state educational standards different levels and directions; networks implementing them educational institutions; educational authorities and their subordinate institutions and organizations; associations of legal entities, public and state-public associations carrying out activities in the field of education.

In the Russian Federation are implemented educational programs- this is a document that defines the specifics of the organization of the educational process (content, forms), taking into account the standard of the preschool level of education. They are divided into:

1. general educational (basic and additional) - aimed at solving the problems of forming a general culture of the individual for life in society, at creating the basis for a conscious choice and development of professional educational programs (preschool, primary general, basic general, secondary (complete) general education);

2. professional (basic and additional) - aimed at solving the problems of raising professional and general educational levels, training specialists of appropriate qualifications (initial vocational, secondary vocational, higher professional, postgraduate professional education).

The mandatory minimum content of each basic general education program or the main professional education program (for a specific profession, specialty) is established by the relevant state educational standard - normative document, in which it is fixed: 1. the maximum load on students; 2. minimum content of image programs; 3. requirements for the preparation of a school graduate.

On January 21, 2010, on the opening day of the Year of the Teacher in Russia, the President of the Russian Federation D. A. Medvedev approved the initiative "Our New School", aimed at a gradual transition to new educational standards, changing the infrastructure of the school network, maintaining and strengthening the health of schoolchildren, developing the teacher's potential and support system for talented children.

“We are starting to implement the national educational initiative Our New School,” said D.A. Medvedev. “Today I approved this educational initiative. Its essence and meaning is to create a school capable of revealing the personal potential of children, instilling in them an interest in learning and knowledge, the desire for spiritual growth and a healthy lifestyle, to prepare children for professional activities, taking into account the tasks of modernization and innovative development of the country.

The President stressed that "this is not a short-term project, but a strategic policy in the field of education, which was widely discussed in society."

On January 19, 2010, at a meeting of the council for the implementation of priority national projects and demographic policy, Dmitry Medvedev instructed the government to submit an annual summary report on the implementation of the Our New School initiative. More than 15 billion rubles have been allocated for its implementation.

The child as subject and object of the pedagogical process. Individual development of personality, social and biological factors of development and its driving forces. Pedagogical Anthropology in Russia (K.D. Ushinsky, P.P. Blonsky)

The child as object and subject ped. process. In the process of education, the central figure is the one who is brought up, the pupil. A person born as a being is almost exclusively a biologist. Societies. a being capable of entering into relationships with other people, he becomes in the process of developing . The formation of the actual person as a society. creatures, personality is associated with development in the conditions of societies. beings-I. Outside of society, without communication with people, a child cannot become a person, cannot develop as a person. In this regard, the problem of the formation of the subjectivity of education in a ped becomes relevant. process. object deya-ty - person, to whom the action is directed . Subject- the child can perform in the conditions of manifestation of own. active, collaborative and interested. Individual. personal development. First of all, people have developed physical skills. The weight of the child, his height changes, the weight of the heads grows especially intensively. brain. Developed as a person in a physiological respect: it becomes more complicated and stabilizes by the end of schools. training krovoobr-e and esophagus-e, nerve processes. activities. Changes also occur in the psyche of a person: the speed of the flow of mental changes. processes, forming a character, developing a will. The development of a person in the social respect is characterized by the complication of relations with people, in general, as a whole. Biological and social factors in development Sots-e (external) - social environment, prots-s educate-I and biologist-e (internal) - inheritance, own. human activity. Depending on the leading factors, there are 3 main. concepts of development of a person: a biologist-I (a person is a natural being and all the behavior of a person is explained by his inherent needs, inclinations and inclinations from birth), a sociologist-I (a person - to be born as a progenitor being, and later he was socialized), biosocial (psychic processes have a biological nature, and direction, interests, ways - social ). driving force the development of people is a contradiction, for example, between the achieved and the required level of ZUN. Thanks to K.D. Ushinsky in the 19th century, the child began to be considered as an object of education from the standpoint of a new science - "ped. anthropology". She studies the anthropological laws of development and the formation of the image of a child in ontogenesis, i.e. during his individual. life under the influence of parents, teachers, mass media. information, self-education and self-perfection of all life. way and search for the meaning of his life, working out ways to fix this appearance and its changes under the influence of decomp. factors - natures, socioculturals, education. Ushinsky laid the foundations for the studying people as an educator and educator in order to harmonize ped. theory and practice with the nature of a person, he was the first to single them out as heads. human factor. development.. Blonsky, developing the problem of the relationship between the biologist and the social, he defended integrity. the process of raising children, taking into account the characteristics of children. period.

The concept of didactics. The emergence and development of scientific didactics (J.A. Comenius, I.G. Pestalloczi, A. Diesterweg). Education as a value, process and result. Essence, structure and functions of the learning process.

Didactics- the doctrine of education and training of the individual. Pedagogical theory of education, which provides scientific substantiation of its content, methods and organizational forms. A pedagogical discipline that studies learning at a theoretical level.

The subject of didactics: the connection of teaching and learning, their interaction.

For the first time, the term "didactics" appeared in the writings of the German teacher Wolfgang Rathke (Ratichia) (1571-1635) to refer to the art of teaching. Similarly, as "the universal art of teaching everything to everyone", interpreted didactics Jan Ammos Comenius(1592-1670) - the founder of scientific didactics. The work "Great Didactics" contains a description of the principles of teaching (visibility, consistency, consciousness, accessibility, strength of knowledge, etc.) and the classroom system. The first to speak about the need for special training of teachers, formulated. requirements for the personality of a teacher, proposed the concept of a school academic year with its division into academic quarters, introduced holidays, the concept of a lesson, a class. I.Pestalloczi(1746-1827) Work "How Gertrude teaches her children." He developed a method of elementary education, according to which the process of education should begin with the simplest elements and gradually ascend to more and more complex ones. The founder of the concept of "formal education": teaching subjects considered as a means of developing abilities. Developed a methodology for the initial education of children. A.Disterweg(1790-1866) Work "A Guide to the Education of German Teachers". Developed didactics of developmental education. Main the task of education is the development of mental strength and abilities of children. The appointment of a teacher is developed. children's activities. The success of training is ensured. teacher.

Education as a value:

1)State. The moral, intellectual, economic and cultural potential of each state depends on the state of the educational sphere and the possibilities of its progressive development. The Law of the Russian Federation "On Education" states: "The Russian Federation declares the field of education a priority" (Article 1). 2) Public. Education lays the foundations for future changes in society, predetermining its development. Education is designed to educate Russian patriots, citizens of a legal, democratic state, capable of socialization in a civil society, respecting the rights and freedoms of the individual, possessing high morality and showing national and religious tolerance, respect for the languages, traditions and culture of other peoples. 3) Personal. Individually motivated attitude of a person to his own education, its level and quality.

Education as a process is the development by a person in the conditions of an educational institution or through self-education of a system of knowledge, skills, experience of cognitive and practical activities, value orientations and relationships.

Education as a result- a characteristic of the achieved level of education.

Education - a purposeful, specially organized and controlled process of interaction between teachers and students, aimed at mastering knowledge, skills, shaping a worldview, developing the mental strength and potential of students.

The structure of the learning process can be represented in two ways:

1) on the activities of the teacher and students: learning process \u003d teaching (teacher activity) ↔ teaching (student activity) 2) by components: a) target (the idea of the final result); b) meaningful (selection of the content of educational material); c) motivational-stimulating (social motives (evaluation, mark, praise, creation of a situation of success), cognitive motives (game, novelty, interesting historical information)); d) operational and activity; e) control and correction; e) evaluative and effective.

Functions of the learning process: educational(equipping students with a system of scientific knowledge, skills and abilities and its use in practice); educational(training always educates, but not automatically, therefore, the implementation of the educative function requires, when organizing the educational process, selecting content, choosing forms and methods, to proceed from the correctly set tasks of education); developing(it is carried out most effectively with a special focus on the interaction of teachers and students on the comprehensive development of the student's personality).

The concept of the content of education (CO), Feder. state images. standard (FGOS), educational. program, curriculum, curriculum.

Sushest-yut 3 basic approaches to the consideration of this concept of CO: 1 . SO- pedagogically adapted basics of sciences studied at school; 2 . SO like a scoop of ZUiN, which should be learned by students. Here, we consider the owls with the so-called. demand; 3(!). SO as a teacher, an adapted social experience of mankind, which is identical in structure to human culture in its entirety. Allocate the following types of social experience: 1-knowledge of nature, creativity, technology, etc.; 2-experience practical. d-ti (experience in the implementation of known methods of d-ti, including skills, skills; 3-again creative d-ti; 4-experience in implementing an emotional-valuable attitude to the world, society, h-ku, nature. Principles and criteria for selecting the content of general education: 1. the principle of conformity with CO in all elements and at all levels of designing the requirements for the development of society: science, culture and personality; 2 . pr-tsip of a single content and procedural side of learning; 3 .pr-tsip of the structure of the unity of CO at different levels of its formation, i.e. USD correspond to another friend following documents, in which CO is reflected: study plan, study program, state educational standard, study guide and study guide, and also pedagogical activity, personality student; 4 .principle of the humanization of SO: "Humanitarianism of the EH of knowledge" - the use of information, texts from the humanities in natural sciences; 5. principle of fundamentalization of SR: science and technology are developing, and at each stage the teacher must assimilate not only new ones, but also the basic level; 6 . the principle of compliance of the main components of the content of general education with the structure of the basic culture of the individual. CO selection levels: 1-ur-n of the general theoret. obr-I-GOS and study plan; 2-level educational subject-study program; 3rd level of study material-training, study guide.

GOS-norm-th document, preds-shchy sob.sovo-th parameters, acting as a state standard of education. CRP defines-1.min CO, 2-max study load, 3-requirements for the level of training of graduates. In the State Educational Standard, the federal, national-regional and school compotes are registered.

CURRICULUM-norm document, defining the images of the regions and academic subjects studied in this general institution (institution), distributing them by year of study and the number of hours in weeks allotted for the study of each pred-ta in this class. UCH.PL.form.3 types: 1 -basic c.p.; 2 - typical u.p.; 3 -u.p.general.institution., which consists of 2 parts: invariant (feder.comp.) and variant (national-regional and school.computers).

EDUCATIONAL PROGRAM-norm document, revealing the contents of the ZUiN on the textbook, the logic of studying the main world ideas with an indication of the following topics, questions and the general dosage of time for study them. Types STUDY.PR-M:1-type uch.pr-ma Developed on the basis of the requirements of the GOS, it relates to one or another image area. Type-I uch.pr-we developed. and approved by the Minister of Education of the Russian Federation and im-ut recommendatory character; 2-working account developed and approved by the teacher's council of the school on the basis of a typical educational program; 3-author's pr-ma takes into account the requirements of the State Educational Standard, but may contain a different logic for studying textbooks, their own approaches to the consideration of certain theories, their own point of view regarding the study of individual phenomena and processes. F-ci UCH. PR-WE : 1. descriptive, 2. ideological and worldview, 3. regulating, or organizational and methodological. History is complex 2 ways to build an account:linear – no re-return occurred. to previously studied sections of the program; concentric - the same sections of the programs are studied at different levels of study or at different stages of study of the same discipline; in the last time, introduce into practice 3 way: spiral - a section of the topic is studied without repetition, and others are repeatedly complicated. Stu-ra educational pr-we: 1 . Title list; 2 . Explanatory note (goals, objectives of the educational program, the main idea and logic of its study and specific approaches to its implementation; 3 . The content of the educational program (highlight sections and topics for study, register the number of hours, allocate for the study of each section and topic, share a brief content of educational material for each section and topic (according to UN disciplines + labs and practical work)); 4 .educational topics.planning; 5 . criteria for evaluation.

TUTORIALS and EDUCATIONAL POS-I should reflect reliable scientific knowledge (facts, theories, laws, concepts, dates, etc.); a certain logic of studying this textbook, you must form skills, knowledge that can be applied in any situation, reflect world ideas, interpres. connections must be indicated , should be oriented, aimed at the formation of an emotional and valuable attitude to the world, nature, etc.