The education system of the Russian Federation definition. The concept of the education system of the Russian Federation

The education system in the Russian Federation

Education is one of the most important spheres of social life, on the functioning of which the intellectual, cultural, and moral state of society depends. The end result comes down to the education of the individual, i.e. its new quality, expressed in the totality of acquired knowledge, skills and abilities.

Education system includes:

preschool educational institutions;

educational institutions;

educational institutions of higher professional education (higher educational institution);

educational institutions of secondary specialized education (secondary specialized educational institution);

non-state educational institutions;

additional education.

Educational institutions are a massive and extensive system. Their network affects the socio-economic situation, both in the country and in the regions. In educational institutions, the transfer of knowledge, moral principles and customs of society is carried out.

Education, like any social subsystem, has its own structure. Thus, in the structure of education, one can single out educational institutions(schools, colleges, universities), social groups(teachers, students, pupils), educational process(the process of transferring and assimilation of knowledge, skills, abilities, values).

Structure of education:

preschool(nursery, kindergarten);

General: - primary (1-4 cells) - basic (5-9 cells) - secondary (10-11 cells);

Professional: - primary (vocational school, professional lyceum), - secondary (technical school, college), - higher (bachelor's degree, specialist's degree, master's degree)

Postgraduate(postgraduate, doctoral studies)

In addition to preschool, general and vocational education, sometimes there are:

additional education, which takes place in parallel with the main one - circles, sections, Sunday schools, courses;

self-education- independent work to acquire knowledge about the world, experience, cultural values. Self-education is a free and active way of cultural self-improvement, which allows to achieve the best success in educational activities.

By forms of education when structuring, full-time, part-time, external, according to an individual plan, distance forms are distinguished.

The fundamental foundations of the state policy in the field of education in the Russian Federation are:

The Russian Federation declares the field of education a priority.

Education in the Russian Federation is carried out in accordance with the legislation of the Russian Federation and the norms of international law.

The state guarantees citizens the general availability and free of charge of preschool, primary general, basic general, secondary (complete) general education and primary vocational education, as well as free of charge secondary vocational, higher vocational and postgraduate vocational education on a competitive basis in state and municipal educational institutions within federal state educational standards, federal state requirements and educational standards and requirements established by law, if a citizen receives education of this level for the first time, in the manner prescribed by the laws of the Russian Federation.

General education is compulsory.

Citizens of the Russian Federation are guaranteed the opportunity to receive education regardless of gender, race, nationality, language, origin, place of residence, attitude to religion, beliefs, membership in public organizations (associations), age, health status, social, property and official status, criminal record .

Restrictions on the rights of citizens to vocational education on the basis of gender, age, state of health, and the presence of a criminal record can only be established by law.

Citizens of the Russian Federation have the right to receive basic general education in their native language, as well as to choose the language of instruction within the limits of the possibilities provided by the education system.

The issues of studying the state languages of the republics within the Russian Federation are regulated by the legislation of these republics.

The state creates conditions for citizens with disabilities, that is, those with disabilities in physical and (or) mental development, for them to receive education, correct developmental disorders and social adaptation based on special pedagogical approaches.

The Russian Federation establishes federal state educational standards, supports various forms of education and self-education.

In the Russian Federation, federal state educational standards are established, which are a set of requirements that are mandatory for the implementation of basic educational programs of primary general, basic general, secondary (complete) general, primary vocational, secondary vocational and higher professional education by educational institutions with state accreditation.

The implementation of a unified state policy in the field of education in the Russian Federation is ensured by the Government of the Russian Federation.

The organizational basis of the state policy of the Russian Federation in the field of education is the Federal Target Program for the Development of Education (the current Program was adopted for the period 2006-2010).

In state and municipal educational institutions, bodies exercising management in the field of education, the creation and operation of organizational structures of political parties, socio-political and religious movements and organizations (associations) are not allowed.

The state policy in the field of education is based on the following principles:

the humanistic nature of education, the priority of universal human values, human life and health, and the free development of the individual. Education of citizenship, diligence, respect for human rights and freedoms, love for the environment, Motherland, family;

unity of the federal cultural and educational space. Protection and development by the education system of national cultures, regional cultural traditions and characteristics in a multinational state;

general accessibility of education, adaptability of the education system to the levels and characteristics of the development and training of students and pupils;

the secular nature of education in state and municipal educational institutions;

freedom and pluralism in education;

democratic, state-public nature of education management. Autonomy of educational institutions.

Features of the teaching profession

A person's belonging to a particular profession is manifested in the features of his activity and way of thinking. According to the classification proposed by E.A. Klimov, the pedagogical profession refers to a group of professions, the subject of which is another person. But the pedagogical profession is distinguished from a number of others primarily by the way of thinking of its representatives, an increased sense of duty and responsibility. Its main difference from other professions of the "man-to-man" type is that it belongs both to the class of transformative and to the class of managers professions at the same time. Having as the goal of his activity the formation and transformation of the personality, the teacher is called upon to manage the process of her intellectual, emotional and physical development, the formation of her spiritual world.

The main content of the teaching profession is relationships with people. The activities of other representatives of professions of the "man-to-man" type also require interaction with people, but here it is connected with the best understanding and satisfaction of human needs. In the profession of a teacher, the leading task is to understand social goals and direct the efforts of other people towards their achievement.

The peculiarity of training and education as an activity for social management is that it has, as it were, a double object of labor. On the one hand, its main content is relationships with people: if the leader (and the teacher is such) does not develop proper relations with those people whom he leads or whom he convinces, then the most important thing in his activity is missing. On the other hand, professions of this type always require a person to have special knowledge, skills and abilities in any area (depending on who or what he manages). The teacher, like any other leader, must know well and represent the activities of the students, the development process of which he leads. Thus, the teaching profession requires double training - human science and special.

The peculiarity of the teaching profession lies in the fact that by its nature it has a humanistic, collective and creative character.

The humanistic function of the teaching profession. Two social functions have historically been assigned to the teaching profession - adaptive and humanistic ("human-forming"). The adaptive function is associated with the adaptation of the student, pupil to the specific requirements of the modern socio-cultural situation, and the humanistic function is associated with the development of his personality, creative individuality.

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;

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 subspecies 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 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:

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).

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 dedicated to pedagogical, managerial and other employees of organizations engaged in educational activities (and).

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" might 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 (), 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 ().

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 educational levels 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 "drops 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:

1) undergraduate;

2) specialist training, magistracy;

3) training of scientific and pedagogical personnel.

The term "professional" itself is no longer applied to higher education, while 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. 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, according to 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 subspecies 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.

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.

The concept of "education system"

Regardless of the level of economic development, religious views, political structure, in each state the priority task is to create conditions for the harmonious and comprehensive development of its citizens. Responsibility for the implementation of this task rests with the education system existing in this particular state.

Most often, the education system is understood as a social institution specially developed by society, which is characterized by an organized system of connections and social norms that correspond to this particular society, its needs and requirements that it imposes on a socialized person. But in order to understand more deeply what the education system is, you first need to analyze each component of this complex and capacious concept.

We should start with what is understood in pedagogical science as education. In the narrow sense of the word, education is a process of learning, learning and enlightenment. In a broader sense, education is seen as a special sphere of social life, which creates both external and internal conditions necessary for the harmonious development of the individual in the process of assimilation of cultural values, norms, behavior patterns, etc. Also, education is understood as a synthesis of learning and learning processes, and also education, self-education, development and socialization. Thus, we can say that education is a multi-level space, which is designed to create conditions for the development and self-development of the individual.

Analyzing the concept of "education", it is worth referring to the definition that was adopted at the twentieth session of the General Conference of UNESCO: "education is the process and result of improving the abilities and behavior of the individual, as a result of which it reaches social maturity and individual growth." In addition, education should also be understood as the formation of a person's spiritual image, which occurs under the influence of moral and spiritual values that are accepted and are reference in this particular society. It is also a process of education, self-education and polishing of a personality, in which it is important not so much the amount of knowledge, skills, abilities received and assimilated by a person, but their skillful combination with personal qualities and the ability to independently manage their knowledge, directing their activities to constant self-development and self-improvement.

As for the system, it is a set of certain elements or components that are in certain relationships and connections with each other, as a result of which a certain integrity, unity is formed. That is why, considering education from the standpoint of the social system, the following definition is most often given: “a network of educational institutions of the country, namely preschool educational institutions, primary and secondary, secondary specialized, higher and postgraduate institutions, as well as extracurricular ones”. Most often, the education system is understood as a model that combines institutional structures (preschool institutions, schools, universities, colleges, etc.), the main purpose of which is to create optimal conditions for teaching students and their learning, as an active activity of subjects of educational and upbringing process.

Definition

So, the education system is a country-wide structure of educational institutions. This system includes nurseries, kindergartens, primary and general educational institutions, specialized and vocational schools, colleges and technical schools, out-of-school institutions, higher educational institutions. Often, the education system also includes various adult education institutions (postgraduate education, adult education) and cultural institutions.

The basis of the education system is:

preschool education (nurseries, kindergartens);
primary (or elementary) education, the duration of which in different countries varies from 5 to 9 years (in our country, this stage corresponds to a nine-year basic school);
secondary education, which is provided by schools with 4-6 years of study;
higher education (universities, institutes, academies, higher technical schools, some colleges, etc.), the term of study in which is 4-6 years, sometimes - 7 years.

Features of the educational system

The education system occupies a central place in the pedagogical process, because it not only provides the transfer of formal knowledge about the surrounding reality and the laws, rules and patterns existing in the surrounding world, but also has a significant impact on the development and formation of a person's personality. That is why the main education system is the regulation and direction of communication, activity and interaction of all subjects of the educational process to promote such personal qualities and properties that are necessary for the self-realization of each person at this particular stage of the cultural and historical development of the state and society as a whole.

Any education system, regardless of when it existed and in which country, has undergone some transformations. But the development of the education system is always, including our country, influenced by certain factors, namely:

the existing level of development of social production and the improvement of its scientific and technical foundations, which leads to an increase in the requirements for the training (both general and specialized) of future specialists and the corresponding level of development (material and technical base, pedagogical experience, etc.) institutions of the country. So, in countries where the level of economic and technical development is higher, respectively, and the network of specialized educational institutions is larger, and new, improved types of educational institutions are emerging;
state policy in the field of education, which has a direct impact on the development of all types of educational institutions in the country and on the features of their functioning, as well as the interests of various classes;
historical experience, national and ethnic characteristics, which are reflected in the field of public education;
pedagogical factors, among which it is worth highlighting the early education of children, for which preschool educational institutions were created (initially, this was necessary to free women from the hassle of caring for their children during working hours, so that they could take an active part in socially useful work); vocational training to prepare young people for their future careers.

Each education system has a structure in which 3 large sections can be distinguished (see diagram 1).

Scheme 1. Sections in the structure of the education system

The structural components of the education system presented in the diagram are the main ones, but if special, professional and additional education is not taken into account, then the integrity of lifelong education would be destroyed. That is why the structure of education also includes out-of-school educational institutions and postgraduate education.

It should also be noted that the education system is designed to create optimal conditions for preparing young people for work, adequate perception of the surrounding reality, society and the internal life of the state, which is why the education system also includes:

educational organizations;
state educational standards and plans that coordinate the activities of educational institutions;
governing bodies.

As for the existing education management systems, today there are three of them: centralized, decentralized and mixed. These education management systems are described in more detail in Table 1.

Table 1

The structure of the educational system in Russia

The modern system of education in Russia is represented by a set of interacting components, among which are:

successive educational programs (of various levels, types and directions);
federal state standards and requirements;
a network of educational institutions that implement the specified standards, requirements and programs, as well as scientific organizations;
persons engaged in pedagogical activities, parents, students, legal representatives of minors, etc.;
organizations that provide educational activities;
organizations exercising control over the implementation of state standards, requirements, plans and assessing the quality of education;
bodies that exercise management in the field of education, as well as institutions and organizations that are subordinate to them (advisory bodies, advisory, etc.);
an association of legal entities, as well as public and state-public associations that carry out activities in the field of education.

Today, the Russian education system is rightfully considered one of the best in the world (it is included in the leading group of world educational systems and has not left the world top 10 over the past two decades). It should be noted that if earlier the educational system of Russia consisted only of educational institutions of the state type, today it also includes private and corporate institutions.

The education system of Russia is represented by general, vocational, additional and professional education, which provides the possibility of realizing the right of a person to receive education throughout his life, that is, to continuous education. More detailed information on the types and levels of education in Russia is presented in Table 2.

table 2

Current state and trends

Development of pedagogical science

The term pedagogy has 2 meanings: 1- area of scientific knowledge, science; P-science about the upbringing, training and education of a person. 2-area of practical activity. P-practice, as an area of a person associated with education and training.

A branch of knowledge is called a science if it has a number of features

1. m.b. the subject of science is singled out. Protopopov wrote: “The subject of ... pedagogy should be considered not upbringing, education, training as an activity, which is accepted in our pedagogical literature, but as a process of directed development and formation of a human personality in the conditions of its training, education, upbringing (there are patterns of emergence, formation and development of the system of relations in the educational process)

2. for the study of this subject, science has its own methods (empirical: observation, experiment, survey, theoretical - analysis, synthesis, modeling, induction)

3. science is characterized by its laws, cat. are implemented by this science (patterns - essential, stable, repeating under certain conditions of the relationship) Strictly fixed patterns - laws. Knowledge of regularities, laws helps to control the development of the phenomenon.

4. Every science has a methodological basis

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

Pedagogy studies upbringing and education

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

Education is the process and result of mastering knowledge, skills, skills, mastering the experience of mankind by a person.

Man is the object of study of pedagogical science.

Pedagogy as a science is relatively young, intensively developing.

Saints open interacts with other sciences (philosophy, sociology, economics, ethnography, psychology). At the junction of several sciences, new knowledge is born, uses the achievements of other sciences.

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

Humanitarian science, (about a person), scientific knowledge depends on the personal positions of scientists

Features of modern pedagogy:

1 The process of self-organization and self-assertion of pedagogy as a science continues: specification of the subject area, growth of scientific potential)

Fundamentalization and innovation tendencies are manifested (it matters what is fundamental, novelty is required)

3 Processes of differentiation and integration are intensifying

Trends:

1. Integration - combining pedagogical knowledge with knowledge of other sciences

2. Differentiation - pedagogical knowledge - an indicator of the development of science (preschool, higher, school, etc., etc.)

The processes of differentiation and integration are interconnected, → there are new branches in science that are characterized by their objects of study

The structure of pedagogical science:

Industries ped science - the object of study - a specific ped reality, a special type of ped practice - social, preschool, family, military

-scientific disciplines- the subject of research is the regularity of processes and phenomena - general pedagogy - the history of pedagogy, industry - teaching methods

-sections– form of scientific knowledge – product – didactics, theory of education, methodology

-scientific currents- the leading idea-principle: cooperation, non-violence, Christian

-scientific directions- research approach - the choice of a category through the prism of which the phenomenon is researched - axiology, ped design

-scientific fields- approach-problem-neuropedagogy, museum, valeology, ped technology

Currents: In the 80s, Volkov, Ivanov, Shatalov considered cooperation as a new approach to learning. The child must become a voluntary participant in the learning process. Teacher and student must interact. There were ideas of cooperation ped-ki.

1. focus on the personality of the child

2. optimistic hypothesis

3. the idea of cooperation with the child and the team

4. ensuring success for every child

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

Ped.success originated in the USA, the child is helped to see his abilities:

The structure of the modern education system. Types of educational institutions

In January 1992, the Law of the Russian Federation on Education. The principles of state policy in the region are determined. education, basic concepts, guarantee of citizens' rights, goals and principles of education, status and rights of educational institutions, approaches to content, approaches to management.

Education- a purposeful process of training and education and the interests of human society, the state, etc. the constant achievement of a citizen, determined by the state level of knowledge.

The education system of the Russian Federation is a set

1. Systems of admissions educational programs and state educational standards, of various levels and directions.

2. Networks of educational institutions implementing them, various organizational and legal forms, types, types.

3. The system of educational authorities, and subordinate institutions and enterprises.

The connection of education with the conditions of the goals of state policy, the diversity, diversity of forms of education in the state. and private arr.institutions with and without interruption of production, democratic character of the education system, students' choice of the type of educational institution in acc. with your own learning interests.

The system performs functions regulation, control and coordination of all educational authorities, which are controlled by the Ministry of General and Vocational Education

1. humanistic character of education, priority of human values

2. public access to education

3.unity of federal, cultural and educational character

4. secular character

5. freedom and pluralism in education