Stages of education with examples. The concept and level of education in the Russian Federation

Sociology also studies the internal structure of the education system, primarily in terms of the continuity of individual stages and links. And here the fundamental idea is continuity. In modern society, strictly speaking, there is neither complete nor complete, and, moreover, higher education. These terms only mean a certain level of education achieved by a person. Modern man, in principle, should study all his life. It is possible to single out formal education - school, postgraduate studies, doctoral studies and informal education - educational television, the Internet, self-education, interest clubs, cultural institutions.

Preschool education.

It is represented by a system of preschool institutions, which in the best years for the national education system were attended by more than half of the children. Kindergarten is designed to help the family in education. The main and first teachers of the child are his parents, who most often do not have the necessary knowledge.

There is a hypothesis that it is at this stage of the upbringing and education of the child that society bears the most important losses.

L. Tolstoy remarked: “From me to a six-year-old child is one step, from a newborn to a six-year-old is a huge distance.” All the basic inclinations and abilities of the child are formed precisely at this age, followed by the development, polishing of these qualities of the child. The usual ratio for a modern school is one gifted child per ten schoolchildren. According to American sociologists and educators, if you apply the entire pedagogical arsenal at preschool age, then eight out of ten children will study at school at the level of gifted children.

School.

The next stage is school, elementary - 3-4 years of study, basic - 5 years of study, secondary school - two more years of study. The school is the main basic institution in the modern education system, the greatest achievement of civilization. Indeed, knowledge of the alphabet introduces a person into the temple of spiritual culture. Please note that the first schools, universities in various countries appeared at churches: for example, parochial schools, the Greco-Latin Academy in Russia.

The primitive herd of people turns into a society after the appearance of the figure of the teacher. Without trust in him, faith in his abilities, it is impossible to build the Temple of Science. The authority of the teacher, his material and social position in society directly determine the quality of education. If the most gifted young people do not go to graduate school, then the level of academic science in the country is set for decades to come. These are also the most interesting sociological problems of education.

In general, the relationship between education and professional activity is an interesting philosophical and sociological problem. The education system is unlikely to be able to track the educational needs of the society and promptly respond to them. When education is not used in all its richness, there is an opinion about its academic nature, the need to reduce curricula. Tomorrow, the lack of acquired knowledge is revealed, they begin to argue about the failure of the education system, the need for reforms.

Education, drawing its content from the processes of human activity, must carry a certain leading moment. First of all, because it is received mainly by people at a young age and the stock of knowledge is designed to ensure the future development of society, its production and culture. In addition, knowledge, primarily humanitarian, contains an indispensable fund of human civilization, which is the basis for self-development of a person, his full-fledged life.

A lot of questions of a sociological nature in the work of a general education school arise in rural areas, in the regions of the Far North, especially in the activities of boarding schools. The problem of bilingualism and teaching children of small peoples in their native language is extremely complex.

Out-of-school education.

In parallel, the system of out-of-school education is developing. We include all kinds of out-of-school institutions in it: music, sports schools, stations for young tourists, naturalists, centers of technical and artistic creativity. Their activities ensure the comprehensive development of the personality of a child, a teenager. And, of course, the question always arises about the optimum, expediency, so as not to overload, not to cripple the child. Especially if the child-loving parents have one, and even have grandparents.

Sociologists are also interested in the optimal combination of general education and professional training. Is it necessary to teach professions at school or limit ourselves to polytechnic education? Should students be engaged in productive work in the classroom, should they be paid for it?

Professional education.

The next step is the vocational school, represented by technical schools, vocational schools, and now also colleges, universities of various types. The main problem is professional choice during the transition from general education to vocational school. What determines a professional choice, how, through what channels can it be influenced? Most sociological studies of education are concentrated here. The fact is that the social needs for vocational training and the personal aspirations of schoolchildren do not always coincide.

In reality, no more than 20 percent of school graduates enter Russian universities. As a result, there is a collapse of life plans, illusions.

At present, the system of postgraduate education is developing more and more - postgraduate studies, doctoral studies, obtaining a second specialty, institutes and faculties of advanced training, internships, etc. Here, too, there are many questions of interest to sociology. Suffice it to say that, according to sociologists, up to 60 percent of university graduates change their profession for a variety of reasons. Very difficult questions arise: how to help in professional development in a new specialty, what set of fundamental knowledge should be given to a student so that such a transition is less painful, etc.

In modern Russian conditions, higher education is changing the structure of training specialists under the powerful pressure of new socio-economic conditions and factors, second higher education is becoming widespread. In higher and secondary specialized educational institutions, new specialties and specializations are being opened related to such areas of social life as management, business, finance, ecology, etc.

Currently, a new problem for higher education is lack of demand, unemployment among people with higher education. Unemployment has become "smart". Thus, in 1998 every tenth unemployed person had a higher education. The most unfavorable situation on the labor market is developing in relation to engineering universities: demand (already low) is falling, there is no shortage of specialists.

It is difficult to expect dramatic changes in this area in the near future. Economic analysis leads to conclusions that are difficult for higher education: a decrease in production volumes leads to a decrease in demand for skilled labor, and this leads to a reduction in the volume of specialist training. Especially in terms of engineering and natural science education. According to experts (A. A. Ovsyannikov and others), the decline in production volumes, the sharp reduction in the scale of scientific activity and its prestige stimulate the curtailment of classical and branch science. Although the prestige - to have a degree without being engaged in professional scientific activity - is high. It has become fashionable.

Fundamentally new for domestic higher professional education is the emerging multi-stage system: bachelor, specialist, master. Attracts its flexibility, the opportunity for young people to get involved in professional activities at different levels of education, the integration of secondary and higher professional educational institutions. However, one cannot fail to see the thoughtless copying of the American model by some zealous reformers. Sometimes in the so-called elite or international colleges, mostly in the humanities, there is a large amount of science subjects. Yes, American universities, especially research universities, and so-called colleges of liberal sciences have such curricula. But do not forget that more than 60 percent of high school graduates come to American universities and universities are simply forced to equalize the general scientific training of junior students, including in their native English. Another thing is Russia, where no more than a fifth of secondary school graduates enter universities on the basis of strict competitive selection, and, it is generally recognized, with more thorough general scientific training.

Non-state educational institutions.

A new phenomenon requiring serious sociological analysis is non-traditional forms of education, including private educational institutions. New forms of education appear in the form of independent structures or special divisions of state educational institutions. A comparison of the typological groups of students in public and private educational institutions shows their significant differences. It is clear that among the parents of students in private educational institutions there are more entrepreneurs, large leaders who can provide payment for the education of their children. There are more students here who combine study with work - up to independent entrepreneurship. Such students are financially well-off, they are not used to denying themselves anything, they are confident in their professional choice, they are well aware of the specifics of their future professional activities, they are higher than "budget" students, they appreciate the importance of a good education, fluency in foreign languages, etc. In the near future, Russian sociology will certainly carry out research on the quality of student training in state and private professional educational institutions.

Sociologists emphasize the readiness of a part of the Russian population to invest their personal funds in the field of education, and especially for obtaining specialties that are in high demand on the labor market. This is of fundamental importance in conditions of an acute shortage of budgetary resources. The education system in Russia is the area of activity that is ready to accept investments and give the necessary return. It needs modernization less than other areas of activity and is quite competitive in the global educational market.

Thus, the activities of social institutions of education are aimed at meeting important social needs. The future of any society largely depends on how successfully it develops.

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 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.

Hello dear readers!

Our country has a system of continuous education. This is a legal term and it was introduced back in the Soviet years. Continuing education makes it possible to improve the personality in many ways, its development and the realization of spiritual, moral needs, passing through all the existing levels of education in the Russian Federation.

Education regulated by law

On September 1, 2013, Law No. 273 came into force. It seriously changed the perception of the educational process that our citizens are accustomed to. The Bologna system of education used in many European countries was taken as a basis.

According to the new law, there are levels of education in Russia - those stages, steps that every citizen goes through in order to get an education, socialize and master a profession. Some of these levels are optional.

Let's look at them in detail.

Preschool education

This is the first step in the education system, aimed at educating, training, shaping, caring for and improving children.

Pre-school education programs are implemented in kindergartens. These institutions work with children, taking into account their capabilities and needs. There are combined, general developmental, compensatory, with a bias, education centers.

According to experts, it is the garden that forms the personality, determines mental and physical characteristics, and helps the child to enter society.

Preschool education is given to children under the age of 6 years.

General education system

Education in schools consists of several levels and generally represents one of the levels - general education.

Primary general education

Primary school starts at the age of six and a half and teaches for three years. At this stage, the formation of the personality of the child continues. They prepare him for school, lay down basic knowledge and skills (writing, reading, develop logical thinking, learn to build the right relationship with the rest of the participants in the educational process.

Basic general education

Having moved to the fifth grade, the student takes a step to the second stage of general education and will have to study until the 9th grade. This is a mandatory stage in the educational system. During this period, the personality develops diversified, revealing its abilities and inclinations. Schoolchildren are prepared for the development of high school programs, begin work on vocational guidance, and are introduced to physical labor.

Secondary general education

Mastering the program of secondary general education in schools, lyceums, gymnasiums (grades 9-11), children are formed as citizens, participants in social processes, show their abilities, self-actualize and self-determine, acquire knowledge that they will need in life, further study and work.

Primary, general and secondary education is received in general education institutions. Children who have not received a general education are not allowed to the next levels.

Professional education

Secondary vocational. In institutions of secondary vocational education, specialists are trained in areas that meet the needs of citizens and the state. These are all working professions.

Children with a basic or secondary general education can enter the institutions of secondary vocational education (technical schools or colleges).

The term of study for graduates of the 9th grade is 4 years. Those who enter after the 11th grade will have to study for 2 years.

Higher education

Higher professional education. Its goal is to train personnel of all specialties and professions that are relevant to society at the present time. Persons with secondary general or secondary vocational education are allowed to study. At the same time, the law adopted in 2013 provides for several levels of higher education:

Bachelor's degree is the first level, which provides basic knowledge and theoretical ideas in the specialty. The bachelor's degree is awarded after four years of study after passing the exam.

Graduates are issued a diploma of higher education, which spells out a bachelor's degree. For such a person, employment is possible in accordance with the requirements applicable to the position.

The master's degree is the next level after the bachelor's degree. Those who already have a bachelor's degree and wish to deepen their knowledge enter the magistracy. You can also complete a master's degree as a second higher education. The term of study is two years.

Additional education

In our country, additional education trains children and adults in additional education programs. It is aimed at fulfilling the needs of a person in self-development, the manifestation of their talents, capabilities, the development of additional skills and abilities that other levels of education do not provide.

For children, CPE is most often represented by circles and sections of physical, artistic, scientific, technical, and natural orientation.

Adults receive additional education as part of the training courses.

The education system in the Russian Federation and the USSR are often compared with each other. Of course, some aspects remain the same. But in general, one can observe a number of innovations, without which, in the conditions of the scientific and technical process, the state of the economy, the reassessment of moral and cultural values is simply impossible.

The modern education system in our country is based on the principles that are used in European countries and has just begun its development.

And I want to believe that sooner or later our new Russian education system, like the Soviet one, will be recognized as the strongest and most effective.

Over the past ten years, the system of Russian education has undergone significant changes in line with the general processes of democratization of society, the formation of a market economy. This became possible as a result of the consistent implementation of legislative acts in the field of education and other regulatory documents.

In accordance with the Laws “On Education” and “On Higher and Postgraduate Professional Education”, the autonomy of educational institutions is being developed. Educational institutions have received ample opportunities for flexible adaptation to the requests and needs of all users of their educational and other services. As part of this process, to date, about 85% of institutions of general secondary education have received the status of legal entities.

The formation of the autonomy of educational institutions is accompanied by the development of their variability. So, in the composition of preschool education institutions with a total number of 53.9 thousand units, a wide range of their types has developed: with the priority implementation of one or several areas of development of pupils - 2.3 thousand; compensating type - 1.6 thousand; care and health improvement - 1.3 thousand; combined type - 8.5 thousand; child development centers - 0.5 thousand. Variable types of preschool educational institutions account for about 35% of the total number of kindergartens.

In the system of general education, schools with in-depth study of subjects have been widely developed - about 15% of the total number of secondary (complete) schools; lyceums - 2%; gymnasium - 3%.

In primary vocational education, advanced educational institutions have been formed, mainly vocational lyceums that train highly qualified workers. They make up 23.9% of the total number of educational institutions of this level.

In the process of updating the system of state institutions of secondary vocational education, new types of educational institutions have developed - colleges, whose share is about 40% of the total number of institutions of this level. Colleges train specialists for work in the field of high technologies, in the social sphere and for other activities that require a high level of intellectual development from employees.

As part of higher education institutions, the university sector has developed - 50% of the total number of state universities. About 30% is the share of academies.

The development of the variability of vocational education institutions was accompanied by overcoming their previously established sectoral orientation, which came into conflict with new demands due to structural shifts in the economy and the development of regional labor markets.

The network of vocational educational institutions has expanded to a large extent. Lyceums, technical schools, colleges, universities and their structural divisions have become much more accessible to residents of even the most remote regions of the country. The system of open (distance) education is gradually being formed.

One of the significant changes in the activity of education was the development of the variability of educational programs, which contributes to the possibility for students to choose the level and type of education and a greater orientation of education to market requirements.

With the development of the variability of educational programs, the range of published educational literature has significantly expanded. Competition between authors and groups of authors has arisen and is intensifying, and the possibility of selecting the highest quality materials for publication has increased.

A significant impetus for the development of education was the possibility of providing educational services on a paid basis. On the one hand, this expanded the opportunity for students to choose the level and type of education, on the other hand, in the context of limited budgetary funds, it made it possible to attract additional funds to educational institutions for their development. Practice has shown that even in today's difficult socio-economic conditions, the population is ready to pay for their education. Thus, in 2000, paid admission to state universities amounted to more than 40% of the total admissions. Non-state educational institutions of higher education began to play a significant role in expanding the opportunities for obtaining the desired education.

At present, their number is about 700, and the contingent of students is about 500 thousand people, or almost 10% of the total contingent of university students.

As a result, the number of students in the country's universities is currently about 4,800,000, or 327 per 10,000 of the population.

In addition to the personal funds of students, the education system began to receive significant amounts of financial resources from other non-budgetary sources. All this led to the formation of a system of multi-channel financing of education, which makes it possible for educational institutions to partially compensate for insufficient budget funding.

One of the results of the restructuring of the activities of vocational education was a significant change in the structure of personnel training in certain professions, areas, specialties. These changes were due to the strengthening of the orientation of education both to the personal needs of students in obtaining a profession, specialty, and to the demand of the labor market for specialists in the humanities, the service sector, and information technology. A number of specialties have been integrated into larger ones. In primary vocational education, the previously existing 1200 workers' professions are combined into 293 integrated ones. In secondary vocational education on the basis of integration, the number of specialties decreased by 12%. In higher education, 35 specialties (about 10% of the total) are combined within the framework of professional training areas. The dynamics of these changes is shown in more detail below, when characterizing the state of individual levels of education.

The integration of educational and scientific institutions, industrial enterprises of various types of educational, scientific and industrial complexes has been developed. This made it possible to start systematically solving the problems of the continuity of educational programs at different levels, to strengthen the connection between education, science and industry, to use the existing material and technical base, teaching staff, and financial resources more fully and efficiently. Of particular importance is the formation of university complexes that restore and develop the time-tested Russian and foreign experience in organizing the education system.

The main legislative and regulatory framework for education has been formed. Model regulations for all main types of educational institutions, state educational standards for primary, secondary and higher vocational education have been approved.

The adopted federal laws and resolutions of the Government of the Russian Federation on education, laws and other regulations of the constituent entities of the Russian Federation mainly provide legal regulation of the education sector, although in certain areas (financing standards, ensuring independence in the use of financial resources, benefits and preferences for educational institutions and funding education for persons, etc.), a significant addition to the existing legal framework is required in the interests of the development of the education sector.

A system of public institutions for the management of education, its individual levels and sectors, and educational institutions is being formed and is already actively functioning: parent committees, boards of trustees, educational and methodological associations, scientific and methodological councils, the Russian Union of Rectors, councils of rectors of universities of the constituent entities of the Russian Federation, regional boards of directors secondary specialized educational institutions, the Association "Rosproftekhobrazovanie", the Association of Technical Universities, the Association of Non-State Universities, Boards of Trustees, etc.

The changes taking place in education are reflected in the system of educational statistics that has developed to date, which contains many data characterizing the state, as well as quantitative and qualitative changes taking place in the field of education. In part, it reflects new phenomena and processes in the field of education (the creation of non-state institutions, paid education in state educational institutions, the emergence of new types of educational institutions, the formation of a multi-level system of training specialists, etc.). Gradually introduced indicators that meet international requirements.

However, today's educational statistics characterizes mainly the quantitative aspects of the education system and educational activities, and is poorly focused on assessing the quality of educational activities and its effectiveness. It did not adequately reflect the radically changed situation in the management, organizational structure, and financing of the education sector. At the same time, a multilateral, objective assessment of the processes of education modernization requires the implementation of appropriate monitoring systems and education statistics.

In the Russian Federation, educational programs are being implemented, which are divided into:

general education (basic and additional);

professional (basic and additional).

General educational programs are aimed at solving the problems of forming a general culture of the individual, adapting the individual to life in society, and creating the basis for a conscious choice and development of professional educational programs.

General education programs include:

· preschool education;

· primary general education;

basic general education;

secondary (complete) general education.

Professional educational programs are aimed at solving the problems of consistent improvement of professional and general educational levels, training of specialists of appropriate qualifications.

Professional programs include:

· initial vocational education;

secondary vocational education;

higher professional education;

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.

Regulatory terms for the development of basic educational programs in state and municipal educational institutions are determined by this Law and (or) model regulations on educational institutions of the relevant types and types or the relevant state educational standard.

So the educational program determines the content of education of a certain level and direction.

Every year, graduates of grades 9 and 11 are faced with the need to make a choice between existing educational institutions in order to continue further education and education. Some boys and girls know that there are several levels of vocational education, but not everyone knows the differences between these levels, the merits of various educational institutions.

Primary Vocational Education (NVE)

The first step in the field of specialist training is primary vocational education. The institutions that provide it train skilled workers - employees and workers. Professions are provided in a variety of ways. For example, you can find such educational institutions that teach auto mechanics, assistant secretaries, accountants, radio mechanics, tailors, etc.

Initial vocational education is often attractive for applicants because it does not require long-term training. Students entering after grade 11 usually complete 1 or 2 years of training in their chosen program. Graduates of 9 classes study a little longer. However, not all educational institutions offer such short-term training. In some institutions, today there is a shift towards the profile of technical schools. Students in such educational organizations are offered deeper knowledge. For this reason, the duration of study at this stage of vocational education can be longer - 3 or 4 years.

Institutions of primary vocational education

Several types of educational institutions operate in the system of primary vocational education - a vocational school and a lyceum. In the school, students are offered programs where they can get specific professions and qualifications. In some areas, secondary (complete) general education is additionally provided, while in others it is not.

Vocational schools are considered the main type of initial vocational education. This is the link in the educational system of our country that mass-produces workers and employees. However, some applicants make a choice not in favor of schools, but in favor of professional lyceums. These institutions implement integrated educational programs for primary and secondary vocational education and the level of general education. In lyceums, students acquire the knowledge that they should have received in grades 10-11 at school, and professions of an advanced level of qualification.

Secondary vocational education (SVE)

Secondary vocational education is considered the second stage of vocational education. The institutions offering it are very much in demand among high school graduates today. Some educational institutions are multifunctional. They offer not only SVE programs, but also programs of initial, additional vocational education.

In recent years, SVE has been developing in several directions, which is an important plus for applicants:

Educational institutions actively use modern technologies in their educational activities. Students are offered completely new classes, interesting teaching methods.
Specialties and professional standards in education are being improved. In colleges, completely new directions appear, old ones are corrected, which eventually begin to meet the requirements of the time.
Some colleges are part of universities. This allows SVE institutions to offer higher quality education, because the educational process is built with the involvement of the material and technical base of universities, academies, institutes, with the involvement of faculty.

Types of vocational institutions

In Russia, there are 2 types of educational institutions of secondary vocational education - a technical school and a college. A technical school is the main type of secondary specialized educational institution with vocational programs. The college is an educational institution of a higher type. It is engaged in in-depth programs of secondary vocational education.

Colleges are the most popular among applicants, are considered more prestigious. These educational institutions are close to universities in terms of the structure of the educational process, forms and methods of teaching.

Higher professional education (HPE)

The list of basic levels of vocational education includes higher education. Not all high school graduates can enter universities. The road to these educational institutions is open only to persons with secondary (complete) general education or secondary vocational education. Those people who already have a higher education and wish to get another specialty, to strengthen their competitive advantages in the labor market in the future, can also enter universities.

This stage of vocational education solves several very important tasks. Each university:

satisfies the needs of people in the versatile development of the individual through education;
provides the society with qualified specialists, scientific and pedagogical personnel of the highest qualification;
develops science and art by carrying out scientific research and carrying out creative activities;
works in the field of training, retraining and advanced training of specialists and managers.

Types of higher education institutions

In Russia, universities are represented by 3 main types - universities, academies, institutes. A specific type is determined every 5 years based on the results of state accreditation. The following characteristics are taken into account:

range of implemented educational programs;
the availability of the opportunity to continue postgraduate education in graduate school, doctoral studies;
conducting scientific research;
performance of scientific and methodological work;
qualitative composition of scientific and pedagogical staff.

Universities occupy the highest position at the considered stage of vocational education in Russia. These are more developed educational organizations. The second position belongs to the academies, and the third - to the institutes.

Incomplete higher education and bachelor's degree

And now let's name the stages of higher professional education. It is customary to distinguish several levels. The very first level is incomplete higher education. No specific programs or areas of training have been created for him. They talk about incomplete higher education when students, after studying for at least 2 years and successfully passing intermediate certification, drop out of school.

The second level is a bachelor's degree. The educational programs offered on it have a term of study of at least 4 years. In the process of studying, students gain knowledge about society, history, culture, master the basics of professional knowledge.

Some people consider a bachelor's degree to be an incomplete higher education. Actually it is not. Bachelors are full-fledged specialists. They can be employed in positions that require higher education. If desired, you can continue your studies at higher levels of vocational education. This decision is recommended for all university graduates, because, unfortunately, some prestigious vacancies are not available with a bachelor's degree.

The second stage of higher professional education in Russia can also include a specialist with a training period of at least 5 years. In educational programs, students receive deeper professional knowledge.

The third level of higher vocational education is magistracy. A master's qualification can be obtained after mastering the educational program of a bachelor's or specialist's degree. The training lasts at least 2 years. During this period, students receive in-depth knowledge in a particular area.

Postgraduate education

Higher educational institutions provide an opportunity to receive postgraduate professional education. This is the stage at which people continue to receive education, having a university degree. Postgraduate professional education is aimed at training personnel focused on teaching activities, conducting scientific research.

In the system of postgraduate vocational education, full-time or part-time postgraduate studies are distinguished. Postgraduate students prepare dissertations for the degree of Candidate of Sciences. There are several specialized forms of training:

assistant-internship (a system of training pedagogical and creative workers in creative and performing specialties);
residency (a system for advanced training of doctors in medical higher educational institutions);
adjuncture (this is the name of postgraduate studies at the universities of the Armed Forces of the Russian Federation, the Ministry of Internal Affairs, the Ministry of Emergency Situations, bodies for controlling the circulation of psychotropic substances and narcotic drugs).

Additional professional education (CPE)

A very important step in vocational education is FVE. It is customary to include advanced training, professional retraining. Universities at their faculties, academies, institutes and centers of advanced training offer relevant programs of professional education. All institutions of additional education have a common goal - to increase the professional knowledge of students, improve their business qualities, and prepare them to perform new labor functions.

Professional development is the deepening and updating of existing professional knowledge. This process is implemented through short-term thematic training (courses lasting at least 72 hours), thematic and problematic seminars, long-term training (over 100 hours). Professional retraining is the process of obtaining additional qualifications.

self-education

Self-education is also included in the vocational education system. It is called a type of additional professional education. In self-education, a person manages his educational activities, designs his educational space. This type of APE is carried out in close connection with other types of education.

In conclusion, it is worth noting that applicants, when asking about how many stages professional education includes, do not even suspect that it is multi-stage. For some people, it begins in schools and lyceums, and ends in universities, academies and institutes. At the same time, all levels of vocational education are permeated with self-education.