Distinctive features of the Russian education system. Pedagogy. Pedagogical theories, systems, technologies 20 modern education system structure of the education system

1. The connection of education with specific conditions and goals of state policy in the context of the transition to market relations.

2. Preservation of the main provisions that have developed in the Russian school: the priority of the educational sphere, the secular nature of education, joint education and upbringing of people of both sexes, a combination of collective, group and individual forms of the educational process.

3. Professional self-determination of youth, taking into account social needs, regional, national and general cultural traditions of the peoples of Russia.

4. The diversity of educational institutions, the diversity of forms of education in state and non-state educational institutions with and without separation from work.

5. The democratic nature of the education system.

Established education management system performs functions of regulation, coordination and control at the federal, regional and local levels.

All education authorities are controlled Ministry of General and Professional Education of the Russian Federation, including educational institutions under its jurisdiction.

State governing bodies carry out licensing and accreditation of both state and non-state educational institutions, justify targeted financial and other costs for the needs of the development of regional education systems, direct financing of the activities of educational institutions, develop standards for their financing, form the structures of educational systems, develop a list of professions and specialties , on which vocational training is conducted in the country.

The most important function state educational authorities is control implementation of the legislative framework in the field of education, implementation of educational standards and execution of budgetary and financial discipline.

Control state and municipal educational institution is carried out by an administrator (head, manager, director, rector, chief), who is hired, appointed or elected to a leadership position in accordance with the charter of the educational institution.

Management non-state educational institution It is carried out by the founder or, in agreement with him, by the board of trustees formed by the founder.

At the present stage of development, there is a growing need for a new reform of the Russian education system. Her the main task– to ease the state’s burden of maintaining the school at all its levels, to turn both higher and secondary schools towards the market.

In the field of management, it is planned to significantly expand the rights of municipal bodies and individual educational institutions based on the autonomy of educational institutions and strengthening the public components of control and management. Significant changes are expected in the area of financing.

Issues in the theory of school management

Control– the process of influencing a system in order to transfer it to a new state based on the use of objective laws inherent in this system.

Basics of school management- this is the creation of conditions for the normal flow of the educational process.

Head teacher must ensure a high level of planning, organization, and control. The director is an accomplice in the pedagogical process, a co-respondent, he is directly involved in the work of the school team in teaching and raising children, he constantly works with people: teachers, students, parents of children.

Management methods- these are ways of influencing one or another link of the control system on other, lower links or controlled objects in order to achieve the intended management goals. Guidance Methods– ways of influencing people who realize these goals.

Leadership style depends on objective factors(working conditions, specifics of the tasks being solved, level of development of the team), and on factors subjective(personality characteristics of the leader, the degree of his preparedness, etc.).

Highlight three main leadership styles: authoritarian, liberal and democratic.

Most consistent with management principles democratic leadership style, which is based on the right combination of collegiality and unity of command, assumes the active participation of public organizations and all teachers in making management decisions at the school.

In the largest schools there is linear system. The director exercises leadership through his assistants.

In universities and large complexes it operates functional system management.

TO basic management functions include analysis and planning, organization and control, coordination and stimulation.

Analysis- this is the basis on which the entire system of planning and organizing the educational process rests.

Planning as one of the most important management functions includes determining the most appropriate ways to achieve set goals. It is designed to generate plans, projects, programs, standards, standards, criteria, etc.

Organization is the formation and establishment of relatively stable relationships in managed and control systems that act and develop as one whole.

Coordination assumes high efficiency in establishing harmony between all links and directions of the educational process, between the control and managed systems, changes in relationships, motivation, involvement in work, and growth in creative activity.

Control– this is the active stage of the management process, when the achieved results are compared with what was planned. The basis of the entire system of control measurements (quantitative and qualitative) is feedback.

Stimulation is a system of measures aimed at creating a creative teaching staff and active, purposeful activities of students.

The most important regularity management is unity in the ultimate goals and objectives of administrative, pedagogical, family and social influence and the process of shaping the personality of schoolchildren.

For this pattern to manifest itself, coordination of the actions of the school, family and community is very important.

90. BASIC PROVISIONS OF THE RF LAW “ON EDUCATION”

The Law of the Russian Federation “On Education” contains the basic principles and provisions on the basis of which both the strategy and tactics for the implementation of legislatively enshrined ideas for the development of education in Russia will be built.

These provisions are addressed simultaneously to society, to the education system itself, to the individual and provide both external social and pedagogical conditions development of the education system, and internal pedagogical conditions themselves her full life.

These include:

– humanistic nature of education;

– priority of universal human values;

– free development of personality;

– universal access to education;

– free education;

– comprehensive protection of the education consumer.

Special meaning in managing the functioning and development of schools, they have to maintain the unity of the federal, cultural and educational space; freedom and pluralism in education; openness of education, democratic, state-public nature of education management; the secular nature of education in state and municipal educational institutions; receiving education in your native language; connection of education with national and regional cultures and traditions; continuity of educational programs; variability of education; delimitation of competencies of system subjects.

Central link The educational system in the Russian Federation is general secondary education, including secondary schools, schools with in-depth study of individual subjects, gymnasiums, lyceums, evening schools, boarding educational institutions, special schools for children with disabilities in physical and mental development, out-of-school educational institutions.

Main tasks general education institutions are: creating favorable conditions for the mental, moral, emotional and physical development of the individual; development of a scientific worldview; students’ mastery of a system of knowledge about nature, society, man, his work and methods of independent activity.

In accordance with the Law “On Education” (Articles 21–23), the interpretation of traditionally existing vocational and secondary specialized education, which is now considered as primary and secondary vocational education, is new. Primary vocational education is aimed at training qualified workers in all main areas of socially useful activities, as a rule, on the basis of basic general education (basic school).

Secondary vocational education is focused on training mid-level specialists for all sectors of the national economy on the basis of basic general, secondary (complete) general or primary vocational education.

The modern school is developing in market conditions and new economic relations. The Law on Education and specific conditions of material support require school leaders to adopt fundamentally new approaches to school management.

First of all, the Law requires the establishment of educational standards. This is necessary in the context of multidisciplinary and multi-level secondary education in order to ensure equivalent secondary education for graduates of all types of secondary educational institutions.

The role of education in the development of Russian society……………………5

Structure of modern Russian education……………………..8

3. System of higher professional education in the Russian Federation…………………………………………………………………………………..16

Conclusion………………………………………………………………………………….22

References……………………………………………………………25

Introduction

The modern economy is characterized by dynamism, as well as rapid and deep structural changes, which has dual consequences for the highly specialized training of highly qualified personnel. Firstly, the long-term need for such training is to a certain extent reduced in relation to the training of generalist personnel who acquire and change specialization within the framework of the continuous education system. Secondly, the continuing need for highly specialized training can be reliably predicted by government agencies and employers for no more than two years. An integral condition for the effective use of budget funds is the coincidence of budgeting horizons and forecasting of those needs that are realized with the help of the budget.

The transition to a two-level education system entailed changes in many teaching methods. Pedagogical science responded to these processes with a stream of research devoted to understanding ways to reform education. They show that solving educational problems requires a completely different level of thinking, the habit of operating with different categories, and being guided by different ideas about life ideals and values.

Scientific research in solving this problem is aimed at eliminating the contradictions characteristic of modern higher military school: between the new quality of life and the current education system; between social requirements for a specialist’s personality and the lack of appropriate professional training at a university; between the need to involve foreign language professional communication (oral and written, theoretical as well) in the educational process and the lack of a clear system in teaching a foreign language of this kind; between the desire of students in technical universities to acquire additional higher (humanitarian) education in a foreign language; between the presence of significant corpora of foreign language texts as sources of professional information that form professional competence (book, CD, text file in email, electronic textbook, traditional lecture and report, etc.), and students’ ignorance of optimal systems for analyzing their semantic structure and etc.

The transition in Russia to a two-level system of higher professional education is dictated by the interests of the individual. The two-level system allows you to build more flexible, individualized (personally-oriented) educational programs. After receiving a bachelor's degree, a person can adjust his educational trajectory: if necessary, go to work or continue his education, if necessary, in a master's program or in a specialist training program with a one-year period of study or in structures of additional professional education. This system allows for more rational use of students’ financial resources.

The purpose of this work is to consider the formation of the Russian education system.

The object of research is the education system.

The subject of the research is the Russian education system.

consider education as a social phenomenon;

consider the Russian education system;

conduct a study of articles on issues of modern education.

The role of education in the development of Russian society

Russia's educational policy, reflecting national interests in the field of education and presenting them to the world community, at the same time takes into account general trends in global development that necessitate significant changes in the education system:

Acceleration of the pace of development of society, expansion of opportunities for political and social choice, which necessitates increasing the level of readiness of citizens for such a choice;

Transition to a post-industrial, information society,

A significant expansion of the scope of intercultural interaction, in connection with which the factors of sociability and tolerance become particularly important;

The emergence and growth of global problems that can only be solved as a result of cooperation within the international community, which requires the formation of modern thinking among the younger generation;

Dynamic development of the economy, increased competition, reduction in the scope of unskilled and semi-skilled labor,

Profound structural changes in the sphere of employment, determining the constant need for improving professional qualifications and retraining of workers, increasing their professional mobility;

The increasing role of human capital, which in developed countries accounts for 70-80 percent of national wealth, which, in turn, determines the intensive, rapid development of education for both youth and adults.

The domestic education system is an important factor in maintaining Russia’s place among the leading countries of the world, its international prestige as a country with a high level of culture, science, and education.

Of particular importance is the development of fruitful cooperation and the preservation of a common educational space with the countries of the Commonwealth of Independent States, and educational support for compatriots abroad.

New social requirements for the Russian education system

School - in the broad sense of the word - should become the most important factor in the humanization of socio-economic relations, the formation of new life attitudes of the individual. A developing society needs modernly educated, moral, enterprising people who can independently make responsible decisions in a situation of choice, predicting their possible consequences, are capable of cooperation, are characterized by mobility, dynamism, constructiveness, and have a developed sense of responsibility for the fate of the country.

At the present stage of development of Russia, education, in its inextricable, organic connection with science, is becoming an increasingly powerful driving force of economic growth, increasing the efficiency and competitiveness of the national economy, which makes it one of the most important factors in the national security and well-being of the country, the well-being of every citizen.

The potential of education should be fully used for the consolidation of society, the preservation of a single socio-cultural space of the country, overcoming ethno-national tensions and social conflicts on the basis of the priority of individual rights, equality of national cultures and various concessions, and limiting social inequality.

The multinational Russian school will have to show its importance in the preservation and development of Russian and native languages, the formation of Russian self-awareness and self-identity. Updated education should play a key role in preserving the nation, its gene pool, ensuring sustainable, dynamic development of Russian society - a society with a high standard of living, civil, professional and everyday culture. It is necessary to ensure everywhere equal access of young people to a full-fledged quality education in accordance with their interests and inclinations, regardless of the material wealth of the family, place of residence, nationality and health status. It is necessary to use all opportunities for the social protection of children and adolescents deprived of parental care. An important task is also the formation of a professional elite, identification and support of the most gifted and talented children and youth.

In conditions of priority support for education from the state, the education system must ensure the effective use of its resources - human, information, material, financial.

Structure of modern Russian education

The content of school education is the basis of the educational system, and during the transition period in the development of society it is the main object of reform and renewal. The content of education and its implementation embody the values and goals that society sets for the new generation. Successful implementation of reform in the field of educational content is a complex and elusive task. It requires careful planning, a well-developed strategy, commitment to the purpose of those implementing it, attention to resources, provision of retraining and the development of an appropriate evaluation procedure. Reform of the content of education is also complicated by the fact that it is carried out in a society where teachers and infrastructure are not provided with appropriate resources.

The former Soviet educational system was characterized by rigid, centrally compiled curricula. These plans were based on the fact that students acquired factual knowledge in highly specialized subjects. The emphasis was on science and engineering. Almost no place was given to the pedagogical initiatives of the school or teacher. There was a common curriculum for all schools, which was compiled under the leadership of the state. Textbooks were produced by the state as a monopoly and were free. There was no structured system for assessing educational standards on a national scale. Educational needs were determined by central planning of labor distribution.

Now Russian society is being restructured, reassessing its values and goals, and these changes entail democratization in the educational sphere. Humanization, individualization, and new concepts of civic education have found their place in the educational process. This is largely due to the variety of types of educational institutions (as well as in Germany) and the variability of educational programs, which is directly related to the development of a network of non-state educational institutions in the regional systems of Russia.

Despite all this, today's education system in Russia is federal and centralized.

Currently, the Russian education system is very similar to the German one, but it is still presented in a more simplified form:

1) Preschool education, which, as in Germany, gives children basic knowledge, but still does not equate to the first stage of school education. Children begin to attend kindergarten from 1/1.5 years old (nursery) and stay there until they are 6 years old (also voluntarily at the request of the parents).

2) Primary education (primary school) starts from a full 6 years and lasts for 4 years (based on the results of recent reforms in the field of education). Unlike Germany, children can receive primary education in gymnasiums or lyceums, since in Russia these types of educational institutions are presented comprehensively - from grades 1 to 11.

3) Incomplete secondary education in lyceums, gymnasiums, and secondary schools lasts for 5 years. Completing the 9th grade of each of these types of educational institutions gives the right to receive a certificate of general secondary education.

4) Complete secondary education or industrial and technical education with the right to enter technical school, college and other professional institutions. Upon completion of the 10th and 11th grades of a school, gymnasium, or lyceum, graduates receive a certificate of complete secondary education and have the full right to enter a university. This right also applies to graduates of any professional institution, which is unacceptable in Germany.

The education system is formed by the state, which determines its structure as a whole, the principles of its functioning and the directions (prospects) for development. The leading role in the field of education is played by principles of public policy, which regulate the activities of all educational institutions and education authorities in the country. The principles of state policy in the field of education are reflected in the Law of the Russian Federation “On Education” (as amended in 2004): 1) the humanistic nature of education, the priority of universal human values, human life and health, and the free development of the individual. Fostering citizenship, hard work, respect for human rights and freedoms, love for the environment, Motherland, family; 2) the 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; 3) universal accessibility of education, adaptability of the education system to the levels and characteristics of training of students and pupils; 4) the secular nature of education in state and municipal educational institutions; 5) freedom and pluralism in education; 6) democratic, state-public nature of education management. Autonomy of educational institutions.

The implementation of the goals and objectives that are put forward by modern society in the field of education and training is unthinkable without an appropriate educational system. The system itself was formed gradually. At first it included only educational institutions that spontaneously appeared and closed. The educational material was the result of the creativity of the teachers themselves. They taught what they knew and the way they imagined it. There was no system for monitoring the quality of teaching in these schools, much less a centralized system for selecting the content of the disciplines taught.

With the strengthening of statehood, the authorities tried to take control of existing schools. For this purpose, special (national and local) governing bodies of educational institutions were created. Thus, the education system began to include two types of institutions: educational institutions and governing bodies of educational institutions. The education system in Russia existed in this form until the Law of the Russian Federation “On Education” came into force in 1992.

With the adoption of the new law in the education system, state educational standards began to play a significant role, which, along with governing bodies, began to regulate the activities of educational institutions and determine the general parameters of the entire education system as a whole. Therefore, since 1992, the education system has been supplemented with another component - educational programs built on the basis of state educational standards. Moreover, educational standards have become the leading characteristic of the education system.

Today education system in the Russian Federation is a set of interacting:

- state educational standards, educational programs;

- networks of educational institutions;

- education authorities.

Educational programs determine the content of education at each specific level of education in a given educational institution and consist of two parts. First part is formed on the basis of the federal component of the educational standard (more than 70% of the content of the program): this is the so-called mandatory minimum content of the educational program. Second part educational program is created on the basis of the national-regional component of the educational standard and is mandatory only for Russian citizens living in a given region. All educational programs of the Russian Federation are divided into general education And professional.

General education programs are aimed at forming the general culture of a growing person, his adaptation to life in society and creating the basis for the choice created and the development of professional programs. General education programs include the following:

Preschool education;

Primary general education (grades I – IV);

Basic general education (grades V – IX);

Secondary (complete) general education (grades X – XI).

Professional programs are designed to train specialists with appropriate qualifications by consistently increasing the professional and general educational level of students. Professional educational programs include:

Primary vocational education;

Secondary vocational education;

Higher professional education;

Postgraduate professional education.

In addition to the main educational programs, an educational institution may implement additional educational programs (electives, courses at the request of parents and students, programs of children's creativity palaces, and so on).

Educational institutions are those that carry out the educational process, that is, those that implement one or more educational programs and (or) provide the maintenance and upbringing of students and pupils.

According to their organizational and legal forms, educational institutions can be state, municipal, non-state (private, institutions of public and religious organizations).

Due to the fact that educational institutions implement various educational programs and work with students of different ages, levels of training and abilities, there are several types of educational institutions:

1) preschool;

2) general education (primary general, basic general, secondary (complete) general education);

3) institutions of primary vocational, secondary vocational, higher vocational and postgraduate vocational education;

4) institutions of further education for adults;

5) special (correctional) for students and pupils with developmental disabilities;

6) institutions for orphans and children left without parental care (legal representatives);

7) institutions of additional education for children;

8) other institutions carrying out the educational process.

In Russia, in addition to ordinary general education institutions (schools), there are other types of educational institutions. Such types as gymnasiums, lyceums, schools with in-depth study of individual subjects, original schools, private schools, Sunday schools, educational complexes, family schools, “kindergarten-school”, “school-university” and others have become widespread.

A gymnasium is a type of general education institution focused on the formation of a well-educated, intelligent individual, ready for creative and research activities in various fields of fundamental sciences. It operates in various compositions of classes V-XI. Education at the gymnasium is given on a broad humanitarian basis with the compulsory study of several foreign languages.

A lyceum can only be opened on the basis of a specialized higher education institution. Together with the university, the lyceum forms an educational complex. High school students study there. The lyceum is intended for advanced training in individual subjects, early profiling of students and preparation of graduates for an informed choice of profession, independent creative learning at a university.

A general education school with in-depth study of individual subjects provides an extended, in-depth education in individual subjects of one, chosen field of knowledge and carries out early profiling of the corresponding field of knowledge. To implement the developed educational program, the school can attract teaching staff from universities, employees of research institutions, and cultural institutions. This school includes all three levels from grades I to XI.

In pedagogical science and practice, there is an increasing desire to comprehend the holistic pedagogical process from the standpoint of management science, to give it a strict scientifically based character. The statement of many domestic and foreign researchers is true that management is real and necessary not only in the field of technical production processes, but also in the field of social systems, including pedagogical ones.

Management in general refers to activities aimed at making decisions, organizing, controlling, regulating a control object in accordance with a given goal, analyzing and summing up results based on reliable information.. Objects of control can be biological, technical, social systems. One of the types of social systems is the education system of a city or region. The subjects of management of the education system in this case are the Ministry of Education and Science of the Russian Federation, the education department of the republic, territory, region or city, as well as district education departments.

One of the distinctive features of the modern education system is the transition from state to state-public education management. Its main idea is to unite the efforts of the state and society in solving educational problems, to provide teachers, students, and parents with more rights and freedoms in choosing the content, forms and methods of organizing the educational process, in choosing different types of educational institutions. Public education management bodies include trustee and management councils and school councils.

Board of Trustees– a self-government body of an educational institution, created to assist in organizing the statutory activities of the educational institution, public supervision of the financial and economic activities of the institution and strengthening its material and technical base.

The Board of Trustees is a permanent collegial body on a voluntary basis at an educational institution. The main goal of the board of trustees is to assist the educational institution in the implementation of its tasks provided for by the charter, as well as to additionally attract financial resources to strengthen the material base of the educational institution and improve the quality of the services it provides. The board of trustees has no right to interfere in the current operational and managerial activities of the administration of an educational institution. The board of trustees interacts with the pedagogical council of the educational institution: a representative of the board of trustees can participate in the work of the pedagogical council. Members of the board of trustees carry out their activities free of charge and without interruption from their main activities.

The state nature of the education system means, first of all, that the country pursues a unified state policy in the field of education, enshrined in the Law of the Russian Federation “On Education”. The organizational basis of state policy is the federal program for the development of education, adopted by the Federal Assembly of the Russian Federation for a certain period of time. The program contains three main sections - analytical, covering the state and trends in the development of education; conceptual, outlining the main goals, objectives, stages of program activities and organizational, defining the main activities and criteria for their effectiveness.

The state nature of education management is also manifested in the observance by governing bodies of guarantees of the rights of citizens of the Russian Federation to education, regardless of race, nationality, language, gender, age, health status, social, property and official status, social origin, place of residence, attitude to religion, beliefs . The task of educational authorities is not only to formally provide guarantees for education, but also to create conditions for self-determination and self-realization of the individual.

To consistently implement state policy in the field of education, state education management bodies are created in the country:

Central - the Ministry of Education and Science of the Russian Federation and other federal bodies related to the education system;

Departmental, republican (republics within the Russian Federation);

Regional, regional, cities of Moscow and St. Petersburg, autonomous regions, autonomous districts.

The Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) was established on March 9, 2004. The Ministry of Education and Science of Russia is a federal executive body that carries out the functions of developing state policy and legal regulation in the following areas: education, scientific, scientific, technical and innovation activities, development of federal centers of science and high technology, state scientific centers and science cities, intellectual property ; youth policy, education, guardianship and trusteeship, social support and social protection of students and pupils of educational institutions. The Ministry of Education and Science of the Russian Federation coordinates and controls the activities of the Federal Services for Intellectual Property, Patents and Trademarks, the Federal Service for Supervision in Education and Science, the Federal Agency for Science and Innovation and the Federal Agency for Education.

The following issues fall under the jurisdiction of federal education authorities:

Development and implementation of federal and international programs for the development of education;

Establishment of federal components of state educational standards;

Development and approval of standard regulations on educational institutions, establishment of the procedure for their creation, reorganization and liquidation;

Establishment of lists of professions and specialties for which vocational training and vocational education are conducted;

Establishing a procedure for certification of teaching staff of state and municipal educational institutions.

Educational authorities of the constituent entities of the Russian Federation determine the specifics of the implementation of federal laws and regulations in their regions. They are in charge of:

Formation of legislation of the constituent entities of the Russian Federation in the field of education;

Development and implementation of republican and regional programs for the development of education;

Establishment of national and regional components of state educational standards;

Formation of budgets of the constituent entities of the Russian Federation in terms of expenditures on education, establishment of local taxes on education, and so on.

An educational institution implements one or more educational programs in its activities. However, the forms of mastering an educational program by a citizen of the Russian Federation may be different. In accordance with the Law of the Russian Federation “On Education”, mastering an educational program is allowed:

1) in the form of full-time, part-time (evening), part-time;

2) in the form of family education, self-education, external studies.

The first form is characterized by the fact that during education there is a constant connection between the student and the teacher. This connection can be carried out during direct communication (with full-time and part-time education) or through tests (with correspondence education).

In the second form of mastering the educational program, the student only takes exams in certain parts of the educational program. At the same time, teachers do not monitor the process of its preparation. All responsibility for the quality of mastering the educational program lies with the student’s parents and the student himself.

The first and second forms of education are fundamentally different, but the law allows a combination of these forms. Consequently, any child studying at school, from any class, can be transferred to the second form of education for a period of one, two or more years. To do this, you only need the desire of the parents and the execution of the appropriate documents. In 2007, the Russian Federation Law on compulsory secondary (complete) general education was adopted, regardless of the form of its receipt.

Lecture 17.

The source of the content of education in any society at one or another stage of its development is the current and future needs of that society. The Law of the Russian Federation “On Education” defines general requirements for the content of education, which should be focused on ensuring the self-determination of the individual, creating conditions for his self-realization; development of society; strengthening and improving the rule of law.

According to the theory of I.Ya. Lerner and M.N. Skatkin, based on the humanistic paradigm, content of education is a system of knowledge, intellectual and practical skills, experience of creative activity and experience of emotional and value relations, determined by the nature of education in a given educational institution (school, college, university, graduate school, etc.).

Knowledge serve as an instrument of activity in all other elements. However, you can know, but not be able to. Skill - the experience that humanity has accumulated in implementing methods of activity. At the same time, you can know and be able to act, but not be able to create. Creation manifests itself in the vision of new functions of objects, the transfer of previously acquired knowledge to a new situation, the independent formulation of a problem and the search for alternative ways to solve it, etc. Encyclopedic education of a person does not at all guarantee creative potential. Finally, all of these elements can serve different purposes depending on systems of norms of relations to the world, society, knowledge, oneself. The last component of the content of education determines the direction of the student’s actions in accordance with his needs and motives.

There are numerous theories for selecting the content of educational material. The most important of them include encyclopedism (didactic materialism), didactic formalism and utilitarianism. Supporters of encyclopedicism, including Ya.A. Komensky, believed that the main goal of the school was to transfer to students as much knowledge as possible from various fields of science. They argued that the depth of students' understanding of a certain fragment of reality is proportional to the amount of material studied. Curricula built on the principle of maximizing the amount of information force the teacher to hasty and superficial work, and turn students into passive listeners who assimilate the material fragmentarily and, above all, at the expense of memory.

In contrast to representatives of encyclopedism, supporters of didactic formalism considered learning only as a means of developing the abilities and cognitive interests of students. They saw the purpose of the school in deepening, expanding and shaping abilities and interests, therefore the main criterion for selecting academic subjects, in their opinion, should be the formative value of the subject, most strongly represented in mathematics and classical languages. In ancient times, this point of view was held by Heraclitus (“Much knowledge does not teach intelligence”), Cicero, then I. Kant, G. Pestalozzi, A. Disterweg.

According to K.D. Ushinsky, “reason develops only in truly real knowledge,” therefore, these theories must be considered interconnectedly, since knowledge of facts influences the formation of thinking, and the development of thinking gives the student the opportunity to master knowledge of certain factual material.

The theory of utilitarianism (pragmatism) arose at the turn of the 19th and 20th centuries in the USA (J. Dewey). For Dewey, education must be understood as a continuous process of “reconstruction of experience.” The source of the connection between the educational content of individual subjects should be sought in the individual and social activities of the student. The only way to master the social heritage is connected with the possibilities of introducing them to those types of activities that allowed civilization to become what it is. Therefore, when determining the content of training, you need to concentrate your attention on constructive activities, teach children to cook, sew, and introduce them to needlework. Academic progress is not related to the study of individual subjects in a certain sequence, but to the student's freedom to form new attitudes and behaviors associated with his experiences. Consequently, the reconstruction of social experience is the main criterion in determining the content of education; a variety of practical activities should play the role of a factor that activates the thinking and activity of students.

Analyzing all of the above theories, we can conclude that any element of the content of education should be considered from two positions: what it gives for understanding the world and what it gives for personal development. Consequently, educational subjects are important not in themselves, but as an integral part of culture in the broadest sense of the word. The more technologically advanced a society becomes, the less specialized education should be: in a given society, change occurs quickly, therefore, narrow specialization quickly loses its importance. The technocratism of modern thinking lies in a fragmented perception of the world exclusively through the achievements of science and technology. But the creativity of famous scientists is characterized by the interaction of natural science and humanitarian concepts (O. Khayyam, Cervantes, V. Khlebnikov, etc.).

If there is a world law of education, then one of its first premises should be the prevalence of the humanitarian component over the technocratic one. After all, education (the image of one’s own “I”) is, first of all, upbringing, and one is brought up with principles that cannot be developed without developed general humanitarian thinking. Studying natural sciences without clear moral and ethical guidelines can lead a student into the jungle of anti-science and even misanthropy. Science must be based on the commandments of universal morality, otherwise the educational institution will turn out not to be a hotbed of enlightenment, but “a den of future robbers,” and new research by scientists will turn against people.

How to increase the humanitarian component in the content of education?

1. It is necessary to consider courses in chemistry, physics, biology from the perspective of philosophy, ethics, and the history of the development of science. The principles of all sciences are humanitarian according to the laws that determine human nature.

2. Use historical information more widely in classes, as this makes classes socially meaningful and the most modern data is easier to perceive through the prism of history. “The drama of ideas” and “the drama of people” helps in mastering any topic and contributes to the formation of the student’s personality.

Introduction to the content of education of cross-cutting integral courses (“History of Science and Culture”, “Wisdom of the Ages” and so on).

The next question that needs to be resolved when analyzing the content of education can be formulated as follows: is it necessary to give the same content at different times or at the same time to give different content in volume and depth? Of course, everyone needs to be taught equally well, but not equally in terms of the amount of knowledge in each subject. One of the ways leading to a solution to this issue was the appearance of textbooks with three-level content.

Level 1– a basic “superminimum” containing the most important and fundamental, the simplest in each topic. It provides an inextricable logic of presentation and creates, albeit incomplete, but certainly an integral picture of the main ideas.

Level 2– natural expansion and deepening of knowledge due to a single inextricable logic.

Level 3– super-program material designed for students who have a desire for creativity and interest in this subject.

The choice of the level of study is left to the student himself, this ensures a basic minimum and gives scope for the development of creative individuality. The three levels of educational content should not be confused with the three levels of mastering the same material.

Standardization of education– this is the orientation of the educational system towards the implementation of the state educational standard. The standardization of domestic education became relevant in the early 1990s in connection with the democratization of schools and the granting of independence to regions.

The Constitution of the Russian Federation and the Law “On Education” establish state educational standards (SES), which include federal and national-regional components that determine the mandatory minimum content of the main compulsory programs, the maximum volume of students’ teaching load, and the requirements for the level of training of graduates. The standards set out the goals, objectives and content of education, which makes it possible to diagnose its results, exercise state control over the observance of citizens' rights to education, and maintain a single educational space in Russia. State educational standards for new educational programs are introduced no earlier than five years after the start of work on these programs. It is the State Educational Standards that are the basis for an objective assessment of the level of education and qualifications of graduates, regardless of the form of education.

Based on the State Standards, curricula are developed for educational institutions of all types. Basic curriculum comprises federal component(invariant part), national-regional and school (university) components(variable part). The invariant part identifies educational areas that create the unity of the educational space on the territory of Russia, the variable part meets the goals of taking into account national and regional characteristics, ensures the individual development of students in accordance with their inclinations and interests, the capabilities of the educational institution, and the specific development of the territory.

Each educational area in the curriculum of a particular school is represented by a set of corresponding subjects and integrated courses. Invariant part includes the following educational areas: “Russian as the state language”, “Language and literature”, “Art”, “Social disciplines”, “Natural disciplines”, “Mathematics”, “Physical education”, “Technology”. The set of educational areas remains invariant, while their content with specific subjects may differ markedly in different regions. For example, the educational field “Social disciplines” may include the following subjects: history of the Fatherland, general history, man and society, the foundations of modern civilization, civics, economics and other subjects that meet the needs of the region and the school. The invariant part also contains the minimum number of hours allocated to a particular educational area, mandatory for any type of school.

Variable part The curriculum largely depends on the direction chosen by the educational institution, and consists of hours allocated for “Compulsory classes”, “Elective classes” and “Elective, individual and group classes”. The hours of the variable part are used for in-depth study of subjects of the invariant part, for the introduction of additional courses, elective courses for students in grades 10-11, individual curricula for gifted students.

Thus, each school has the opportunity at a given time to compose its own curriculum on the basis of a common basic one. Syllabus establishes the composition of academic subjects, their distribution by year of study, the weekly and annual number of hours allocated to any subject, the maximum workload for students, which should be 35 hours in grades 7-8, 36 hours in grade 9 and 36 hours in grades 10-11 – 38 hours.

The content of the subject is determined by it program , in which the main objectives of the academic subject are formulated, the logic of studying the main ideas of the course is revealed, indicating the sequence of topics, the dosage of time for their assimilation and a list of knowledge, skills and abilities that the student must master. There are several ways to build programs: concentric, linear, spiral and modular. Concentric The path involves going through the same sections of the course twice or three times with a gradual expansion and deepening of their content depending on the age of the students. Such a program can be schematically represented in the form of circles of different sizes superimposed on each other. Linear The principle provides for a consistent and uniform distribution of material across all years of study, and the content of the subject is, as it were, stretched out in one line, representing the links of one chain.

Spiral The method involves posing a problem, to the solution of which students and teachers constantly return, expanding and enriching the range of knowledge and methods of activity associated with it. Thus, this method is characterized by repeated returns to the study of the same educational topics and the addition of new ones. At modular In this way, the entire content of the educational topic is redistributed in the following areas: orientation, content, activity and testing.

Currently, many teachers create and defend their own original programs, which, taking into account the requirements of the state standard, may contain a different logic for constructing an academic subject, their own approaches to the consideration of certain theories, and their own points of view regarding the phenomena and processes being studied. They are approved by the school's teaching council and are most widely used in teaching courses of students' choice.

Taking into account the existing diversity of training programs, textbooks and teaching aids. Textbooks and teaching aids act as the most important teaching aids, contain a presentation of the fundamentals of science and at the same time organize independent educational activities of students to master the material. They must take into account their peculiarities of perception and thinking, develop cognitive and practical interest, be moderately colorful, and contain the necessary illustrations. A good textbook is informative, encyclopedic, connects educational material with additional literature, and encourages self-education and creativity. The teacher can choose those teaching materials that he considers the most successful.

Thus, the process of democratization is actively underway in the content of education, which consists of the following:

Objective, versatile, free reflection of the content of academic disciplines;

Humanization, interconnection of all types of sciences;

Introduction of alternative educational systems (school “Dialogue of Cultures”, Waldorf pedagogy, M. Montessori schools, free development);

Differentiation of education, new educational structures (kindergarten - school, school - university).

Section V
EDUCATION SYSTEM IN RUSSIA
AND PROSPECTS FOR ITS DEVELOPMENT

SYSTEM CHARACTERISTICS
EDUCATION IN RUSSIA

1. Basic principles of educational policy of the Russian Federation

The education system is formed by the state. The state determines the structure of the entire system as a whole, the principles of its functioning and the directions (prospects) of development.

The leading role in the field of education is played by the principles of state policy. They regulate the activities of all educational institutions and educational authorities in the country. In addition, all educational programs are built taking into account these principles.

The principles of state policy in the field of education are reflected in the Law of the Russian Federation "On Education" (On Amendments and Additions to the Law of the Russian Federation "On Education" 1996). In accordance with this law, public policy is based on the principles that the education system should:

Be of a humanistic nature with the priority of universal human values, human life and health, free personal development, citizenship education, hard work, respect for human rights and freedoms, love for the surrounding nature, Motherland, family.
Maintain a unified cultural and educational space throughout the country, i.e. not only educate students, but protect and develop national cultures, regional cultural traditions and characteristics.
Create conditions for universal access to education, adaptation of the education system to the levels and characteristics of the development and training of students and pupils.
Have a secular (i.e., non-religious) character in both state and municipal educational institutions (this does not apply to non-state institutions).
Support freedom and pluralism in education, be attentive to different opinions and approaches (with the exception of the activities of political parties - in state and municipal educational institutions, educational authorities, the creation and activity of organizational structures of political parties, socio-political and religious movements and organizations is not allowed) .
Have a democratic, state-public nature of education management and allow for the autonomy (independence) of educational institutions.

2. Concept of the education system

Preparing the younger generation for life and achieving the goals and objectives put forward by society in the field of education are unthinkable without an appropriate educational system.

The system itself was formed gradually. At first it included only educational institutions. In Ancient Rus', for example, these were schools operating at monasteries, temples and churches. They spontaneously (spontaneously) arose and closed. The educational material was the result of the creativity of the teachers themselves. They taught what they knew and the way they imagined it. There was no system for monitoring the quality of teaching in these schools, much less a centralized system for selecting the content of taught disciplines at that time.

With the strengthening of statehood, the authorities tried to take control of existing schools. For this purpose, special (national and local) governing bodies of educational institutions were created. Thus, the education system began to include two types of institutions: educational institutions and governing bodies of educational institutions. The education system in Russia existed in this form until the entry into force of the Law of the Russian Federation “On Education” in 1992.

With the adoption of the new law, state educational standards began to play a significant role in the education system. They determined the content of those educational programs that were implemented in educational institutions.

State educational standards, along with governing bodies, began to regulate the activities of educational institutions and determine the general parameters of the entire education system as a whole. Therefore, since 1992, the education system has been supplemented with another component - educational programs built on the basis of state educational standards. Moreover, educational standards have become the leading characteristic of the education system.

Today, the education system in the Russian Federation is a collection of interacting;

- state educational standards of educational programs;
- networks of educational institutions;
- education authorities.

Educational programs determine the content of education at each specific level of education in a given educational institution.

The educational program of any educational institution consists of two parts. First part is formed on the basis of the federal component of the educational standard (more than 70% of the program content). This is the so-called mandatory minimum content of the educational program. It is established by the state educational standard in the relevant subject and is mandatory for all citizens of Russia.

Second part The educational program is created on the basis of the national-regional component of the educational standard and is mandatory only for Russian citizens living in a given region. For example, a special course called “Moscow Studies” has been introduced for students studying in Moscow schools. This subject is optional for schools in other regions (Tatarstan, Chuvashia, etc.), but is taught only in the capital and is part of the regional component.

All educational programs in the Russian Federation are divided into general educational and professional.

General education programs are aimed at forming the general culture of a growing person, his adaptation to life in society and creating the basis for an informed choice and mastery of professional programs. General education programs include the following:

- preschool education;
- primary general education (grades I-IV);
- basic general education (grades V-IX);
- secondary (complete) general education (grades X-XI).

Professional programs are intended to train specialists with appropriate qualifications by consistently increasing the professional and general educational levels of students. Professional educational programs include:

- primary vocational education;
- secondary vocational education;
- higher professional education;
- postgraduate professional education.

For all the basic educational programs presented above (both general education and professional), the state educational standard determines the mandatory minimum content.

In addition to the main educational programs, the educational institution may implement additional educational programs (electives, courses at the request of parents and children, programs of children's creativity palaces, etc.).

Educational institutions. The direct objectives of an educational institution are the training and education of students.

Educational institutions include kindergartens. For them, the main task is to provide maintenance and education. If at school the main task is education, then in kindergarten the main task is education.

Thus, only an institution that solves these two problems simultaneously can be called an educational institution. That's why educational is an institution that carries out the educational process, i.e., implements one or more educational programs and (or) provides the maintenance and upbringing of students, pupils.

According to their organizational and legal forms, educational institutions can be state, municipal, non-state (private, institutions of public and religious organizations).

Preschool.
General education (primary, basic and secondary general education).
Professional (primary, secondary, higher and postgraduate vocational education).
Additional education (children, adults).
Special (correctional) for students with developmental disabilities.
Institutions for orphans and children without parental care.
Other institutions carrying out the educational process.

Educational institutions of each type can be divided into types (within their own type). Today, when choosing a school for their child, parents are often faced with the problem of where to send them to study: to a gymnasium, a lyceum, or maybe to a college? All these promising names denote a type of educational institution. When entering an educational institution of secondary vocational education, we may face a similar choice. Where is it better to go to a pedagogical school or a pedagogical college?

In Moscow, in addition to the regular general education institution (school), three more types of general education institutions have been officially approved (Order of the Prime Minister of the Moscow Government dated February 19, 1996 No. 151-RP). These include a gymnasium, a lyceum and a school with in-depth study of individual subjects.

Gymnasium- a type of general education institution focused on the formation of a well-educated, intelligent person, ready for creative and research activities in various fields of fundamental sciences. It operates as part of classes V-XI. Education at the gymnasium is given on a broad humanitarian basis with the compulsory study of several (at least two) foreign languages.

Lyceum can only be opened on the basis of a specialized higher education institution. Together with the university, the lyceum forms an educational complex. Students of senior (from VIII) grades study there. The lyceum is intended to provide advanced training in individual subjects, carry out early profiling of students and prepare graduates for an informed choice of profession and independent creative learning at a university.

Comprehensive school with in-depth study of individual subjects provides an extended, in-depth education in individual or several subjects of one selected field of knowledge and carries out early profiling in the relevant field of knowledge. To implement the developed educational program, the school can attract teaching staff from universities, employees of research institutions, and cultural institutions. This school includes all three levels from grades I to XI.

In addition to these officially approved ones, other types of general education institutions are formed and operate in Russia. Such types as Sunday schools, original schools, educational complexes “kindergarten-school”, etc. have become widespread.

Educational authorities. We all know that the Russian Federation consists of various subjects of the Federation (Chuvashia, Tatarstan, etc.), and therefore all economic activities in the country are managed at two levels: national and at the level of a specific subject of the Federation. In addition, local government - in the city, district - is carried out by local government bodies (third level).

Educational management is structured similarly to this economic management system. It includes controls at three levels.

The first, federal, level includes educational authorities of national importance. These include federal educational authorities (Ministry of General and Professional Education of the Russian Federation and other federal authorities related to the education system).

Second The level of educational authorities is the level of the constituent entities of the Russian Federation (Ministry of Education of Chuvashia, Department of Education of Moscow, Ministry of Education of the Rostov Region, etc.).

TO third The local level includes district and city education authorities (education authorities under local administrations).

The federal educational authorities are responsible for issues of a strategic nature. The main ones are the following:

1) formation and implementation of federal policy in the field of education;
2) development and implementation of federal and international programs for the development of education (including the Federal Program for the Development of Education);
3) establishment of federal components of state educational standards;
4) development and approval of standard regulations on educational institutions, establishment of the procedure for their creation, reorganization and liquidation;
5) establishing lists of professions and specialties for which vocational training and vocational education are conducted;
6) establishing the procedure for licensing, certification and state accreditation of educational institutions;
7) establishing the procedure for certification of teaching staff of state and municipal educational institutions.

Educational authorities of the constituent entities of the Federation determine the specifics of the implementation of federal laws and regulations in their regions. They are in charge of:

1) formation of legislation of the constituent entities of the Russian Federation in the field of education;
2) development and implementation of republican and regional programs for the development of education;
3) establishment of national and regional components of state educational standards;
4) determining the specifics of the procedure for creating, reorganizing, liquidating and financing educational institutions;
5) formation of budgets of the constituent entities of the Russian Federation in terms of expenditures on education, establishment of local taxes on education, etc.

3. Forms of education

An educational institution implements one or more educational programs in its activities. However, the forms of mastering an educational program by a citizen of the Russian Federation may be different. In accordance with the Law of the Russian Federation "On Education", mastering an educational program is allowed:

1) in the form of full-time, part-time (evening), part-time;
2) in the form of family education, self-education, external studies.

The first and second forms of education are fundamentally different. However, the Law of the Russian Federation “On Education” differentiates between these different forms. Therefore, any

a child studying at school from any class can be transferred to the second form of education for a period of one, two or more years. To do this, you only need the desire of the parents and the execution of the appropriate documents.

Control questions

What does the education system have in common? What element appeared last in the system and what is it connected with?
What are the basic principles of educational policy of the Russian Federation?
What are educational programs? What educational programs are there?
What elements do educational programs consist of?
In what case can an institution be called educational?
What types of educational institutions are there?
What types of educational institutions are there?
What is the principle of education management?
What issues are within the jurisdiction of federal and local government bodies?
What forms of education are there?

Literature

Dneprov E.D. Revision of the Law of the Russian Federation "On Education": dangers and necessity. - M., 1995.
Dneprov E.D. The fourth school reform in Russia. - M., 1994.
On introducing amendments and additions to the Law of the Russian Federation “On Education”. - M., 1996.
Kharlamov I. F. Pedagogy. - M., 1990.

The main goal of modern education is to develop the child’s abilities that he and society need. During their time at school, all children should learn to be socially active and acquire self-development skills. This is logical - even in psychological and pedagogical literature, the goals of education mean the transfer of experience from the older generation to the younger. However, in fact it is much more than that.

Pedagogical aspect

The goals of modern education in teaching activities perform a system-forming function. After all, the choice of content, as well as means and methods of teaching, depends on their definition. The goals set for the teacher provoke the emergence of many professional issues. And the most important one sounds like this: “Why, what and how to teach schoolchildren?” It would seem a simple question. But the correct and complete answer to it can be given by someone who is aware of all the ethical, subject-matter, aesthetic, life and professional nuances of his profession.

And all good teachers initially define the goals and objectives of education. They are able to set them so precisely that they can build a process that guarantees their achievement and implementation as quickly as possible. A professional teacher will never ignore this, rushing straight to the preparation of manuals and programs.

Federal State Educational Standard

Allow each person to understand what the purpose of learning is. In the Federal State Educational Standard everything is spelled out as clearly as possible.

It says that the goal of education is not only to achieve subject results in the Russian language, geography, physics and other disciplines. The learning process is also aimed at shaping the personality of children and at mastering skills that will be useful to them in the future. These include communication skills, the ability to demonstrate leadership qualities and engage in self-education, the ability to find, process and use information, demonstrate your experience and the results of personal work.

The goal of education today is to develop several types of child activity at once and to motivate him to carry out a variety of research and design work.

Tasks

So, the purpose of education has already been discussed. Now you need to pay attention to the tasks.

The main one is the constant, systematic increase in the educational level of the population of our state. Also, one of the tasks involves preparing new generations for life in a democratic society. Training is also aimed at the formation and development of an integral educational space in the Russian Federation, not only at the federal, but also at the global level.

In addition to the above, education implies social integration of all groups of society. Regardless of their physical and mental health, ethnicity, political and religious beliefs. Based on this belief, another goal can be derived - ensuring the same starting opportunities for children in the field of education.

About the principles

There are certain foundations on which the education of the Russian Federation traditionally rests. These principles also cannot be ignored.

The key is pluralism in the educational environment, freedom and democracy. We also must not forget about humanism and importance, which necessarily manifest themselves in the processes of education and training.

In addition, the level of mobility, the variability of its technologies, individuality and scientific validity are important. And also constant adaptability. After all, the needs of society, like living conditions, are constantly changing. And along with them, the goals of modern education and the system itself are being transformed.

Functions of education

These are also worth discussing briefly. Each educational institution organizes a learning process that performs several important functions at once.

The first is motivational. At school, children gain incentive to get an education and study certain subjects. A good teacher knows how to justify the significance of this process, as well as awaken students’ interest in a particular discipline.

Another function is informational. During the lessons, children receive a certain amount of information that influences the formation of their worldview, provides food for spiritual development and specialized skills.

The third function is called integrating. After some time, each student begins to apply the knowledge and skills acquired at school in real life. This is one of the most important functions. The child, having realized by his own example that school knowledge is really useful, receives an additional, non-imposed incentive to learn. It is also worth noting the coordinating function. During the course of their education, children learn to apply various methods they have previously mastered to accomplish a particular task.

And the last, most important function is called educational. In the process of learning, the child receives spiritual and value development, masters such qualities as hard work, mental activity, determination, perseverance and perseverance.

Result of education

Much has been said above about the goals and objectives of training. There are many of them, but this is not the entire list. But whether an educational institution has successfully implemented a program can be easily determined. There is a standard “model” of a high school graduate.

If a student actively strives to expand his value horizon, leads a safe and healthy lifestyle, adequately and wisely designs his future and recognizes himself as an individual living in society, the goal of modern general school education has been achieved. Such a person can think creatively and critically, is able to independently choose a profession, and also knows how to make personal choices, perform actions and bear responsibility for them.

Learning process

When talking about the goal of general education, one cannot fail to note the actions of the teaching staff, without which its achievement is not possible.

First of all, this is didactic processing of educational material. Each teacher must adapt it for students to understand. And also highlight the most important thing. After all, it is unrealistic to provide students with all the knowledge on the subject - the time “budget” is too small. In addition, this is how the teacher turns science into an academic discipline. One is distinguished from the other by the logic of presentation and the set of concepts. Teachers specially select a part from a scientific discipline that corresponds to the learning conditions and educational program.

Professional teachers also take into account psychologization. The educational process assumes that children need to be taught material taking into account their age characteristics, level of training and personal characteristics. But such processing of information should not be carried out to the detriment of its scientific character and objectivity.

Important Features

It is worth noting that every teacher, realizing the goal of education, must connect theory with practice and teaching with upbringing. Even if a teacher teaches mathematics, he must not be distracted from reality. Considering how abstract and abstract some theories are, this presents a certain professional challenge. However, any position proposed by a teacher for study must be combined with the formation of useful skills and abilities, as well as with the acquisition of creative experience and the ability to adequately assess reality.

And, of course, the content of training must necessarily correspond to the approved program. Education in the Russian Federation is aimed at the development of not only the individual, but society and the state as a whole. And all the tasks implemented by schools are dictated by the level of development of science, culture and the nature of our civilization.