Federal state educational standard of higher professional education. State educational standards. The most “tangible” of them are

Competition in the intellectual labor market poses problems for engineering universities in meeting market demand for specialists of a certain level and quality of training.

The educational policy of a university in these conditions should be aimed at training competitive specialists who are socially protected by the quality and professional and activity capabilities of their education, as well as comprehensively personally prepared to work in constantly changing conditions.

However, the successful solution of these problems and the productive organization of the university’s activities in the intellectual labor market is almost impossible to implement only on the basis of the mandatory minimum requirements for the level of training of graduates, determined by the state standard.

For a university to be successful in the intellectual labor market, it is necessary to form a future specialist on the basis of the state educational standard of a specific higher education institution, which should become a concentrated expression of the educational policy of the university

The concept of “State educational standard” as a basic term in the field of education was first introduced in Russia in 1992 by Federal Law Russian Federation"About Education". This standard, in accordance with the law, sets out norms related to the content of educational programs and, most importantly, to the level of training of school and university graduates. This caused mixed reactions in all sectors of the academic community, from teachers primary classes to venerable university professors.

In the Russian Federation, federal state educational standards, representing a set of requirements mandatory for the implementation of basic educational programs of primary general, basic general, secondary (full) general, primary vocational, secondary vocational and higher vocational education educational institutions with state accreditation;

Federal state educational standards, which are a set of requirements mandatory for the implementation of basic educational programs, include requirements for:

1) the structure of the main educational programs, including the requirements for the ratio of parts of the main educational program and their volume, as well as the ratio of the mandatory part of the main educational program and the part formed by the participants educational process;

2) conditions for the implementation of basic educational programs, including personnel, financial, material, technical and other conditions;

3) the results of mastering basic educational programs.”

Standard – this is the minimum content of education and the minimum acceptable level of training of a specialist in a higher educational institution.

The minimum determined by the academic and creative community, leading representatives of science, culture and production. The standard sets a goal to strive for, and comparing the result obtained with the goal will characterize the quality of the achieved level of education (based on a simple interpretation). In addition, the standard is a universal core of educational content, which determines academic stability and makes it possible to move from one educational institution to another.

Let's consider the functions, content and structure of the State Educational Standard of Higher Professional Education.

Functions of GOS VPO(according to the law on higher and postgraduate education).

GOS VPO is intended to provide:

1. quality of higher and postgraduate education;

2. unity educational space RF;

3. basis for an objective assessment of the activities of educational institutions implementing educational programs of higher and postgraduate education;

4. recognition and establishment of equivalence of documents foreign citizens about higher and postgraduate education.

At the same time, the standard does not limit the creativity of teachers and the unique process of personal self-development. You can and should go beyond the standard, but only after it has been completed in part minimum requirements to the content of education and the level of specialist training. As for the creativity of the teacher, the standards do not affect teaching technology.

Fig.1. Structure of the educational standard

Based on the State Standards, training in a university environment should be a combination of:

· training that ensures the assimilation of a system of humanitarian, socio-economic, mathematical and natural sciences, general and special professional knowledge at a given level

· education that provides, along with training, the formation of a graduate’s methodological culture, mastery of techniques and methods of cognitive and professional, communicative and axiological activities at a given level of maturity

· habilitation, which provides, along with training and education, comprehensive preparation of a person for professional activity, as well as his professional self-realization.

Basic professional educational programs of primary vocational, secondary vocational and higher vocational education ensure the implementation of the federal state educational standard, taking into account the type and type of educational institution, educational needs and requests of students and includes a curriculum, work programs training courses, subjects, disciplines (modules) and other materials that ensure the education and quality of training of students, as well as educational and industrial practice, calendar training schedule and teaching materials, ensuring the implementation of the corresponding educational technology

The main educational program in an educational institution with state accreditation is developed on the basis of the corresponding exemplary basic educational programs and must ensure that students (pupils) achieve the results of mastering the main educational programs established by the relevant federal state educational standards.

Fig.2. Structure of the professional educational program

A characteristic feature of the knowledge system for training an engineer is a strong natural science, mathematical and ideological foundation of knowledge, the breadth of interdisciplinary system-integrative knowledge about nature, society, thinking, as well as a high level of general professional and special professional knowledge that ensures activities in problem situations and allows solving the task of training specialists with increased creative potential.

For the training of engineers, it is now generally accepted that the traditional understanding of vocational education as the acquisition of a certain amount of knowledge based on the teaching of fixed subjects is clearly insufficient.

Characteristic feature engineering education should become high level methodological culture, excellent, creative mastery of methods of cognition and activity, the formation of a versatile competent person.

The transition to a two-level education system in universities, associated with the introduction of bachelor's and master's degrees, is accompanied by the development of new standards for higher professional education.

The Federal educational standard of higher professional education in the field of training 03/05/02 Geography (qualification (degree) “bachelor”) determines pedagogical work, associated with knowledge about the Earth as an area of ​​professional activity of the graduate, and education and enlightenment as objects of his professional activity along with many others. The standard requires preparing a bachelor's degree for pedagogical activity(as one of several types of professional activities) - educational and educational work to educational organizations of secondary vocational and higher education. However, this standard does not imply the study of methods of teaching geography as a compulsory discipline; it can be studied in the variable part of the professional educational cycle or even be a discipline of students’ choice. Consequently, the number of credits allocated for its study is determined by the university implementing this educational program. Note that disciplines such as pedagogy and psychology are studied by students in accordance with the specified standard quite briefly. The main requirement for their assimilation is related to the formation general cultural competencies. However, preparing bachelor students for teaching activities involves mastering the following competence: “possession of the skills of teaching geographical disciplines in educational organizations secondary vocational and higher education".

Thus, more thorough training in the field of methods of teaching geography becomes the prerogative of pedagogical, rather than geographical education. Projects of the relevant federal state educational standards of higher professional education in the field of training 03/44/05 Teacher Education(qualification (degree) “bachelor”) with four- and five-year training are posted on the websites “ Russian education"and Moscow State pedagogical university.

The standard that determines the five-year course of study for students differs from the standard with a four-year term of study in that the main educational program is mastered simultaneously in two profiles of the field of study. Another difference is that a five-year bachelor's degree prepares, along with others, for research activities. A student studying for four years prepares only for pedagogical and cultural-educational activities. The area of ​​professional activity of bachelors includes education, social sphere, culture, and the objects of professional activity of bachelors are training, education, development, educational systems.

The undergraduate program consists of three blocks:

• 1) “Disciplines (modules)” - includes the basic and variable parts of the program;
• 2) “Practices” - refers to the variable part of the program;
• 3) “State final certification” - refers to the variable (profile) part of the program.

In a standard with a five-year training period, the methodology of teaching subjects (in accordance with profiles) is a mandatory discipline (disciplines) of the basic part of the professional cycle. In the standard with four-year education, the same place is occupied by the methodology of training and education (according to the training profile).

In the approximate basic educational program for bachelors, a thorough study of the methods of teaching geography is recommended; 10 credit units of labor intensity (360 academic hours) are allocated for this. In the process of studying the discipline, students should form and develop general professional competencies:

• awareness of the social significance of one's own future profession, having motivation to perform professional activities;
• ability to use systematic theoretical and practical knowledge humanitarian, social and economic sciences when solving social and professional problems;
• the ability to bear responsibility for the results of one’s professional activities.

In the field of pedagogical activity, mastery of the following competencies is expected:

• the ability to implement curriculum for basic and elective courses in various educational institutions;
• willingness to use modern methods and technologies, including information technologies, to ensure the quality of the educational process at a specific educational level of a specific educational institution;
• ability to apply modern methods diagnosing the achievements of students and pupils, providing pedagogical support for the processes of socialization and professional self-determination of students, preparing them for a conscious choice of profession;
• ability to take advantage of opportunities educational environment, including information, to ensure the quality of the educational process;
• willingness to engage in interaction with parents, colleagues, social partners interested in ensuring the quality of the educational process;
• the ability to organize cooperation between students and pupils;
• the ability to solve educational problems using the educational subject.

In addition to the methods of teaching geography, students study in the basic part of the professional cycle pedagogy, psychology, life safety, age-related anatomy, physiology and hygiene, the fundamentals medical knowledge And healthy image life.

The fundamentality of training future specialists is ensured by a complex of studied geographical disciplines and disciplines from related industries. Students acquire diverse knowledge through inclusion in educational plans disciplines of the humanitarian, social and economic cycle (history, philosophy, foreign language, speech culture, economics of education), mathematical and natural science cycle ( information Technology, fundamentals of mathematical information processing, natural scientific picture of the world). The variable part allows you to expand and deepen knowledge and acquired competencies both for successful professional activity and for continuing professional education in a master's degree program.

• Federal State Educational Standard for Higher Education in the field of study 03/05/02 Geography, approved by order of the Ministry of Education and Science of the Russian Federation dated 08/07/2014 No. 955. URL: http://www.edu.ru/

in the area of ​​training

050100 Teacher education

(qualification (degree) “bachelor”)

I. Scope of application

1.1. This federal state educational standard for higher professional education (FSES HPE) is a set of requirements mandatory for the implementation of basic undergraduate educational programs in the field of study educational institutions of higher professional education (higher educational institutions, universities) on the territory of the Russian Federation that have state accreditation.

1.2. A higher education institution has the right to implement basic educational programs only if it has an appropriate license issued by an authorized federal executive body.

II. Abbreviations used

The following abbreviations are used in this standard:

HPE- higher professional education;

OK- general cultural competencies;

OOP- basic educational program;

OPK - general professional competencies;

PC - professional competencies;

TC OOP- educational cycle of the main educational program;

Federal State Educational Standard for Higher Professional Education- federal state educational standard

higher professional education.

III. Characteristics of the direction of training

The standard period, the total labor intensity of mastering basic educational programs (in credit units)* and the corresponding qualification (degree) are given in Table 1.

Table 1

Timing, labor intensity of mastering OOP and qualification (degree)

graduates

*) one credit unit corresponds to 36 academic hours;

**) the labor intensity of the main educational program for full-time study per academic year is equal to 60 credit units.

Time frame for completing the main bachelor's degree program in full-time and part-time (evening) and correspondence forms training, as well as in the case of a combination of various forms of training, may be increased by one year relative to the standard period indicated in Table 1, based on the decision of the academic council of the higher educational institution.

IV. Characteristics of professional activities of bachelors

4.1. Field of professional activity of bachelors: education, social sphere, culture.

4.2. Objects of professional activity of bachelors: training, education, development, education; educational systems.

4.3. Bachelor's degree in field of study 050100 Teacher education prepares for the following types of professional activities:

pedagogical;

cultural and educational.

Specific types of professional activities for which a bachelor is mainly prepared are determined by the higher education institution together with students, scientific and pedagogical workers of the higher education institution and employers' associations.

4.4. Bachelor's degree in field of study 050100 Teacher education must solve the following professional tasks in accordance with the types of professional activities:

in the field of pedagogical activity:

studying the possibilities, needs, achievements of students in the field of education and designing, based on the results obtained, individual routes for their training, education, and development;

organization of training and education in the field of education using technologies that correspond to the age characteristics of students and reflect the specifics of the subject area;

organizing interaction with public and educational organizations, children's groups and parents to solve problems in professional activities;

using the opportunities of the educational environment to ensure the quality of education, including the use of information technology;

implementation of professional self-education and personal growth, design of a further educational route and professional career;

in the field of cultural and educational activities:

studying and developing the needs of children and adults in cultural and educational activities;

organization of cultural space;

development and implementation of cultural and educational programs for various social groups;

popularization of the professional field of knowledge of society.

In accordance with the Law of the Russian Federation “On Education”, education standards (or educational standards) have been introduced in our country.

The concept of “standard” comes from the Latin word “standard”, meaning “sample”, “norm”, “measure”. Under education standard is understood a system of basic parameters accepted as the state standard of education, reflecting the social ideal and taking into account the capabilities of the real individual and the education system to achieve this ideal.

Main objects of standardization in education are: its structure, content, volume of teaching load and level of students’ preparation. The norms and requirements established by the standard are accepted as a standard when assessing the quality of the main aspects of education.

What caused the standardization of education?

The need to standardize education is caused by fundamental changes in the field of education as a social phenomenon. Russia's turn to democracy, to market relations, and to individual rights and freedoms required a rethinking of education policy. The sphere of education is now focused primarily on satisfying the spiritual needs of the individual, and not on the interests of the state. This in turn led to significant changes in the organization of education. Educational institutions have acquired greater independence in choosing the content, forms and methods of teaching.

The standardization of education is also associated with the fact that the transition of schools to new, freer forms of organizing the educational process, a change in the status of many schools, the introduction of new curricula, a freer choice by schools of academic subjects and volumes of study of the latter, the introduction of alternative textbooks, the creation of new educational technologies, multi-level and differentiated education - all this required concern for maintaining the basic unity of the educational space, allowing for a uniform level of education received by students in different types of educational institutions (lyceums, colleges, secondary schools, both state, municipal, and non-state, private). The state educational standard is the mechanism that ensures the existence of a unified educational space in the country.

The standardization of education is also caused by Russia's desire to enter the system of world culture, which requires taking into account achievements in this area of ​​international educational practice when forming general education. This provides Russian citizens with recognition of their educational documents abroad.

The idea of ​​standardizing education is not new for Russia. It existed back in Soviet times. Although in the USSR, as a rule, the concept of a state educational standard was not used, its role was actually fulfilled by unified curricula. They went down to the republics and were the basis of the actual curriculum of schools. The curricula and plans of those years were characterized by excessive ideologization, limiting teachers' initiative and students' ability to choose the content of education in accordance with their interests and abilities. But nevertheless, unified curricula seemed to level out education throughout the entire territory of the Soviet Union. In fact, the idea of ​​​​introducing educational standards was tested in practice.

The currently existing state educational standards do not comply with educational process rigid template, but, on the contrary, open up wide opportunities for pedagogical creativity, to create variable programs and various teaching technologies around the mandatory core of content (which is the standard).

State educational standards are developed on a competitive basis, updated at least once every 10 years, established by federal law, and are mandatory for implementation by all educational institutions in the country, regardless of subordination, types and forms of ownership.

The educational standard has three components: federal, national-regional and school.

Federal component The standard defines those standards, the observance of which ensures the unity of the pedagogical space of Russia, as well as the integration of the individual into the system of world culture. The federal component provides a basic standard of education in various subjects throughout the country.

National-regional component The standard defines those standards that fall within the competence of the regions (for example, in the field of native language and literature, geography, art, labor training, etc.). Due to the national-regional component, the needs and interests in the field of education of all peoples of the countries and the national uniqueness of culture are taken into account.

School component the content of education reflects the specifics and focus of an individual educational institution. Due to the school component, taking into account the federal and national-regional components, each school itself determines the amount of educational time allocated to the study of certain academic subjects, the depth and nature of their study, depending on the type of educational institution.

The federal component of the standard is its unchanging part, which is revised extremely rarely; national-regional and school components are variable parts that are systematically updated and revised.

In 2001, an experiment began on the transition to a twelve-year school. Introduced into the experimental basic curricula of general education institutions from the first to the twelfth grades student component. Due to the hours of the student component, new forms and methods of organizing the educational process are implemented, providing personal orientation, including the organization of individual and group search and research work, project and active-motor activities of students.

A certain level or direction of training, specialty and profession. It is approved by the authorized executive body. We knew the standards adopted before 2009 as GOS. Until 2000, standards and minimum levels of graduate training were applied for each level and specialty. Let us further consider what the Federal Educational Standard is today.

Development history

In 1992, the concept of an educational standard first appeared. was recorded in the industry Federal Law. Art. 7 was entirely devoted to state educational standards. In the original version of the law, the standards were adopted by the Supreme Council of the country. However, in 1993 the Constitution was adopted, and therefore this provision was terminated. The functions of adopting state standards were assigned to executive bodies in the manner prescribed by the government. At the same time, it is worth saying that the Supreme Council, for all the time it had the right to approve the standard, never used it.

Structure

The educational process with the introduction of new standards and minimums was initially proposed to be built on 5 components. This:

1. Goals of pedagogical activity at each level.
2. Standards for the basic content of basic programs.
3. The maximum permissible volume of classroom teaching load.
4. Standards for preparing students at different school levels.
5. Requirements for training conditions.

However, supporters of the subject-methodological approach insisted on changing this structure. As a result, the federal component of the standard was reduced to a three-part form:

1. Minimum OOP content.
2. Maximum volume study load.
3. Standards for the level of training of graduates.

At the same time, children graduating from primary school. Thus, from the mentioned Art. 7, several elements disappeared, and a number of others were replaced:

1. The target block has been eliminated.
2. Requirements for the main content of OOP were replaced by “mandatory minimums,” that is, in fact, the same standard list of topics. As a result, the educational standard was, in fact, an ordinary set of subject plans.
3. The concept of maximum permissible load has disappeared, which is not equivalent to the concept of maximum load.
4. Requirements for training conditions have been removed.

Criticism and changes

Former Minister of Education E.D. Dneprov spoke out that “three-dimensional” state standard- this is an insufficient, inadequate scheme. She didn't meet the needs teaching practice. In addition, such a system did not correspond to the development needs of the legislation itself. In this regard, already in 1996, after the adoption of the Federal Law “On Higher and Postgraduate Vocational Education,” there was a partial return to the original plan. In paragraph 2 of Art. 5 of this law, standards appeared on the minimum content of PDO, as well as on the conditions for their implementation. Normative act Thus, he paid attention to the order in which the educational process takes place.

Stages

Between 1993 and 1999 temporary standards and federal components of state standards were developed and applied. In 2000, the standards of the first - for general education, the first and second generation - for GPs were approved. In general, the development went through 4 stages: from 1993 to 1996, from 1997 to 1998, from 2002 to 2003. and from 2010 to 2011 At each stage, the motives for the approval and goals of the standards themselves, as well as the focus of the work of teachers during their implementation, changed. The adjustments in the first two stages were minor and were within the limits of general education policy. In the third and fourth stages, the changes were dramatic. They were introduced in line with activity-developmental and personality-oriented pedagogy. A new educational standard began to be developed in 2009.

Formation of a system of standards

Federal State Educational Standards requirements can be developed according to:

1. Levels.
2. Steps.
3. Directions.
4. Specialties.

Replacement (revision) of standards must be carried out at least once every 10 years. State educational standards general education are developed by levels. Vocational training standards are also established for specialties, areas, professions in accordance with the level at which the student is located. The requirements of the Federal State Educational Standard are determined in accordance with the current and future needs of the individual, the development of the state and society, defense and security of the country, technology and technology, science and culture, social and economic sphere. The development of standards is carried out in the manner established in the legislation regulating the placement of orders for the performance of work, supply of goods, provision of services for municipal and state needs. Educational standards of higher education are determined by the educational and methodological departments of universities in the relevant specialties (areas of training).

Coordination and examination

The basic educational standard is approved after the project is sent to the Ministry of Education and Science. The Ministry posts the received materials for discussion on its own official website. It is attended by representatives of interested executive structures, public and government associations working in the field of education, advanced scientific and pedagogical institutions, communities, associations and other organizations. After discussion, the project is sent for independent examination.

Stakeholders

An independent examination is carried out within 14 days from the date of receipt of materials from the Ministry of Education and Science. The interested parties performing the inspection are:

1. Institutes for citizen participation in education management, executive structures of regional authorities - according to draft standards of the educational program.
2. The Ministry of Defense and other bodies in which the law provides military service, - according to the standards of full vocational education in terms of preparing students to remain in the ranks of the Armed Forces.
3. Associations of employers, legal entities operating in relevant economic sectors - according to draft standards for secondary and primary vocational training and higher education.

Adoption

Based on the results of the independent audit, a conclusion is sent to the Ministry of Education and Science. It is signed by the head of the body or organization that conducted the inspection, or another authorized person. Expert opinions, comments, and draft Federal State Educational Standards are discussed in the council of the ministry. He makes a decision on recommending the project for approval, revision or rejection. The resolution is sent to the Ministry of Education and Science. The Ministry makes its own final decision on the Federal State Educational Standard. Amendments, additions, and changes to the approved standards are carried out in the same manner as their adoption.

Goals

The key task performed by the educational standard is the formation of a unified pedagogical space in the country. The regulations also have the following objectives:

1. Spiritual and moral education and development.
2. Continuity of educational programs in preschool, primary, basic, full school, as well as primary, secondary and university vocational education.

The standards establish training periods taking into account its various forms, pedagogical technologies, characteristics of certain categories of students.

Application

The federal educational standard serves as the basis for:

1. Organization of teaching activities in educational institutions implementing OOP in accordance with the approved standards, regardless of the organizational and legal form and subordination.
2. Developments sample programs on subjects and courses, test materials, educational publications.
3. Carrying out control and supervisory activities aimed at verifying compliance with legislation in the field of teaching activities.
4. Development of standards for financial support educational activities institutions implementing OOP.
5. Formation of municipal or state assignments for educational institutions.
6. Certification of teachers and employees of the administrative and managerial apparatus of municipal and government agencies.
7. Organization of internal monitoring of the quality of teaching activities.
8. Conducting intermediate and final certification of students.
9. Organizations of training, advanced training, professional retraining teaching staff.

Introduction into teaching activities

How are Federal State Educational Standards implemented in practice? Programs that operate in educational institutions must be drawn up in accordance with approved standards. Their development is carried out directly by institutions. Programs formed according to the Federal State Educational Standard include:

1. Syllabus.
2. Calendar schedule.
3. Working subject programs.
4. Plans for courses, modules (disciplines), and other components.
5. Methodological and evaluation materials.

Generations

First general education standards were introduced in 2004. The second generation of standards was adopted:

1. For 1-4 grades. - in 2009
2. For 5-9 grades. - in 2010
3. For 10-11 grades. - in 2012

They were aimed at the result, formation and development of students’ learning skills. The first generation of higher vocational education standards was approved in 2003. The following standards were introduced in 2005. They were focused on the acquisition of knowledge, skills and abilities by students. The third generation of standards has been approved since 2009. In accordance with them, higher education institutions must develop professional and general cultural competencies in students.

EGS VPO

Until 2000, a unified state standard for higher professional education was in force. It was approved by government decree. This standard defined:

1. The structure of university vocational training.
2. Documents about the military office.
3. General requirements for basic vocational education areas and conditions for their implementation.
4. Volume and standards of student workload.
5. Academic freedom of the university in determining the content of higher education.
6. General requirements for the list of specialties (directions) of vocational training.
7. The procedure in accordance with which standards are developed and approved for the minimum content and level of training of students in specific professions.
8. Rules for state control of compliance with the requirements of the state standard of higher professional education.

Since 2013, in accordance with Federal Law No. 273, more progressive standards must be established. New standards are being introduced, among other things, for areas of university education related to the training of scientific and pedagogical workers. Standards are also being developed for preschool education and development. Previously, state federal educational minimums were in effect for them. The standards applied directly to the structure of the preschool education program.