Basic principles of modern education. The modern education system in Russia The main systems of Russian education
The principles of building a modern education system are enshrined in the “Law on Education of the Russian Federation”, on the basis of which both the strategy and tactics for implementing legislatively enshrined ideas for the development of education in Russia will be built. These provisions are addressed both to society, and to the education system itself, and to the individual, and provide both “external” social and pedagogical conditions development of the education system, as well as “internal” - the actual pedagogical conditions for its full-fledged life.
These conditions include:
Humanistic nature of education;
Priority of universal human values;
Free development of personality;
General accessibility of education; free general education;
Comprehensive protection of the consumer of education,
Preserved 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-municipal educational institutions;
Getting an education in their native language;
Connection of education with national and regional cultures and traditions;
Continuity of educational programs;
The variability of education;
Delimitation of the competencies of the subjects of the system.
The organizational basis of state policy Russian Federation in the field of education is the Federal Program for the Development of Education, approved by federal law. The federal program for the development of education is developed on a competitive basis. The competition is announced by the Government of the Russian Federation.
The state policy in the field of education is based on the following principles: the humanistic nature of education, the general accessibility of education, the adaptability of the education system to the levels and characteristics of the development and training of students and pupils; secular nature of education in state and municipal educational institutions.
The subjects of the Russian Federation in the field of education are in charge of: defining and implementing an education policy that does not contradict the policy of the Russian Federation in the field of education; financial support for state guarantees of accessibility and compulsory basic general education by allocating subventions to local budgets; development and implementation of republican, regional programs for the development of education, including international ones, formation of the budgets of the constituent entities of the Russian Federation in terms of expenditures on education and relevant funds for the development of education.
Adult citizens of the Russian Federation have the right to choose an educational institution and form of education. Citizens of the Russian Federation have the right to receive for the first time free primary general, basic general, secondary (complete) general, primary vocational education and, on a competitive basis, secondary vocational, higher vocational and postgraduate vocational education in state or municipal educational institutions within state educational standards. In educational institutions, the maintenance and education of orphans and children left without parental care (legal representatives) are carried out on the basis of full state support. An educational institution creates conditions that guarantee the protection and strengthening of the health of students and pupils. The teaching load, the mode of study of students, pupils are determined by the charter of the educational institution on the basis of recommendations agreed with the health authorities. Wages and official salaries are paid to an employee of an educational institution for the performance of functional duties and work stipulated by the employment contract (contract). The performance of other work and duties by an employee of an educational institution is paid under an additional agreement, except for cases provided for by the legislation of the Russian Federation. For teaching staff of educational institutions, a reduced working time is established - no more than 36 hours per week.
The main types of educational institutions:
Kindergartens
Elementary school (1-4)
Secondary school (incomplete secondary 5-9) (complete secondary 10-11)
Secondary specialized educational institutions (colleges, technical schools, lyceums)
· graduate School(Bachelor's, Master's, Specialist)
· Additional education - educational centers, courses, advanced training, etc. (see question 77 for details)
· Primary and secondary education is compulsory for all citizens of the Russian Federation.
INTRODUCTION……………………………………………………………………3
I. CHARACTERISTICS OF THE EDUCATION SYSTEM IN RUSSIA...4
1.1 Law of the Russian Federation “On Education”………………………………………….4
1.2 Principles of construction and development of the education system in Russia..4
1.3 Types and types of educational institutions………………………....5
1.4 Features of the functioning of municipal, state, non-state educational institutions……………….... 7
1.5 Founder of an educational institution…………………………8
1.6 Paid educational services, their regulation………………9
1.7 Innovative educational institutions………………………………….9
1.8 Requirements for the content of education……………………………..10
1.9 General requirements for the organization of the educational process ... ... 11
1.10 Conceptual approaches to the selection and construction of the content of education in a profile school…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
1.11 Problems of the organization of specialized education based on individual curricula………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
II. EDUCATIONAL LEVELS…………………………………..14
2.1 Characteristics of educational levels established in the Russian Federation ... 14
2.2 Stages of general education…………………………………………16
III. CREATION AND ACTIVITY OF AN EDUCATIONAL INSTITUTION………………………………………………………..17
17
3.2 Purpose, content and terms of licensing, accreditation of an educational institution………………………………………….18
IV. MANAGEMENT OF THE EDUCATION SYSTEM………………….20
4.1 Governing bodies of the education system…………………………20
4.2 The system of federal, regional and municipal government education…………………………………………………………..20
4.3 The competence of various levels of management, the procedure for delimiting the competence of educational authorities ... 21
4.4 Responsibility of the educational institution…………………..26
V. SOCIAL GUARANTEES FOR THE RIGHTS OF CITIZENS. RIGHTS AND OBLIGATIONS OF PARENTS………………………...27
CONCLUSION…………………………………………………………….30
REFERENCES………………………………………………….31
Introduction
In the life of each of us, much depends on education, namely on its effectiveness and quality. After all, it is on initial stage education, the foundations of intellectual culture, intellectual development are laid, the basics of information and computer literacy are formed, ways of independently obtaining the necessary knowledge are demonstrated, the ability to work creatively with information is formed.
On the present stage socio-economic development, the role of education is significantly increasing, which is determined by the tasks of establishing a democratic and rule-of-law state in Russia, a market economy, and the need to be in line with world development trends. Therefore, there is a need to modernize all aspects of the structure of education and all areas educational activities. Modernization (from English Modern - modern). In our country, just the same, a comprehensive modernization is being carried out, modernizing education with the allocation of the resources required for this and the creation of mechanisms for their effective use.
The purpose of this work is to characterize the modern education system of the Russian Federation, to highlight its features. To achieve this goal, it is necessary to solve the following tasks: to determine the principles for building and developing the education system in Russia, to characterize educational levels, to study the governing bodies of the education system, to consider social guarantees for the realization of citizens' rights to education.
I. CHARACTERISTICS OF THE EDUCATIONAL SYSTEM IN RUSSIA
1.1 Law of the Russian Federation "On Education"
The Law of the Russian Federation “On Education”, adopted in 1992 (substantially amended in 1996), contains the basic principles and provisions on the basis of which the strategy and tactics for implementing the legislatively enshrined ideas for the development of education in Russia are built.
These provisions are addressed simultaneously to society, to the education system itself, to the individual and provide both “external” socio-pedagogical conditions for the development of the education system, and “internal” proper pedagogical conditions for its full-fledged life.
These include: the humanistic nature of education; priority of universal human values; free development of personality; general accessibility of education; free general education; comprehensive protection of the consumer of education, etc.
Principles of construction and development of the education system in Russia
The law defined the following principles of state policy in the field of education, which determine the development of the education system as a whole:
a) the humanistic nature of education, the priority of universal human values, human life and health, the free development of the individual, the education of citizenship and love for the Motherland;
b) the unity of the federal cultural and educational space; protection by the education system of national cultures and regional cultural traditions in a multinational state;
Throughout Russia, from Kaliningrad to Chukotka, there is one basic curriculum, the invariant (unchanged, mandatory) part of which determines the mandatory set of subjects that all schoolchildren in Russia study, and the state educational standard unifies the content of these subjects. This makes it possible for students, in the event of a change of residence, to study freely in a new school, and makes it possible to unify the requirements for applicants.
At the same time, our country is multinational, its regions have their own cultural traditions. The variable part of the curriculum provides for the possibility of studying the subjects of national and regional components, which make it possible to make training practice-oriented.
c) general accessibility of education, adaptability of the education system to the levels and characteristics of the development and training of students;
The general accessibility of education is ensured by its free of charge, the presence of an extensive network of educational institutions, including in rural areas (which is why economically inefficient small rural schools still exist). The principle of public access cannot be realized without a sufficient number of teaching staff, as well as without the availability of educational literature.
New for our education is the principle of adaptability of the system to the levels of development and training of students. Simply put, it is not the student who must adapt to the educational institution, teachers, but they to him.
d) the secular nature of education in state, municipal educational institutions;
The principle of secular education presupposes the prevention of teaching and propaganda of religion in state and municipal educational institutions. Private schools do not have this restriction.
e) freedom and pluralism in education;
Freedom in education is the freedom to choose the way to get an education, to choose an educational institution. Pluralism is manifested in the diversity of educational institutions (schools, gymnasiums, lyceums, colleges, educational centers, etc.), in determining the specialization profile of the senior classes, in conducting elective classes, as well as in the specific content of the regional and school components of the content of education.
f) democratic, state-public nature of education management, autonomy of educational institutions.
Similar information.
REPORT: "THE MAIN PRINCIPLES OF MODERN EDUCATION"
MODERN EDUCATION IS FLEXIBLE NETWORKS BUILT ON THE BASIS OF QUALITY, KNOWLEDGE AND STAFF MANAGEMENT
Over the past 20 years, fundamentally new models of education have emerged and developed in the Russian educational space, more flexible and adapted to the needs of the market, more open to the needs of consumers.
In modern conditions, there is a search for forms and methods that contribute to the formation of a new type of personality, not only knowing, but also able to freely navigate the complex problems of modern society.
The education system should help the disclosure creativity, the formation of extraordinary thinking, a free personality.
THE INTERNATIONAL UN EDUCATIONAL, SCIENTIFIC AND CULTURAL COMMISSION (UNESCO) DECLARED TWO MAIN PRINCIPLES OF MODERN EDUCATION: "EDUCATION FOR ALL" AND "EDUCATION THROUGHOUT LIFE".
Of course, no one doubts the correctness of this approach to building an education system. But a number of problems arise. Helps in solving problems distance education. What is it? This is learning "at a distance", when the teacher and the student are separated spatially. Naturally, new technologies for presenting educational materials are used.
Condition for development distance education were modern achievements in the field of teaching technologies, mass media and communications, the rapid development and widespread use of various technical means.
THERE ARE THREE TYPES OF REMOTE TECHNOLOGIES USED IN THE PROCESS OF LEARNING.
1. paper-based case technology (teaching aids, called workbooks, which are accompanied by a tutor.)
Tutormaintains telephone, postal and other communications with students, and can also meet directly with students at counseling centers or training centers.
2. television-satellite. It is very expensive and is still little used. Its main drawback is weak interactivity, that is, Feedback.
3.Internet learning, or network technology. Most often, in the process of distance learning, all of the above technologies are used in different proportions.
CHANGING TRENDS IN THE GENERAL SITUATION OF EDUCATION AT THE END OF THE 20TH CENTURY COINCOIN WITH THE GENERAL PRINCIPLES OF ITS REFORM IN THE WORLD AND IN RUSSIA. THEY APPLY TO ALL LEVELS OF THE GENERAL EDUCATIONAL SYSTEM, TO ALL EDUCATION.
THESE ARE THE FOLLOWING BASIC PRINCIPLES:
- integration all the educating forces of society, the organic unity of the school and other special institutions for the purpose of educating the rising generations;
- humanization- increased attention to the personality of each child as the highest social value of society, setting the formation of a citizen with high intellectual, moral and physical qualities;
- differentiation and individualization, creating conditions for the full manifestation and development of the abilities of each student;
- democratization, creating prerequisites for the development of activity, initiative and creativity of students and teachers, interested interaction between teachers and students, broad public participation in education management.
The implementation of these principles presupposes a change in the very image of the educational system, its content and organizational forms, which is most fully reflected in the project for the development of the national school.
PRIMARY EDUCATION IS THE FOUNDATION OF ALL FURTHER GENERAL AND ANY SPECIAL EDUCATION.
The main priority areas for the development of primary education in the context of modernization Russian education are improving the quality of education, the formation of a modern system of continuous education.
When selecting the content of lifelong education in the concept, special attention is paid to those principles that are new, pointing the way to transformation elementary school.
THE PRINCIPLE OF HUMANIZATION OF THE CONTENT OF EDUCATION
is understood as an affirmation of the basic principles of humanism - respect and a benevolent attitude towards every person, as an exception to coercion and violence against the student's personality.
PRINCIPLE OF HUMANITARIZATION OF THE CONTENT OF EDUCATION
is considered as giving special importance to the subjects of the humanitarian and artistic and aesthetic cycle (primarily affecting the social and personal development of the child), increasing the share of various creative activities of children, as well as strengthening the humanitarian orientation of the subjects of the natural science and mathematical cycles.
PRINCIPLE OF VARIATION AND INVARIANCE
implies the possibility of implementing various conceptual approaches in the content of education, taking into account the development modern science, the needs of society and regional characteristics. At the same time, it is mandatory to maintain an invariant minimum of education, which ensures the right of every child - a citizen of the Russian Federation - to receive preschool and primary education equal to others. This principle is realized through the content of education at different levels, in which the upper level of education significantly exceeds the invariant level of requirements.
PROGRESSION AS A PRINCIPLE FOR SELECTING THE CONTENT OF EDUCATION
is understood as the preservation of the inherent value of each stage of development, the maximum use of the acquisitions of the previous stage of development, ensuring the possibility of a painless transition and successful functioning of the child at the next stage of development.
PRINCIPLE OF DIFFERENTIATION OF THE CONTENT OF EDUCATION
requires taking into account the abilities and capabilities of the child, the individual pace of his progress. Applied to the education of young children school age this is understood as the creation of favorable conditions for the development of children with both high and low learning ability.
PRINCIPLE OF INTEGRATION
requires the selection of such content of education that will ensure the integrity of the child's perception of the world around him, the awareness of the various connections between its objects and phenomena. And it will also allow reducing the overall teaching load of the child without losing the quality of education.
CULTURAL PRINCIPLE
is understood as creating conditions for the general development of children, the formation of their culture and erudition, as providing each child with the fullest possible (taking into account age features) familiarization with the achievements and development of the culture of modern society. The cultural principle allows each child to form a variety of cognitive interests.
IN 1996, THE INTRODUCTION OF THREE EDUCATIONAL SYSTEMS INTO THE PRIMARY SCHOOL STARTED:
– system of L.V. Zankov (system of optimal general development);
- the system of D.B. Elkonin-V.V. Davydov, which have closed educational and methodological kits (hereinafter referred to as TMC);
– updated traditional system
TODAY IN THE TRADITIONAL SYSTEM THERE ARE DOZENS OF VARIATIVE MODELS
"Harmony" (head N.B.Istomina),
"Primary school of the XXI century" (head N.F. Vinogradova),
"School of Russia" (head A.A. Pleshakov),
"Perspective elementary school" (head R.G. Churikova),
"School 2010–" and others,
They are aimed at implementing the principles of developmental learning and provide an opportunity to work in the system of alternative models, open up ways to apply new information technologies, in which the main reference point is the child, his activity, the prospects for the development of his personality in the information society, as well as the application of A.Z. Rakhimov’s technology of creative development, which is based on the pedagogical ideas of V.V. Davydov.
FUNDAMENTAL DIDACTIC PRINCIPLES
EMC "SCHOOL OF RUSSIA"
The principle of succession
The principle of creativity
The principle of differentiation and individualization of education
Operation principle
The principle of a holistic view of the world
The principle of psychological comfort
The principle of variability
INDEPENDENT INTERNATIONAL RESEARCHPIRLS, SHOWED THAT EMC "SCHOOL OF RUSSIA" PROVIDES THE BEST RESULTS IN RUSSIA, REFLECTING:
priority of understanding the text over its reproduction;
causal, analytical approach to working with text;
emphasis on one's own reasoned judgment;
informal, entertaining nature of questions;
the completeness of the means that form complex skills in working with text;
SOME RESULTS OF PERFORMING THE FINAL INTEGRATED WORK IN THE FRAMEWORK OF THE EXPERIMENTAL APPROBATION OF THE GEF CARRIED OUT IN 15 REGIONS OF RUSSIA IN 2009
(SUCCESS IN PERFORMANCE OF TASKS ON INDIVIDUAL SUBJECTS)
First-graders who studied at the SCHOOL OF RUSSIA EMC showed the highest level of training in the subjects "Mathematics" and "The world around us."
To ensure the further implementation of the tasks of the concept of modernization of Russian education, to solve the problems facing the education system, as well as for the development of primary school, it is determined the main task of primary education is the implementation of student-centered education in primary school.
Feature of the new elementary school is that it focuses on the formation and development of educational activities in children- the ability to learn, without which it is impossible to build a system of continuous education in the future; development of creativity, self-development, acquisition of leadership qualities.
At the same time, student-centered learning should become the main one.
Building the learning process in this way is fundamental changes the position of the student- the student is responsible for his own mistakes, successes, achievements. He is actively involved in every step of learning - takes learning task, analyzes ways to solve it, puts forward hypotheses, determines the causes of errors, etc.
THE MAIN PURPOSE OF THE INITIAL LINK is to educate primary school children at a qualitatively new level of education, to promote the spiritual and civic development of children in every possible way, and to motivate them to study, learn, and create.
FOR SELF-DEVELOPMENT OF THE PERSON, IT IS NECESSARY TO IMPLEMENT THE FOLLOWING PRINCIPLES:
the principle of activity, where the student "discovers knowledge in the process of his own activity";
the principle of a holistic view of the world;
the principle of psychological comfort (creation of a friendly atmosphere in the school);
the principle of variability (choosing the best option);
principle of creativity.
Differentiated teaching is introduced to relieve the burden of students.
The elementary school works according to the traditional system with developing elements in teaching.
ENVIRONMENTAL PRINCIPLE
another of the basic principles of the modern education system, although well known. The luminaries of pedagogy worked on its justification and comprehensive verification: Ya.A. Comenius, J. Locke, J.J. Russo, I.G. Pestalozzi, A. Diesterweg, K.D. Ushinsky, A.S. Makarenko.
All over the world children are taught and brought up in harmony with nature. The principle of natural conformity is one of the fundamental principles in modern education. For children with mental retardation, separate classes are created with a sparing learning regimen. Competitions and olympiads are held to identify gifted and talented children. Universities already in the middle classes are looking for and often find “their entrant”. But this, of course, is only the beginning.
Reliance on the principle of conformity to nature is the only way to avoid overloading children with learning, to protect their health, and to prevent the development of a complex of fear of school and hatred for it.
NUMEROUS ATTEMPT TO DEVELOP A SYSTEM OF DIDACTIC PRINCIPLES IN THE WORKS OF RESEARCHERS OF OUR TIME.
S.P. BARANOV
HIGHLIGHTS THE FOLLOWING PRINCIPLES OF TRAINING:
1) the educational nature of education;
2) scientific character of education;
3) conscientiousness of learning;
4) the principle of accessibility;
5) visualization of training;
6) the principle of consciousness and active learning;
7) strength training;
8) individualization of education.
N.A.SOROKIN
proposes to include in the above system the principle of connection between theory and practice and does not consider it necessary to include the educative nature of teaching as a principle of didactics in the system.
I.P. PODLASY
believes that the principle of individualization of learning should not be included in the system of didactic principles, but, like N.A. Sorokin, he introduces into this system the principle of connection between theory and practice and the principle of emotionality of learning.
ANALYSIS OF DIFFERENT APPROACHES TO THE SYSTEMATIZATION OF THE PRINCIPLES OF LEARNING ALLOWS TO SELECT AS FUNDAMENTAL, RECOGNIZED BY MOST DIDACTS,
THE FOLLOWING PRINCIPLES:
1) scientific character;
2) accessibility;
3) consciousness and activity;
4) visibility;
5) systematic and consistent;
6) strength;
7) individualization and differentiation.
In modern didactics, the position has been established that the principles of teaching are historically specific and reflect urgent social needs.
Thus, the number of principles arising from the laws of the learning process cannot be constant. It is known that our knowledge is not limited, we can assume that not all of the patterns already discovered are reflected in the formulation of principles, and perhaps over time we will learn about new patterns that require the formulation of new principles.
Influenced by social progress and scientific achievements, as new patterns of learning are revealed, the experience of teachers is accumulated, they are modified and improved. Modern principles determine the requirements for all components of the educational process - logic, goals and objectives, the formation of content, the choice of forms and methods, stimulation, planning and analysis of results.
Modern ICT plays a huge role in improving the quality of training and education, allowing a person to more successfully and quickly adapt to environment Therefore, when teaching using ICT tools, the principle of accessibility plays an important role.
SUMMING UP TO THE ABOVE, I WOULD LIKE TO UNDERSTAND:
The success of education depends on the desire of the child to learn, on his independent activity.
The wisdom of the desert dwellers says: "You can lead a camel to water, but you cannot make him drink."
This wisdom reflects basic principle of learning- you can create all the necessary conditions and prerequisites for learning, but the knowledge itself can be accomplished only when the student WANTS to learn.
The desire to learn is, first of all, the awareness of the importance of this activity for the whole future life of a person, it is the understanding of the dependence of success, well-being on the quality of acquired knowledge, skills, and abilities. Accordingly, the need for them.
Another wisdom formulated by an ancient Chinese philosopher teaches us: "Tell me and I will forget. Show me and I will remember. Let me do it myself and I will understand."
Such another principle learning - OWN ACTIVITY.
Activity in one or another type of activity is directly related to independence. Hence the priorities that are becoming more and more obvious in world pedagogy.
THE NEED FOR LEARNING AND THE ACTIVITY OF STUDENTS ARE DUE TO THE ADEQUACY OF THE GOALS OF EDUCATION TO THE NEEDS OF THE DEVELOPMENT OF SOCIETY.
If the school manages to create conditions for the upbringing of an independently thinking person who is able to solve the problems of vocational guidance and advanced training during his life quite painlessly for himself, who is able to adapt to the rapidly changing socio-economic situation of the information society, then society and each member of this society will realize the importance schools as essential structural element states, is aware of the need for such education.
We are on the threshold of new changes.
Education system modern Russia includes:
- preschool educational institutions(kindergarten, nursery school, progymnasium, children's development center, etc.), which are created to educate children from one to six years old, develop their abilities and, if necessary, correct developmental deficiencies;
-educational institutions(comprehensive schools - including those with in-depth study of individual subjects, gymnasiums, lyceums);
-professional educational institutions(technical schools, colleges, colleges, universities);
-special (correctional) educational institutions for children with developmental disabilities;
-institutions additional education (institutions for advanced training, courses, career guidance centers, music and art schools, children's art houses, etc.);
-institutions for orphans and children left without parental care;
- other institutions that carry out educational process.
Educational institutions at all levels can be either public or private.
The variety of educational institutions, concepts, programs and teaching methods in them makes the problem of mutual understanding in society, the interaction of people with different worldviews, different positions and points of view, especially acute.
All educational institutions according to the direction and content of the work can be divided into several types.
According to organizational and legal forms, there are:
1) state;
2) non-state (private, public, religious);
3) municipal educational institutions.
Russia has the following types of educational institutions :
1) preschool;
2) mass, public schools (primary, basic and secondary education);
3) institutions of vocational education (middle and higher level);
4) boarding schools;
5) specialized schools for children with developmental disabilities, etc.
To preschool educational institutions relate:
1) kindergartens;
2) nurseries;
3) development centers, etc.
They are engaged in the strengthening, development and necessary correction of the mental, mental, physical abilities of children aged 1 to 6 years.
Educational institutions are represented by:
1) schools;
2) gymnasiums;
3) lyceums.
In them, students acquire the necessary knowledge, skills and abilities necessary for further continuation of education, master the basics of a cultural and healthy lifestyle, etc.
The structure of the general education school includes:
1) initial;
2) average;
3) high school.
Lyceums and gymnasiums differ from ordinary schools in a more serious approach to the study of various subjects.
Vocational education institutions are divided into the following types:
1) institutions of primary vocational education - train specialists in certain professions on the basis of secondary general education;
2) institutions of secondary vocational education - train mid-level specialists on the basis of general or primary vocational education;
3) institutions of higher vocational education - train various specialists on the basis of secondary and secondary vocational education;
4) institutions of postgraduate professional education - train specialists of scientific, pedagogical qualifications on the basis of higher professional education.
The system of special correctional educational institutions was created with the aim of providing education, education and treatment of children and adolescents with various deviations of psychophysical health.
Persons with handicapped of health are persons with physical and mental disabilities that prevent the assimilation of educational programs without creating special conditions for obtaining education.
1) children with hearing impairment;
2) with visual impairment;
3) with impaired speech;
4) with a violation of the musculoskeletal system (ICP);
5) with mental retardation;
6) with mental retardation;
7) with a violation of behavior and communication (psychopathic forms, with deviations in the emotional-volitional sphere, early childhood autism);
8) with complex disorders of psychophysical development.
For such students, special conditions for training, education, educational programs, teaching methods, individual technical teaching aids, medical and social services have been developed.
The education system is formed by the state, which determines its structure as a whole, the principles of its functioning and the direction (prospects) of development. play a leading role in education public policy principles, which regulate the activities of all educational institutions and educational authorities in the country. The principle of state policy in the field of education is reflected in the Law of the Russian Federation "On Education" (2004 edition): 1) the humanistic nature of education, the priority of universal human values, human life and health, and the free development of the individual. Education of citizenship, diligence, respect for human rights and freedoms, love for the environment, Motherland, family; 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) general accessibility of education, the adaptability of the education system to the levels and characteristics of the 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.
Implementation of the goals and objectives that are put forward modern society in the field of education and training, are inconceivable without an appropriate educational system. The system itself was formed gradually. Initially, it included only educational institutions that sprang up and closed spontaneously. Educational material was the result of the creativity of the teachers themselves. They taught what they knew and how they imagined it. There was no system for monitoring the quality of teaching in these schools, let alone a centralized system for selecting the content of taught disciplines.
With the strengthening of statehood, the authorities tried to take the existing schools under their control. For this, special (national and local) management bodies of educational institutions were created. Thus, the education system began to include two types of institutions: educational institutions and management bodies of educational institutions. In this form, the education system in Russia existed until the enactment of the Law of the Russian Federation "On Education" 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 management 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 replenished with another component - educational programs built on the basis of state educational standards. Moreover, educational standards have become the leading characteristic of the educational system.
Today education system in the Russian Federation is a set of interacting:
- state educational standards, educational programs;
- networks of educational institutions;
- educational 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 educational program. The 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 this region. All educational programs of the Russian Federation are divided into general education and professional.
General education programs aimed at the formation of a common culture of a growing person, his adaptation to life in society and the creation of a basis for the created choice and development of professional programs. General education programs include the following:
preschool education;
Primary general education (I-IV grades);
Basic general education (V - IX grades);
Secondary (complete) general education (X-XI classes).
Professional programs designed to train specialists of relevant qualifications by consistently improving 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 for children's art palaces, and so on).
Educational institutions are those that carry out educational process, that is, implementing one or more educational programs and (or) providing the maintenance and education 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).
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 professional education;
4) institutions of additional education for adults;
5) special (correctional) for students, 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, apart from the usual educational institutions(schools) there are other types of educational institutions. Such types as gymnasiums, lyceums, schools with in-depth study of individual subjects, author's 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 educational institution focused on the formation of a well-educated intelligent personality, ready for creative and research activities in various fields of fundamental sciences. It functions in various compositions of V-XI classes. Education in the gymnasium is given on a broad humanitarian basis with the obligatory study of several foreign languages.
A lyceum can be opened only on the basis of a profile higher educational institution. Together with the university, the lyceum forms educational complex. It teaches high school students. The lyceum is designed to carry out advanced training in individual subjects, early profiling of students and preparing graduates for a conscious choice of a profession, independent creative learning at a university.
A general education school with an in-depth study of individual subjects provides an extended, in-depth education in individual subjects of one chosen field of knowledge and carries out an early profiling of the corresponding field of knowledge. To implement the developed educational program, the school may involve the teaching staff of universities, employees of research institutions, cultural institutions. Such a school includes all three levels from grades I to XI.
In pedagogical science and practice, the desire to comprehend the holistic pedagogical process from the standpoint of management science, to give it a rigorous scientifically substantiated character. It is true that many domestic and foreign researchers assert 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 generally refers to activities aimed at making decisions, organizing, controlling, regulating the object of management in accordance with a given goal, analyzing and summing up based on reliable information.. The objects of control can be biological, technical, social systems. One of the varieties of social systems is the education system of a city or district. The subjects of management of the education system in this case the Ministry of Education and Science of the Russian Federation, the department of education of the republic, territory, region or city, as well as district departments of education are speaking.
One of the distinguishing features of the modern education system is the transition from state to state-public management of education. Its main idea is to combine the efforts of the state and society in solving the problems of education, to provide teachers, students, parents with more rights and freedoms in choosing the content, forms and methods of organizing educational process, in the choice of different types of educational institutions. The bodies of public administration of education include boards of trustees and governing councils, school councils.
Board of Trustees- a self-governing body of an educational institution, created in order to assist in organizing the statutory activities of an 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. main goal The activity of the board of trustees is to assist the educational institution in the implementation of its tasks stipulated by the charter, as well as to attract additional 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 administrative activities of the administration of the educational institution. The Board of Trustees interacts with the Pedagogical Board of the educational institution: a representative of the Board of Trustees may participate in the work of the Pedagogical Board. Members of the Board of Trustees carry out their activities on a gratuitous basis 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, fixed 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 the governing bodies of the 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 the 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.
For the consistent implementation of the state policy in the field of education in the country, state educational authorities are being created:
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);
Territorial, 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 responsible for the development of state policy and legal regulation in the following areas: education, scientific, scientific, technical and innovative activities, development of federal centers of science and high technologies, state scientific centers and science cities, intellectual property; youth policy, education, guardianship and guardianship, 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 under its jurisdiction, 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 are within the jurisdiction of the federal educational authorities:
Development and implementation of federal and international education development programs;
Establishment of federal components of state educational standards;
Development and approval of model regulations on educational institutions, establishing the procedure for their creation, reorganization and liquidation;
Establishment of lists of professions and specialties for which vocational training and professional education;
Establishment of the certification procedure for teaching staff of state and municipal educational institutions.
The 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 the legislation of the constituent entities of the Russian Federation in the field of education;
Development and implementation of republican, regional programs for the development of education;
Establishment of national-regional components of state educational standards;
Formation of the budgets of the constituent entities of the Russian Federation in terms of spending on education, the establishment of local taxes on education, and so on.
An educational institution in its activities implements one or more educational programs. 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", the development of 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 in the course of education there is always a connection "trainee - teacher". This connection can be carried out in the course of direct communication (with full-time and part-time education) or through tests (with distance learning).
In the second form of mastering the educational program, the student only takes exams in certain parts 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 parents of the student and himself.
The first and second forms of education are fundamentally different, but the law allows the 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. For this, only the desire of the parents and the execution of the relevant documents are necessary. In 2007, the Law of the Russian Federation on compulsory secondary (complete) general education was adopted, regardless of the forms of its receipt.
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