Principles of separation of basic and secondary general education. Levels of professional education: features, conditions for admission With the level of his education and

Education in the Russian Federation is a unified process aimed at educating and training the future generation. During 2003-2010. The domestic education system has undergone serious reform in accordance with the provisions contained in the Bologna Declaration. In addition to specialty and postgraduate studies, such levels of the Russian Federation were introduced as

In 2012, Russia adopted the Law “On Education of the Russian Federation”. Levels Education, similar to European countries, provides the opportunity for free movement for students and teachers between universities. Another undoubted advantage is the possibility of employment in any of the countries that signed the Bologna Declaration.

purpose, functions

Education is the process and result of the transfer of knowledge and experience that has been accumulated by all previous generations. The main goal of training is to introduce new members of society to established beliefs and value ideals.

The main functions of training are:

Raising worthy members of society.
Socialization and familiarization of the new generation with the values established in a given society.
Providing qualified training for young specialists.
Transferring work-related knowledge using modern technology.

Education criteria

An educated person is a person who has accumulated a certain amount of knowledge, can clearly determine the causes and consequences of an event and can think logically. The main criterion of education can be called systematic knowledge and thinking, which is reflected in a person’s ability, reasoning logically, to restore gaps in the knowledge system.

The importance of learning in human life

It is through education that the culture of society is transmitted from one generation to another. Education influences all spheres of social life. An example of such an impact would be the improvement of the training system. New formations in the Russian Federation as a whole will lead to an improvement in the quality of the state’s existing labor resources, which, in turn, will have a significant impact on the development of the domestic economy. For example, becoming a lawyer will help strengthen the legal culture of the population, since every citizen should know his legal rights and responsibilities.

High-quality and systematic education, which covers all areas of a person’s life, allows one to develop a harmonious personality. Learning also has a significant impact on the individual. Because in the modern situation, only an educated person can climb the social ladder and achieve a high status in society. That is, self-realization is directly related to receiving quality training at the highest level.

Education system

The education system in Russia includes a number of organizations. These include institutions:

Preschool education (development centers, kindergartens).
General education (schools, gymnasiums, lyceums).
Higher educational institutions (universities, research institutes, academies, institutes).
Secondary special (technical schools, colleges).
Non-state.
Additional education.

Principles of the education system

The primacy of universal human values.
The basis is cultural and national principles.
Scientificity.
Focus on the characteristics and level of education in the world.
Humanistic character.
Focus on environmental protection.
Continuity of education, consistent and continuous nature.
Education should be a unified system of physical and spiritual education.
Encouraging the manifestation of talent and personal qualities.
Mandatory primary (basic) education.

Types of education

Based on the level of independent thinking achieved, the following types of training are distinguished:

Preschool - in the family and in preschool institutions (children's age is up to 7 years).
Primary - carried out in schools and gymnasiums, starting from the age of 6 or 7, lasting from the first to the fourth grades. The child is taught basic reading, writing and counting skills, and much attention is paid to personality development and acquiring the necessary knowledge about the world around him.
Secondary - includes basic (grades 4-9) and general secondary (grades 10-11). Carried out in schools, gymnasiums and lyceums. It ends with receiving a certificate of completion of general secondary education. Students at this stage acquire knowledge and skills that form a full-fledged citizen.
Higher education is one of the stages of professional education. The main goal is to train qualified personnel in the necessary areas of activity. It is carried out at a university, academy or institute.

According to the nature and focus of education, there are:

General. Helps to acquire knowledge of the basics of science, in particular about nature, man, and society. Gives a person basic knowledge about the world around him and helps him acquire the necessary practical skills.
Professional. At this stage, the knowledge and skills that are necessary for the student to perform labor and service functions are acquired.
Polytechnic. Training in the basic principles of modern production. Acquiring skills in using simple tools.

Education levels

The organization of training is based on such a concept as “the level of education in the Russian Federation.” It reflects the division of the training program depending on the statistical indicator of study by the population as a whole and by each citizen individually. The level of education in the Russian Federation is a completed educational cycle, which is characterized by certain requirements. The Federal Law “On Education in the Russian Federation” provides for the following levels of general education in the Russian Federation:

Preschool.
Initial.
Basics.
Average.

In addition, the following levels of higher education in the Russian Federation are distinguished:

Bachelor's degree. Admission is made on a competitive basis after passing the Unified State Exam. A student receives a bachelor's degree after he has acquired and confirmed basic knowledge in his chosen specialty. The training lasts 4 years. Upon completion of this level, the graduate can pass special exams and continue training as a specialist or master.
Specialty. This stage includes basic education as well as training in the chosen specialty. On a full-time basis, the duration of study is 5 years, and on a part-time basis - 6. After receiving a specialist diploma, you can continue studying for a master's degree or enroll in graduate school. Traditionally, this level of education in the Russian Federation is considered prestigious and is not very different from a master’s degree. However, when working abroad, it will lead to a number of problems.
Master's degree. This level graduates professionals with deeper specialization. You can enroll in a master's program after completing a bachelor's degree and a specialist's degree.
Training of highly qualified personnel. This implies postgraduate study. This is the necessary preparation for obtaining an academic degree. Full-time study lasts 3 years, part-time - 4. An academic degree is awarded upon completion of studies, defense of a dissertation and passing final exams.

Levels of education in the Russian Federation, according to the new law, contribute to the receipt by domestic students of diplomas and supplements to them, which are valued by higher educational institutions of other states, and therefore provide the opportunity to continue their studies abroad.

Forms of education

Training in Russia can be carried out in two forms:

In special educational institutions. Can be carried out in full-time, part-time, part-time, external, distance learning forms.
Outside educational institutions. Involves self-education and family education. It is planned to pass the intermediate and final

Education subsystems

The learning process combines two interrelated subsystems: training and education. They help achieve the main goal of the educational process - human socialization.

The main difference between these two categories is that training is aimed primarily at developing the intellectual side of a person, and education, on the contrary, is aimed at value orientations. There is a close relationship between these two processes. Moreover, they complement each other.

Quality of higher education

Despite the fact that a reform was carried out in the education system of the Russian Federation not so long ago, there has not been much improvement in the quality of domestic education. Among the main reasons for the lack of progress in improving the quality of educational services are the following:

Outdated management system in higher education institutions.
A small number of highly qualified foreign teachers.
Low rating of domestic educational institutions in the world community, which is due to weak internationalization.

Issues related to the management of the education system

Low level of remuneration for workers in the education sector.
Lack of highly qualified personnel.
Insufficient level of material and technical equipment of institutions and organizations.
Low professional level of education in the Russian Federation.
Low level of cultural development of the population as a whole.

Obligations to solve these problems rest not only on the state as a whole, but also on the levels of municipalities of the Russian Federation.

Trends in the development of education services

Internationalization of higher education, ensuring the mobility of teachers and students with the aim of exchanging best international experience.
Strengthening the focus of domestic education in a practical direction, which implies the introduction of practical disciplines and an increase in the number of practicing teachers.
Active introduction of multimedia technologies and other visualization systems into the educational process.
Popularization of distance learning.

Thus, education underlies the cultural, intellectual and moral state of modern society. This is a determining factor in the socio-economic development of the Russian state. Reforming the education system to date has not led to global results. However, there is a slight shift for the better. The levels of education in the Russian Federation under the new law contributed to the emergence of opportunities for the free movement of teachers and students between universities, which indicates that the process of Russian education has taken a course towards internationalization.

Focus of education

The direction of an educational program is a generalized definition of the effect - the result of the implementation of an educational program, on which its content, technologies, methods, and forms of organizing the educational process depend.

According to the Law “On Education”, general education programs are focused on solving the problems of forming a general personal culture, adapting a person to life in society, and creating the basis for an informed choice and mastery of professional educational programs.

The results of students mastering the content of educational programs depend on the degree of training (program level), but, in any case, this is a certain, unified amount of subject knowledge and skills that guarantees a person’s social adaptation and profiling.

This aspect of determining the focus of an educational program on the outcome in the “goal-result” connection influenced the creation of a model of an approach to assessing the work of an educational institution, its productivity, in which knowledge of the final outcome of education dominates. It will be necessary to correlate the level and trend of the educational program with educational intentions, class schedules, which confirms the actual implementation of this program. Carrying out final, test and other cross-sectional work can help identify the level of students’ preparation and the implementation of the educational program.

It is quite possible to evaluate the educational program of an institution through a comparison of the tasks assigned to it and the results achieved.

The formulation of the goal of the educational program must be as simple as possible, so precise and definite that it is easy to make a decision about the degree of its implementation and build an absolutely definite didactic process that ensures its achievement at a given time. Unfortunately, this statement of purpose is not entirely appropriate in education. It is impossible to remove a living person (teacher, student) from the educational process, with all aspects of his mood, disposition, temperament, etc.

In addition, there are many examples in practice when clearly set goals did not produce results or led to non-standard results. Therefore, speaking about the results of the work of an educational institution, we need to remember the degree of activity or passivity of the participation of the students themselves, their desire to achieve results, and also the fact that the results are greatly influenced by a large number of other, indirect factors. Quite often, the result does not appear immediately - the effectiveness of a pedagogical action can be updated several years later. As a result, the “goal-result” chain does not have to be interpreted in a straightforward and simplified manner. Education is characterized by cause-and-effect uncertainty, and the correspondence between the goals of education and its effects is multivariate.

The task of a separate educational lesson, the task of the educational program of a certain teacher can and must be formulated clearly, unambiguously and, therefore, diagnostically. But the higher the level of management of an educational institution, the greater the variability and uncertainty of the system and the more joint the goals must be. This means that conclusions about the coordination of effects with the goals set have every chance of being obtained only through a group analysis of these (results, process, correspondence of the initial and final state of the system) on all fronts of the social and pedagogical work of the institution, but not through a simple comparison of the goal formulation adopted for a certain ideal, and artificially selected final effects of its implementation.

Levels of education in Russia

There are different levels of education in the Russian Federation. They are regulated by a special Law on Education of the Russian Federation 273-FZ Chapter 2 Article 10, which was recently supplemented.

According to the law, levels of education in the Russian Federation are divided into 2 key types - general education and vocational.

The first type includes preschool and school education, and the second - all others.

General education

According to Article 43 of the Constitution of the Russian Federation, all citizens are guaranteed to receive free general education in municipal institutions. General education is a term that includes the following types:

Preschool education;
School education.

The 2nd type is divided into the following subspecies:

Initial;
Basic;
Average.

Preschool education is primarily focused on developing skills that will help later in mastering school material. The primary components of written and oral speech, the basics of hygiene, ethics and a healthy lifestyle are integrated here.

In the Russian Federation, both municipal and private preschool education institutions operate successfully. In addition, almost all parents like to raise their children at home without sending them to kindergarten. Statistics state that the number of children who did not attend preschool institutions increases every year.

Primary education is considered a continuation of preschool and is aimed at developing motivation in students, honing their written and oral skills, teaching the basics of theoretical thinking and all kinds of sciences.

The main goal of general education is the study of the foundations of all kinds of sciences, a more thorough study of the native language, the formation of predispositions to certain types of work, the formation of aesthetic tastes and social definition.

During the period of general education, the student must develop the ability to independently understand the world.

Secondary education aims to teach students to think intelligently and make independent choices; all kinds of sciences are studied more deeply. In addition, a clear concept of the world and the social role of each student in it is formed.

Professional education

In the Russian Federation, levels of vocational education are divided into the following subtypes:

Initial;
Average;
Higher.

Primary education is provided by institutions that provide blue-collar jobs. These include vocational schools (vocational schools, which at the moment are gradually being renamed PTL - vocational lyceum). It is quite possible to enter such institutions both on the basis of 9th and 11th grades.

Secondary education includes technical schools and colleges. The former train basic-level experts, while the latter provide a system of in-depth training. It is quite possible to enter a technical college on the basis of 9 or 11 grades; you can enter some institutions only after 9 or only after 11 grades (for example, medical colleges).

Higher education trains highly qualified professionals for various sectors of the economy. The training of specialists is carried out by institutes, universities and academies (in some cases the same colleges). Higher education is divided into the following levels:

Bachelor's degree;
Specialty;
Master's degree.

A bachelor's degree is considered an integral level for obtaining the other two. In addition, there are different forms of education. It can be full-time, part-time, part-time, or in the form of an external study.

Additional education includes such subtypes as additional education for children and adults and additional vocational education.

In 2012, Russia adopted the Law “On Education of the Russian Federation”. Levels of education, similar to European countries, provide the opportunity for free movement for students and teachers between universities. Another undoubted advantage is the possibility of employment in any of the countries that signed the Bologna Declaration.

Education: concept, purpose, functions

The main functions of training are:

Raising worthy members of society.
Socialization and familiarization of the new generation with the values established in a given society.
Providing qualified training for young specialists.
Transferring work-related knowledge using modern technology.

Education criteria

The importance of learning in human life

It is through education that the culture of society is transmitted from one generation to another. Education influences all spheres of social life. An example of such an impact would be the improvement of the training system. New levels of vocational education in the Russian Federation as a whole will lead to an improvement in the quality of the state’s existing labor resources, which, in turn, will have a significant impact on the development of the domestic economy. For example, becoming a lawyer will help strengthen the legal culture of the population, since every citizen should know his legal rights and responsibilities.

Education system

The education system in Russia includes a number of organizations. These include institutions:

Preschool education (development centers, kindergartens).
General education (schools, gymnasiums, lyceums).
Higher educational institutions (universities, research institutes, academies, institutes).
Secondary special (technical schools, colleges).
Non-state.
Additional education.

Principles of the education system

The primacy of universal human values.
The basis is cultural and national principles.
Scientificity.
Focus on the characteristics and level of education in the world.
Humanistic character.
Focus on environmental protection.
Continuity of education, consistent and continuous nature.
Education should be a unified system of physical and spiritual education.
Encouraging the manifestation of talent and personal qualities.
Mandatory primary (basic) education.

Types of education

Based on the level of independent thinking achieved, the following types of training are distinguished:

Preschool – in the family and in preschool institutions (children’s age is up to 7 years).
Primary – carried out in schools and gymnasiums, starting from the age of 6 or 7, lasting from the first to the fourth grades. The child is taught basic reading, writing and counting skills, and much attention is paid to personality development and acquiring the necessary knowledge about the world around him.
Secondary – includes basic (grades 4-9) and general secondary (grades 10-11). Carried out in schools, gymnasiums and lyceums. It ends with receiving a certificate of completion of general secondary education. Students at this stage acquire knowledge and skills that form a full-fledged citizen.
Higher education is one of the stages of professional education. The main goal is to train qualified personnel in the necessary areas of activity. It is carried out at a university, academy or institute.

According to the nature and focus of education, there are:

General. Helps to acquire knowledge of the basics of science, in particular about nature, man, and society. Gives a person basic knowledge about the world around him and helps him acquire the necessary practical skills.
Professional. At this stage, the knowledge and skills that are necessary for the student to perform labor and service functions are acquired.
Polytechnic. Training in the basic principles of modern production. Acquiring skills in using simple tools.

Education levels

Preschool.
Initial.
Basics.
Average.

In addition, the following levels of higher education in the Russian Federation are distinguished:

Bachelor's degree. Admission is made on a competitive basis after passing the Unified State Exam. A student receives a bachelor's degree after he has acquired and confirmed basic knowledge in his chosen specialty. The training lasts 4 years. Upon completion of this level, the graduate can pass special exams and continue training as a specialist or master.
Specialty. This stage includes basic education as well as training in the chosen specialty. On a full-time basis, the duration of study is 5 years, and on a part-time basis – 6. After receiving a specialist’s diploma, you can continue studying for a master’s degree or enroll in graduate school. Traditionally, this level of education in the Russian Federation is considered prestigious and is not very different from a master’s degree. However, when working abroad, it will lead to a number of problems.
Master's degree. This level graduates professionals with deeper specialization. You can enroll in a master's program after completing a bachelor's degree and a specialist's degree.
Training of highly qualified personnel. This implies postgraduate study. This is necessary preparation for obtaining a PhD degree. Full-time study lasts 3 years, part-time study lasts 4. An academic degree is awarded upon completion of studies, defense of a dissertation and passing final exams.

Forms of education

Training in Russia can be carried out in two forms:

In special educational institutions. Can be carried out in full-time, part-time, part-time, external, distance learning forms.
Outside educational institutions. Involves self-education and family education. Passage of intermediate and final state certification is provided.

Education subsystems

The learning process combines two interrelated subsystems: training and education. They help achieve the main goal of the educational process - human socialization.

Quality of higher education

Outdated management system in higher education institutions.
A small number of highly qualified foreign teachers.
Low rating of domestic educational institutions in the world community, which is due to weak internationalization.

Issues related to the management of the education system

Low level of remuneration for workers in the education sector.
Lack of highly qualified personnel.
Insufficient level of material and technical equipment of institutions and organizations.
Low professional level of education in the Russian Federation.
Low level of cultural development of the population as a whole.

Obligations to solve these problems rest not only on the state as a whole, but also on the levels of municipalities of the Russian Federation.

Trends in the development of education services

Internationalization of higher education, ensuring the mobility of teachers and students with the aim of exchanging best international experience.
Strengthening the focus of domestic education in a practical direction, which implies the introduction of practical disciplines and an increase in the number of practicing teachers.
Active introduction of multimedia technologies and other visualization systems into the educational process.
Popularization of distance learning.

28. Disclose the levels of education in accordance with the federal law “On Education in the Russian Federation”.

The level of education– a completed cycle of education, characterized by a certain unified set of requirements.

General education and vocational education are implemented according to educational levels.

In the Russian Federation the following are established levels of general education:

1) preschool education;

2) primary general education;

3) basic general education;

4) secondary general education.

Levels of professional education:

1) secondary vocational education;

2) higher education - bachelor's degree;

3) higher education - specialty, master's degree;

4) higher education - training of highly qualified personnel.

Additional education includes such subtypes as additional education for children and adults and additional vocational education.

Ticket 29.

The Bologna process is a movement whose goal is to create a unified educational space. The Russian Federation joined the Bologna Process in September 2003. at the Berlin Conference, committing to implement the basic principles of the Bologna process by 2010.

The main goals of the Bologna Process are: expanding access to higher education, further improving the quality and attractiveness of European higher education, expanding the mobility of students and teachers, and ensuring successful employment of university graduates by ensuring that all academic degrees and other qualifications should be labor market oriented . Russia's accession to the Bologna process gives a new impetus to the modernization of higher professional education, opens up additional opportunities for the participation of Russian universities in projects funded by the European Commission, and for students and teachers of higher education institutions in academic exchanges with universities in European countries

The Declaration contains seven key provisions:

Adoption of a system of comparable degrees, including through the introduction of the Diploma Supplement, to ensure the employability of European citizens and increase the international competitiveness of the European higher education system.

Introduction of two-cycle training: preliminary (undergraduate) and graduation (graduate). The first cycle lasts at least three years. The second should lead to a master's degree or doctoral degree.

Implementation of a European credit transfer system to support large-scale student mobility (credit system). It also ensures that the student has the right to choose the disciplines he studies. It is proposed to take ECTS (European Credit Transfer System) as a basis, making it a savings system capable of working within the framework of the concept of “lifelong learning”.

Significant development of student mobility (based on the implementation of the two previous points). Expanding the mobility of teaching and other personnel by counting the period of time they spend working in the European region. Setting standards for transnational education.

Promotion of European cooperation in quality assurance with a view to developing comparable criteria and methodologies.

Introduction of intra-university education quality control systems and involvement of students and employers in external assessment of the activities of universities.

Promoting the necessary European outlook in higher education, especially in the areas of curriculum development, inter-institutional cooperation, mobility schemes and joint study programmes, practical training and research.

What Russia now has:

Two-stage education (Bachelor\Master)

Bachelor's and Master's degrees in the West and in Russia

The Western bachelor's degree has not only quantitative (four years of study versus five), but also qualitative differences from the Russian specialty. A bachelor's degree in the West is called undergraduate (preparatory education): it is only preparation for a master's program, which provides a more in-depth specialized education. A bachelor's degree does not provide a completed professional education, but only a primary “general higher education.” Western universities do not train general practitioners or mathematics teachers at the undergraduate level, as Soviet and Russian universities did when they had specialties

Bachelor's degree in Europe and the USA it is divided into academic and professional. IN academic prepare Bachelor of Science and Bachelor of Arts. But a Bachelor of Science diploma rather means that a person has studied natural and exact sciences in the broad sense of the word. Formally, the future Bachelor of Science receives a narrower specialization (for example, a Bachelor of Science in biology), but this specialization is far from being as in-depth as that of a student at the Russian Faculty of Biology, if only because a Western student can choose his own courses and, say, instead to study microbiology, enroll in a history course. The situation is exactly the same with a Bachelor of Arts degree, with which a person can work in a variety of fields, and not just in his specialty.

Professional Bachelor's Degree prepares bachelors of architecture, engineering, business administration, but here we are talking about general education. They train simply educated people with a broad outlook and minimal specialization, and, as a rule, for the business sector. In the United States, the vast majority of professional bachelors are bachelors in business management. To get a good position, a bachelor's degree holder will have to continue his studies in a master's program or in a special school (such as medical school). But it is easy for a bachelor to change his profession, because he does not have deep professional specialization. This is precisely what is an advantage from a market point of view: the market is constantly changing technologies, technical innovations, methods of organizing production, etc. And the narrower a person’s specialization, the more difficult it is to retrain him.

When entering a university's undergraduate program, a Western student is not required to choose a specialization - a leading major discipline is sufficient. And even this is not necessary: in case of doubt, you can choose several of these leading disciplines at once. Moreover, the university management insists on this: a junior student must try himself in different fields. Until the end of the second year, a Western student takes mainly elective disciplines (and a minimum of required courses in the leading discipline) in a variety of faculties. It is even difficult to attribute it to a specific faculty. This is the essence of the educational philosophy underlying the Western bachelor's degree - Liberal Arts and Sciences. And only in senior years the ratio of professional and student-chosen “interest” disciplines will change in favor of professional ones. However, the student will still not have a narrow specialization; for example, if he studies mathematics as a compulsory discipline, it will still be general elementary mathematics.

Master's degree It is also called graduate in the West. It provides a more highly specialized, practical education. It lasts from one to three years, and not everyone who has completed a bachelor’s degree enters it. Specialists who have received a master's degree (master's degree) are highly valued in the labor market and, of course, receive more bachelor's degrees. A master's degree opens the way to doctoral studies (however, in a number of universities a bachelor's degree is sufficient for this). It is the master's degree that most closely resembles Russian traditional higher education with its emphasis on specialization. We don’t have an exact analogue of a bachelor’s degree at all.

The bachelor's degree that appeared in Russia after we joined the Bologna process is not a Western bachelor's degree at all. This is our native Russian specialty, only compressed to four years. In Russia, a first-year undergraduate student immediately begins to acquire knowledge in a narrow specialized field. At the physics department they teach him physics and higher mathematics, and at the philology department - general linguistics and literary theory. The training programs for first- and second-year bachelors in the faculties of physics and philology in Russian universities do not coincide by more than two-thirds (only subjects such as philosophy or history of the Fatherland are common). In this regard, the transition from one faculty to another in Russia is difficult, as is the choice of disciplines at another faculty. A second or third year undergraduate student in physics, even if he were allowed to choose a special course at the Faculty of Philology, would not understand anything about it, because this is a highly specialized course, the mastery of which requires the study of all other disciplines taught at the Faculty of Philology starting from the 1st year . At the same time, the essence of a bachelor’s degree is in the student’s independent formation of his own educational trajectory. A bachelor's degree in the West, unlike a master's degree, has many more elective subjects than compulsory professional subjects. The purpose of a bachelor's degree is not to work in a narrow professional niche, but to flexibly adapt to market conditions. Since we, in the USSR, actually did not have a market (and in those areas where there was one, for example, in the case of collective farmers selling surpluses from their farms, university preparation was not required), there was no social need for a bachelor’s degree.

Now the situation has changed to a certain extent. A developed services market has emerged in Russia (primarily related to the sale of consumer goods, household equipment, etc.). This could become a niche for Russian undergraduate education, which would be reasonable to organize on the basis of numerous economic universities and faculties. Our bachelors in management, business administration, and public relations could work in chains of stores selling household appliances and furniture, in market administrations, in advertising agencies, and in show business. The general higher education they receive would allow them to rebuild and adapt to market conditions. And in such fundamentally non-market areas as education, medicine, public administration, it would be advisable to leave our Russian specialty. However, we now also train bachelors of pedagogy (which is not the case even in the United States, where a bachelor’s degree is not enough to obtain the right to teach in high school).

Our state has simply identified bachelor's degrees and specialized professional higher education. According to the Federal Law of the Russian Federation of August 22, 1996 No. 125-FZ “On Higher and Postgraduate Professional Education” “A bachelor’s diploma is a document that confirms completion higher professional. education". In fact, the state recognized the equation of bachelor's degrees and reduced (in terms of the scope of educational programs) professional higher education.

Russian master's programs differ from Western ones in purpose. In the West, a master's degree gives a bachelor's degree a professional specialization. With us, students receive specialized professional education already at the bachelor’s level. As a result, the master's program turns into a kind of threshold for graduate school. Our master's programs do not produce highly qualified specialists for production, business, government, healthcare, etc., but rather lower-level scientists and university teachers. A Russian master's graduate is an assistant without a degree, who most often goes to graduate school and, after defending his PhD thesis, becomes a full-fledged teacher.

So, the transfer of Western two-level education to Russian soil did not work out. We have retained our traditional model: specialty - graduate school. Only the specialty was compressed to four years, and now it is called a bachelor’s degree, and graduate school, on the contrary, was extended over five years, and now it has two cycles: master’s degree (two years), which ends with the defense of a “test” master’s thesis, and graduate school proper (three year), which ends with the defense of a “real” Ph.D. thesis.

In Europe, a course is considered successfully completed if a certain number of points are scored, and the work for the semester is taken into account.

In Russia, mainly by exam result, or by a roughly similar BRS

For example: For a semester course that ends with a test or exam, a student can and must receive a certain number of points. Thus, for a semester course that ends with an exam, each student can receive no more than 80 points (70 + 10 incentive points). These 70 points are made up of points for attendance, speaking at seminars, solving problems, writing essays (this is called current control), and most importantly, for passing “midterm control” (testing, tests). “Midterm control” is carried out three times a semester after the end of each module (an elementary integral piece of the discipline being studied; the semester course material must consist of three modules). An additional 10 incentive points are awarded for the student’s special merits, for example, for participation in scientific conferences, scientific publications, etc.

During the exam itself, the teacher can give the student no more than 30 points. The total maximum number of points is 100 (students who receive 80 points do not take the exam in the semester, because 80 points already mean “automatically excellent”). A student who receives from 80 to 100 points receives an “excellent” grade, from 60 to 80 a “good” grade, from 45 to 59 a “satisfactory” grade, and up to 45 a “unsatisfactory” grade.

Students who do not score the minimum number of points are not allowed to take the exam at all (until they gain them through “working out”, i.e., completing individual assignments).

The grading system in the West is designed to unify and convert the received components of education: grades A, C, D speak about the level of knowledge regardless of what the content of the subjects is, where they were studied, or what the student’s behavior was. The rating system in Russia (points converted into the usual grades from “excellent” to “unsatisfactory”) is a tool for crediting official forced labor. They say that the student has or does not have the right to continue his studies, receive a scholarship and ultimately become the owner of a diploma (regular or “red”) with the prospect of enrolling in graduate school and independently choosing a place of work.

What we don’t have, or what we have, but it’s perverted

In Europe, a student can make his own schedule. There are a number of classes that he must choose, and there are elective ones that are not required. A European student is not expelled from the university if he fails one or more optional exams; he can listen and take it again, or fail and take a new course.

A student in Russia chooses only the faculty. The institute chooses everything else for him; the program applies to the entire duration of his studies. The student is required to pass all exams; if he fails the exam, he may be expelled.

System of credits (credit units)

Again an article by the same guy.

Another requirement of the Bologna reform is the introduction of a system of credits (credit units). In the West, it is called the European Credit Transfer System (ECTS) - the European Credit Transfer and Accumulation System. Its main purpose is transparency and compatibility of educational programs of different universities and different countries of Europe. Neither the European Union as a whole, nor any of its countries separately, has a single national curriculum or educational standard (which Russia has). Moreover, students choose up to 50% of subjects individually. But what if, say, a student studied for one year at a German university and then expressed a desire to complete his studies at a French university? He brought with him a document indicating which courses he attended and passed at another university, but this university simply does not have most of these disciplines.

In this regard, the educational programs of all universities participating in the Bologna Agreement are divided into elementary parts. For mastering each such elementary part (in whatever university this happens), the student receives one credit unit. In essence, a credit is the amount of labor involved in a typical Western semester course, which is taught one hour a week (and includes not only lectures and seminars, but also independent work by students). The entire educational program at any university that is part of the Bologna Agreement is divided into such “elementary courses” and their sets (modules), the completion of which gives the student 1, 2, 3, 10, etc. credits. To transfer to the next course, you need to earn 60 credits, per semester - 30, per trimester - 20. To obtain a certain qualifying degree, you need to earn a certain number of credits (about 240 for a bachelor's degree and about 300 for a master's degree). If you continue your studies at another university that is a party to the Bologna Agreement, credits received earlier are counted as received at this university.

So, The credit system makes it possible to take into account the amount of student work in a situation where students study in different educational programs that do not match in content. When transferring to another university, a European student does not have to retake the subjects that his new classmates studied, because by studying and passing other subjects, he spent the same amount of work, expressed in credits, as they did.

In Russia, a completely different system of recording the work of students and teachers has developed. Its elementary unit is an academic hour (formally, this is a 45-minute lesson, although not only the classroom load can be calculated in hours). Over the course of all years of study, a student is required to complete a certain number of hours in a certain number of disciplines specified in the curriculum (listen to lectures, attend seminars and laboratory classes, pass tests and exams, undergo practical training). His work in preparing coursework, dissertations, and passing tests and exams is also calculated in hours. But hours are not, by their nature, comparable to credits. The credit is not tied to the content of the course, it represents an elementary volume of the student’s abstract free educational labor, regardless of what the student studied - physics or medicine (and thus resembles the abstract labor of a worker, which is the basis of the exchange value of goods according to Marx, and exactly the same Just as the abstract labor of a worker makes it possible to compare and exchange goods of different quality, credit makes it possible to compare educational programs of different content).

Academic hours worked by a student in the 1st year of the physics department of a Russian university, on the contrary, are not identical to the hours in the 1st year of the chemistry department of the same or another Russian university, and if a student is transferred after the first year of the physics department to the second year of the chemistry department, then, after passing exams at the physics department, he is still completing those disciplines that were studied at the chemistry department, but which were not available at the physics department (which from the point of view of the Western system is unfair, because in the end he spent more academic work than his new chemistry classmates). In short, credits are converted, but hours are not converted.

Academic hours are a measure not of abstract free academic work, but of a student’s concrete academic work. The term “service labor” was introduced into science by economist O. E. Bessonova to describe the alternative market distribution economy that dominates in Russia. Official work is compulsory labor that the state imposes on a person, and the state itself regulates this work, that is, it indicates how much to work, where and how. To record this official work, workdays, coupons, etc. can be used.

The Soviet university was an institution providing educational distribution. The basis of his work was the service work of teachers and students. This work was taken into account using academic hours (the university analogue of collective farm workdays). Russian universities have maintained the same system (with some changes).

Thus, it is as impossible to equate hours to credits as kilograms to meters. However, this is exactly what the Ministry of Education and Science did when, with a special letter, it mechanically equated one credit to 36 academic hours. Curricula and plans during the “transition to the Bologna system” were redesigned: for example, if the course consisted of 72 hours, they wrote “2 credits”.

As already mentioned, in the West, loans are needed because different students and different universities have different educational programs and the problem of comparing them arises. In the USSR this problem itself did not exist. The curricula of the same specialties in all universities of the USSR were unified and approved by the state. But with the transition to the Bologna system and the emergence of elective courses, a similar problem arose. Transferring subjects when transferring from one university to another within Russia has now become more problematic - after all, elective courses differ in different universities. Further, the emergence of a variable part has led to the fact that compulsory courses can be called differently and have different content.

In addition, now at the same faculty, programs change every year (the ministry issues new Federal State Educational Standards, faculty authorities also constantly change programs, creating new specializations in order to attract applicants). A student who has gone on academic leave, upon returning, is forced to retake subjects for courses already completed.

However, it is impossible for us to solve this problem with the help of loans, as they did in the West, because our loans - camouflaged watches - are of a different nature. In reality, the administrations of universities, which in the West technically re-teach subjects, in our country preferred to leave this to the teachers, who themselves decide: to re-teach, make them take it again, or limit themselves to an essay. And this is not a whim of the administrations, they are driven by an intuitive understanding of what we have already talked about: hours within the Russian higher education system are not identical to Western loans, and even if the volumes of different special courses in different universities are equal in hours, this does not mean anything. A watch is the embodiment of a certain amount of official labor, and official labor is not abstract, but concrete. It is forced labor, and the coercion is carried out by a specific person - a teacher, and one teacher forces students to learn everything “inside and out”, another requires knowledge of the most basic things, but they give the same assessment. As a result, a student transferring from another university should ideally take the subject to the same teacher to whom the students of this university took the course, then the amount of knowledge they receive will be adequate to their volume.

So, another requirement of the Bologna Agreement is the introduction of a credit system in our universities. This requirement was fulfilled formally; credits were mechanically equated to a certain number of academic hours. It could not be otherwise: the units of calculation of academic work in Western and Russian universities (credits and hours) are incommensurable due to the fundamental difference in the learning processes in the West and in Russia.

academic mobility

In Europe - the opportunity to freely move from one university to another, without having to take additional exams

In Russia - internships abroad or (in Soviet times) the opportunity for students of rural institutes to continue their studies in the capital

In fact, in Russia there is no Western-style academic mobility declared by laws and regulations; it has been turned into a resource managed by university administrations; Moreover, this resource is built into the mechanism for distributing other resources needed by institutions of higher education (the number of foreign students or teachers, as well as students and teachers of this university studying and working abroad, determines the rating of the university, and therefore its funding and the possibility of further existence) .

PROCEDURE FOR DETERMINING THE LEVEL OF EDUCATION

9.1. The level of education of teaching staff when establishing pay grades according to the unified technical system is determined on the basis of diplomas, certificates and other documents on relevant education, regardless of the specialty they received (except for those cases where this is specifically stated).

9.2. Requirements for the level of education when establishing pay grades for employees according to the Unified Technical System, defined in the section “Qualification requirements for pay grades” of the tariff and qualification characteristics (requirements) for positions of employees of educational institutions of the Russian Federation, provide for the presence of secondary or higher professional education and, as a rule, , do not contain special requirements for the profile of the acquired specialty in education.

Special requirements for the profile of the acquired educational specialty are imposed for the positions of accompanist, speech therapist teacher, speech pathologist teacher, educational psychologist, speech therapist (the position title “speech therapist” is used only in healthcare institutions).

9.3. For teaching staff who have received a state-issued diploma of higher vocational education, pay grades according to the Unified Technical System are established as persons with higher vocational education, and for teaching staff who have received a state-issued diploma of secondary vocational education - as persons with secondary vocational education.

The presence of state-issued diplomas of “bachelor”, “specialist”, “master” among employees gives them the right to establish wage grades according to the unified technical system provided for persons with higher professional education

The presence of a state-issued diploma of incomplete higher vocational education for employees does not give the right to establish wage grades according to the unified technical system provided for persons with higher or secondary vocational education.

Completion of three full courses at a higher educational institution, as well as a teacher's institute and equivalent educational institutions gives the right to establish wage grades according to the unified technical system provided for persons with secondary vocational education

9.4. For accompanists and teachers of musical disciplines who graduated from conservatories, music departments and departments of club and cultural educational work of cultural institutes, pedagogical institutes (universities), pedagogical colleges and music schools, working in educational institutions, wage grades according to the Unified Trading System are established as for employees with a higher or secondary musical education

9.5. Speech therapists, speech pathologists, speech therapists, as well as teachers of educational subjects (including in primary grades) of special (correctional) educational institutions (classes) for students, pupils with developmental disabilities, pay grades according to the UTS as persons with higher defectological education, the following are established:

– upon receipt of a state diploma of higher professional education in the specialties of typhlopedagogy, deaf pedagogy; oligophrenopedagogy; speech therapy, special psychology, correctional pedagogy and special psychology (preschool); defectology and other similar specialties who have graduated from special faculties in the above specialties and received a state diploma of higher professional education.

9.6. The level of education of persons who graduated from educational institutions before the entry into force of these Recommendations is determined on the basis of previously valid Instructions (see clause 1.2., section 1).

9.7. Employees who do not have special training or work experience established by the qualification requirements, but have sufficient practical experience and perform their job duties efficiently and in full, on the recommendation of the certification commission of an educational institution, as an exception, may be appointed by the head of an educational institution to the corresponding positions are the same as employees who have special training and work experience, and they can be assigned the same wage level according to the Unified Technical System.

Basic education is:

Basic education

Basic education- a concept used in the field of education and science, which means the previous stage of completed (documented) training when receiving further education (primary education is basic for secondary education, secondary education is basic for higher education, higher education is basic for further education: postgraduate education , postgraduate education is the basis for doctoral studies.

Why did the concept of “basic education” arise and in what sense is it used?

Taking into account the qualitative side of education (specialty, specialization, qualifications), subsequent education requires an appropriate base (foundation) of knowledge. The term “basic education” has meaning only when identified in relation to (intended) further education currently being received. It is incorrect, for example, to consider secondary specialized education as basic in relation to a graduate student who received a higher education before entering graduate school (after secondary education) - in this case, higher education will be basic; It is also incorrect to consider the first higher education as “basic” in relation to an applicant for the degree of Doctor of Science who has completed postgraduate study after a higher educational institution - in this case, the basic education will be the education received in graduate school in the event of a successful defense of a candidate’s dissertation.

Continuity and consistency of education

The concept of “basic education” is an important element in the system of concepts associated with the continuity and consistency of education: if the first (primary) education is general (non-specialized), it can be the basis for subsequent levels of education and specialization. If secondary specialized education, for example, is specialized - for example, a hairdresser, it cannot be basic for obtaining a higher education in another specialization (say, in this case - in art history; if secondary specialized education is medical, it cannot be basic for obtaining a specialty lawyer in the higher education system, if the higher education is in the humanities, it cannot be the basis for postgraduate study in a specialty related to technical sciences or be considered as basic in work activity in a technical field (in such cases, it is necessary to first obtain additional education in the relevant profile ).

Basic education and system of academic degrees and academic titles

When seeking an academic degree of Candidate of Sciences, the basic one is higher education (if necessary, supplemented by passing the candidate's minimum in the chosen specialty). For an applicant for the degree of Doctor of Science, the basic education is the education received in graduate school, confirmed by the defense of the corresponding candidate's dissertation. For a person who has successfully completed training, the previously received (confirmed) education is considered as basic in case of intention to obtain education at a subsequent level (Bachelor, Master, Doctor of Philosophy, Doctor of Science).

Basic education for higher education teachers

If a university teacher does not have an academic degree or academic title (for example, an assistant or senior teacher), then the higher education previously received by the teacher (confirmed by a diploma), taking into account certifications during postgraduate education or advanced training, is considered as basic education. The awarding of an academic title (associate professor or professor) - in a certain specialty or department - if there is an appropriate certificate, can be considered as receipt of basic education by a teacher for further education or in the process of professional work (for example, as an associate professor or professor).

is a set of training programs and state standards that are in constant interaction with each other. The levels of education that implement them consist of institutions that are independent of each other. Each level of institution has its own forms of organization and legal subordination bodies that control it.

Education in Russia

At all times, our country has paid special attention to education. However, with the change of centuries and political regimes, it has also undergone significant changes. Thus, in Soviet times, the education system worked under a single standard. The requirements for educational institutions, the plans according to which training was carried out, and the methods used by teachers were uniform and strictly regulated at the state level. However, the revaluation of values today has led to democratization, humanization and individualization in the education system. All these terms, inapplicable in the past, have become commonplace for modern participants in the educational process. There is variability in educational programs, which allows each institution, regardless of its level, to develop its own training plan, provided that it is approved by the regulatory authority.

However, despite all the innovations, the modern Russian education system remains federal and centralized. Levels of education and its types are fixed by law and are not subject to change.

Types and levels of Russian education

Today, in the Russian Federation there are such types of education as general education and vocational. The first type includes preschool and school education, the second - all others.

As for the level of education, this is an indicator of the mastery of educational programs at various levels, both by an individual and by the population. Educational programs, in turn, are stages of education. This indicator characterizes the real and potential capabilities of society, the state in general, and the individual in particular.

Education levels:

general education;
professional;
higher.

General education

According to the Constitution of the Russian Federation, every citizen has the right to receive every level of general education free of charge in all government institutions. Levels of general education are:

preschool;
school.

School education, in turn, is divided into:

initial;
basic;
average.

Each level prepares for mastering the educational program of the next level.

The very first stage in our country is preschool education. It prepares future students for mastering the school curriculum, and also provides initial knowledge about hygiene, ethics and a healthy lifestyle. At the same time, according to research, children who did not attend preschool, at the next level - school, experience difficulties both in social adaptation and in mastering educational material.

All subsequent levels of education, like the preschool level, pursue a single goal - to prepare for mastering the next stage of education.

At the same time, the primary task of basic education is to master the basics of various sciences and the state language, as well as the formation of inclinations for certain types of activities. At this stage of education, it is necessary to learn to independently understand the world around us.

Professional education

The levels of professional education are as follows:

initial
average;
higher.

The first stage is mastered in institutions where you can obtain various working professions. These include vocational institutions. Today they are called vocational lyceums. You can get there either after 9th grade or after graduating from 11th grade.

The next level is technical schools and colleges. In institutions of the first type, you can master the basic level of your future profession, while the second type involves more in-depth study. You can also enter there either after the 9th grade or after the 11th grade. However, there are institutions that stipulate admission only after one specific level. If you already have primary vocational education, you will be offered training in an accelerated program.

And finally, higher education prepares highly qualified specialists in a variety of fields. This level of education has its own sublevels.

Higher education. Levels

So, the levels of higher education are:

bachelor's degree;
specialty
master's degree

It is noteworthy that each of these levels has its own training periods. It should be taken into account that the bachelor's degree is the entry level, which is compulsory for obtaining the rest.

Specialists with higher qualifications in various professions are trained in educational institutions such as universities, institutes, and academies.

This level of education is also characterized by the fact that it has different forms of training. You can learn:

in person, attending all classes and passing the sessions;
in absentia, independently studying the course material and passing the sessions;
part-time, when training can be carried out on weekends or in the evening (suitable for employed students, as it allows you to study without interrupting work);
externally, here you can complete your studies whenever you see fit (this involves issuing a state-issued diploma, but it will have a note on it that you graduated from the educational institution as an external student).

Conclusion

Types of education and its levels look like this. It is their totality that makes up the education system of the Russian Federation. All of them are regulated at the legislative level by normative documents of various nature and content.

It should be borne in mind that the purpose of the educational system is not only that it allows one to master various professions. In the process of learning, a personality is formed, which improves with each educational level overcome.