In modern Europe, the processes associated with unification affect various areas and go beyond the EU. Moreover, there are new areas that begin to develop according to uniform rules. Higher education is one such new area. Moreover, if the EU today has 25 members and almost 60 years of history, then the integration processes in the field of higher education, called the Bologna process and which began at the very end of the 1990s, currently cover 40 European states. In other words, integration in the field of higher education has become an area that is developing extremely intensively, despite the language barrier, the presence of national characteristics in the field of education that have evolved over the centuries, and so on. What are the reasons for such pace of integration?

Europe in the second half of the 20th century experienced at least two periods during which it faced the problem of lagging behind other regions. Some technological backwardness of European countries from the USA and Japan was outlined in the 1960s-1970s. This made itself felt in subsequent years. As a result, in Europe later and more slowly than, for example, in the USA, bank plastic cards and related services were introduced, the cellular telephone network developed, and the Internet was introduced. It should be noted that in terms of the mass use of a number of technological innovations, developed European countries in the early 1990s. began to yield not only to the United States and Japan, but also, for example, to countries such as South Africa, where in the early 1990s. the system of ATMs, payment of utilities by computer through the national network, as well as the development of a cellular telephone network, have become widespread.

A kind of "second call" for the Europeans was the fact that the United States, as well as Australia, are beginning to intensively provide educational services. This article becomes a significant article of their export. In particular, V.I. Baidenko writes that since the early 1990s. The number of European students who studied in the USA exceeded the number of American students studying in Europe.

The fact that European education lagged behind was not only of economic importance. Europe, with its cultural historical traditions, an integral part of which was university education, began to give way to the "nouveau riche" in this area.

All this made the Europeans in the late 1990s. seriously address the reform of higher education. It was initiated by Great Britain, Germany, Italy and France. At a meeting at the Sorbonne in 1998, the Ministers of Education of these countries signed the Sorbonne Declaration, which marked the beginning of the integration of the higher education space in Europe. It was based on the University Charter ( magna chart Universitetum), adopted in 1988 in Bologna in connection with the celebration of the 900th anniversary of the oldest European university. The University Charter emphasized the autonomy of the university, its independence from political and ideological dogmas, the connection of research and education, the rejection of intolerance and the orientation towards dialogue.

The signing of the Bologna Declaration in 1999, which gave the name to the process itself, became a kind of "design" of the process of creating a single educational space. This declaration is based on the following principles:

two-level higher education, the first level is focused on obtaining a bachelor's degree, the second - a master's degree;

a credit system, which is a single accounting of the learning process in all states (which courses and to what extent the student attended);

independent quality control of education, which is based not on the number of hours spent on training, but on the level of knowledge and skills;

mobility of students and teachers, which implies that in order to enrich experience, teachers can work for a certain period, and students can study at universities in various European countries;

the applicability of the knowledge of university graduates in Europe, which means that the specialties for which personnel are trained will be in demand there, and trained specialists will be employed;

the attractiveness of European education (it is planned that innovations will contribute to the interest of Europeans, as well as citizens of countries in other regions, in obtaining European education).

Russia signed the Bologna Declaration in September 2003 and began the process of reforming higher education.

The restructuring of higher education in all countries included in the Bologna process is far from simple for many reasons, including those related to the need to “break” many established traditions, structures, teaching methods. In all the countries included in the Bologna process, discussions are underway on the integration of the pan-European space; both active supporters and opponents of it have appeared. The main thing behind the disputes is the socio-political consequences that the creation of a common European educational space will entail.

The Bologna process will undoubtedly deepen and expand pan-European integration. The comparability of the main parameters of the technology of higher education (levels of education, terms, etc.) will make it possible, on the one hand, to make the level of qualification of graduates clear, on the other hand, to form within Europe for each specialty general requirements for the knowledge and skills of graduates, ensuring that the highest mobility of skilled labor. Moreover, the Bologna process, which involves partnerships between European universities, will make it possible to train a single European political, economic, technical, scientific and other elite. The same process will be facilitated by the mobility of students and teachers, which is also provided for by the Bologna process. As a result, graduates of European universities will enter the professional sphere with many interpersonal contacts established during their studies with their classmates from different countries.

Inclusion in a single pan-European educational space will solve, or at least mitigate, a number of problems that exist between states, including in the post-Soviet space. One example is Russia's relations with the Baltic states in connection with the Russian language in these countries, in particular in Latvia. Both states have joined the Bologna process: Latvia - since 1999, Russia - since 2003. Latvia has been a member of the EU since 2004, and within the framework of Russia-EU cooperation programs education occupies one of the priority places. Both countries had a unified system of higher education for a long time, so Latvia is a good representative of Russian education. Education systems of both countries in the early 1990s. encountered many of the same problems. All this contributes to the development of cooperation in the field of higher education between Russia and Latvia, and a good knowledge of the Russian language by the inhabitants of Latvia becomes an important advantage of Latvia in the development of such cooperation. At the same time, for the Russian-speaking population of Latvia, within the framework of the Bologna process, which provides for the mobility of students and teachers, new opportunities for learning and teaching in Russia are opening up.

The development of integration in the field of education also contributes to the development of democratization. At one time, universities played a significant role in the formation and development of democracy in Europe. Today, the university, being, according to the Sorbonne Declaration, the main structural unit of the Bologna process, has the potential to again play an important role in this area. The university community is networked in nature, and democracy implies predominantly networked social connections and relationships. Increasing the role of education (respectively, universities) in the socio-economic and political life of Europe will lead to the further development of network relations in various fields.

Along with the positive moments, the Bologna process will entail a number of problems. One of the groups is the problems associated with various types of stratification of European society, which in principle is typical for other regions, but within the framework of an intensively ongoing educational reform, they can manifest themselves with particular force.

Improving the quality of higher education will lead to increased differences between the educated elite and the rest of the population, which in turn will encourage the less qualified and more conservative segments of the population to abandon the further development of European integration, the growth of nationalism. Considering that today this stratification is already quite clearly manifested, the strengthening of these processes may turn out to be critical. However, much depends on universities. If various programs are developed, according to which universities will become not only the most important units of integration of higher education, but also a part of civil society, which implies educational, expert, advisory activities, i.e. openness of universities to society, then this socio-cultural gap can be significantly reduced.

The increase in the number of Europeans with higher education diplomas will entail a new flow of less skilled labor from Arab, Asian and African countries. The change in the ethnic composition of Europe, accompanied by the spread of other cultural norms and values, is a problem (at the end of 2005, Europe was already faced with manifestations of violence here) and requires the development of appropriate socio-economic programs.

The Bologna Process will entail a restructuring of the university community in which at least three strata will emerge. First stratum - the most successful and prestigious universities (in certain areas or in general), fully included in the Bologna process, which, given that educational services are becoming an increasingly significant source of income, will form a kind of “consortia”, trying to monopolize the educational sphere. Second stratum- Universities that will partly belong to the "first circle", but tend to enter it completely. Finally, third stratum - universities are "outsiders", working on the verge of survival. The boundaries between the strata will be mobile, and in addition to cooperative ties and relations between them, a tough competitive struggle will unfold. Of course, competition between universities exists today, but in the context of corporate relations it will be more severe.

The socio-political consequences of the integration of the educational space in Europe may be a change in the role of regions and cities. On the one hand, one can expect the intensive development of cities with the largest university centers, on the other hand, the specialization of these universities depending on the profile of the city or region, since this provides a number of advantages (inviting highly professional specialists to the university, students undergoing internships in relevant organizations etc.). So, if we take the sphere of international political and economic relations, then the problems of multilateral diplomacy, international organizations and multilateral negotiations turn out to be core for Geneva universities, issues of European integration - for the universities of Brussels, and international finance - for London. As a result, we can expect increased regionalization and even a kind of "megapolis" of Europe, which means a significant change in the socio-political and economic image of the continent.

The development of the Bologna process in Europe stimulated the raising of questions about the unification of educational spaces in other states, where it is largely decentralized (in particular, in the USA), and regions. This entails the problem of "matching" the educational system of Europe with the educational systems of other countries and regions of the world, "matching" the systems of higher education and secondary education, as well as the requirements and norms of some treaties and organizations and others (in the WTO, for example, education is considered as a service ).

Thus, education is increasingly becoming the area where the most important socio-economic and political problems of our time are focused, which sets the task of holding multi-level international negotiations on the entire range of education problems.

TEST QUESTIONS

What is the place of education and knowledge in the modern world?

How did the material and time costs of education change by the end of the 20th century, as well as the incomes of people with different levels of education?

What is the impact of new technologies on the education process?

What is the manifestation of globalization in education?

5. What are the main characteristics of the Bologna process?

What is education decentralization?

What causes the processes of commercialization and privatization of education?

What is the role of the state in the modern educational process and the main tasks that it solves?

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Bologna process: problems and prospects / ed. MM. Lebedeva. M. : Orgservis, 2006.

foreignersB. JI. Outside the economic society. M. : Academia, 1998.

Inozemtsev VL. Broken civilization. M.: Academia: Science, 1999.

Larionova M.V. Main events in the field of educational policy in the EU in the second half of 2007 // Vestnik mezhdunarodnykh organizatsii. 2008. No. 2.

Lebedeva M.M. Political-forming function of higher education in the modern world // Mirovaya ekonomika i mirovaya politika. 2006. No. 10.

Lebedeva M.M., Fort J. Higher education as the potential of Russia's "soft power" // Bulletin of MGIMO (U). 2009. No. 4.

European educational and legal space and the "Bologna process"

Among the sources of international law on education established by regional international communities, the most important are the acts adopted by the Council of Europe, of which the Russian Federation is a member.

In 1994 At the Vienna meeting, the UN General Assembly adopted the official proclamation of the UN Decade on Human Rights in Education for 1995-2004. and developed Action Plan for the Decade. Within the framework of this Plan, emphasis was placed on civic education in a pan-European spirit. The goal of the Decade is to elevate it to the rank of law requirements respect for human rights to education and fixing the appropriate structure of directions of action in the national legislation. This document suggests and directs the countries of Europe to develop educational policies for the introduction of universal compulsory schooling throughout the world, to uphold fundamental human rights and justify the need for a systematic and motivated education. In order to implement the Plan, governments of states should play an active role in the implementation of its programs, thereby developing national action plans for the protection of human rights to education.

Among the documents adopted by the Council of Europe in the last decade on education issues, the program “The Values ​​of Learning in Society. Elementary law in civic education. Secondary Education for Europe”, emphasizing that the personality of a European is closely connected with citizenship, that education for democratic citizens is a condition for strengthening European national unity. It was in this document that the idea of ​​uniting the national communities of the European space was consolidated. States, according to this document, must adhere to the course of democratization of education as a mandatory component of educational policy, understanding of freedoms in education, the balance of rights and responsibilities at the local, regional, national and international levels.

Thus, the educational policy of the leading countries of Western Europe since the late 90s. was focused on providing social, economic, political guarantees, ensuring equal access to any education throughout life; the widest possible coverage of the population with education, increasing the level and quality of education of the population; providing a person with maximum opportunities in his choice of his way of obtaining education, improving the conditions of education and the educational environment for all subjects of the educational process; stimulation and development of scientific research, creation of special funds and scientific institutions for these purposes; allocation of funds for the development of the educational environment, technological and information support of education systems; expanding the autonomy of educational institutions; creation of an interstate educational space within the framework of the European Union.

At the same time, the regulatory documents stipulated that each country develops its own ways to achieve a qualitative change in education and create favorable conditions for people with different abilities, opportunities, interests and inclinations to receive any education.

The growing process of integration leads to the need to develop appropriate agreements on the mutual recognition of documents on education and academic degrees, which implies diversification 38 higher education.

Lisbon Declaration. A proposal for the development of a single, joint convention to replace the European conventions on higher education, as well as the UNESCO Convention on the Recognition of Studies, Diplomas and Degrees in the States of the Europe Region, was presented at the 16th session of the Permanent Conference on university problems. A proposal for a joint study on the development of a new convention was also approved by the twenty-seventh session of the General Conference of UNESCO.

Adopted in 1997 in Lisbon Convention on the Recognition of Qualifications Relating to Higher Education in the European Region, is a setting document of the legal framework for international educational cooperation in more than 50 countries of the world. Accession to this Convention makes it possible to enter into a single legal field in this area with potential participants in the Convention, which are all the states of Europe, the CIS, as well as Australia, Israel, Canada, the USA, where the problem of recognition of Russian documents on education is particularly acute. The Convention brings together a wide variety of educational documents, which are called "qualifications" in it - school certificates and diplomas of initial vocational education, all diplomas of secondary, higher and postgraduate vocational education, including doctoral degrees; academic certificates on the passage of periods of study. The convention says that those foreign qualifications are recognized that do not have a significant difference with the corresponding qualifications in the host country.

Within the framework of the Convention, the governing bodies establish a list of foreign diplomas, university degrees and titles of foreign countries that are recognized as equivalent to national education documents, or such recognition is carried out directly by universities that establish their own criteria, moreover, this procedure takes place under the conditions of a concluded bilateral or multilateral agreement at the level of governments or individual universities;

The two most important instruments in the procedure for mutual recognition of education documents mentioned in the Convention are the European Credit Transfer System (ECTS), which allows the establishment of a single international system of credits, and the Diploma Supplement, which provides a detailed description of qualifications, a list of academic disciplines, grades and credits received.

The UNESCO/Council of Europe Diploma Supplement is generally seen as a useful tool to promote the openness of higher education qualifications; therefore, steps are being taken to promote the use of the Diploma Supplement on a wider scale.

Sorbonne Declaration. The first step towards building a united Europe was Joint Declaration on the harmonization of the structure of the European higher education system(Sorbonne Declaration), signed by the ministers of education of four countries (France, Germany, Italy and Great Britain) in May 1998.

The Declaration reflected the desire to create in Europe a unified body of knowledge based on a reliable intellectual, cultural, social and technical basis. Higher education institutions were assigned the role of leaders in this process. The main idea of ​​the declaration was the creation in Europe of an open system of higher education, which could, on the one hand, preserve and protect the cultural diversity of individual countries, and on the other hand, contribute to the creation of a single space for teaching and learning, in which students and teachers would have the possibility of unlimited movement. and there would be all the conditions for closer cooperation. The Declaration envisaged the gradual creation in all countries of a dual system of higher education, which, among other things, would provide everyone with access to higher education throughout their lives. To help put this idea into practice was a single credit system that facilitates the movement of students, and the Convention on the Recognition of Diplomas and Studies, prepared by the Council of Europe jointly with UNESCO, to which most European countries have acceded.

The Declaration is a plan of action that defines the goal (the creation of a European Higher Education Area), sets deadlines (until 2010) and outlines a program of action. As a result of the implementation of the program, there will be clear and comparable degrees of two levels (undergraduate and postgraduate). The terms of study for the first one will not be shorter than 3 years. The content of education at this level should meet the requirements of the labor market. A compatible system of credits will be developed, a common methodology for assessing quality, conditions will be created for freer movement of students and teachers. All these obligations were undertaken by 29 European countries that put their signatures under the Declaration.

Bologna Declaration and"The Bologna Process". The formation and development of the European educational and legal space was not limited to the considered events and processes. In the modern period, the educational space of Europe, first of all, higher education, is going through a period called the "Bologna process", the beginning of which is associated with the adoption of the Bologna Declaration.

1999 in Bologna (Italy), the authorities responsible for higher education in 29 European countries have signed Declaration on the Architecture of European Higher Education known as the Bologna Declaration. The Declaration defined the main goals of the participating countries: international competitiveness, mobility and demand in the labor market. The ministers of education who participated in the Bologna meeting confirmed their agreement with the general provisions of the Sorbonne Declaration and agreed on the joint development of short-term policies in the field of higher education.

Reaffirming their support for the general principles of the Sorbonne Declaration, the participants of the Bologna meeting committed themselves to ensuring the achievement of the goals related to the formation of a common European area of ​​higher education and the support of the European system of the latter on the world stage and drew attention to the following set of activities in the field of higher education:

Adopt a system of easily "readable" and recognizable degrees;

Adopt a system with two main cycles (incomplete higher education / completed higher education);

Introduce a system of educational loans (the European system of transfer of units of labor intensity (ECTS);

Increase the mobility of students and teachers;

To increase European cooperation in the field of education quality;

Raise the prestige of higher European education in the world.

The text of the Bologna Declaration does not contain an indication of the specific form of the Diploma Supplement: it is assumed that each country decides this issue independently. However, the integration logic of the Bologna process and the decisions taken in the course of it will most likely contribute to the adoption by European countries in the foreseeable future of the unified Diploma Supplement described above.

Of all the EU countries that have switched to the ECTS credit system, only Austria, Flanders (Belgium), Denmark, Estonia, Finland, France, Greece, Romania, Slovakia, and Sweden have already introduced an accumulative education credit system by law.

As for the provisions of this document, it can be said that not all European countries have adequately perceived its provisions in national regulations. Thus, the Netherlands, Norway, Czech Republic, Slovakia, Latvia, Estonia have included or literally reproduced its provisions in national government documents reflecting the educational policy on reforming higher education. Five other countries - Austria, Finland, Sweden, Switzerland and Belgium have adopted its provisions in the context of the planned activities to improve education. Other countries, including the UK, Germany and Italy, have determined that the already planned activities within the framework of educational programs will, as they are implemented, be synchronized with the requirements stated in the Declaration.

Among the main documents and activities aimed at developing the process of mutual recognition of qualifications and competencies in the field of vocational education and training in the European Union, we point out the following:

1. Lisbon Resolution, adopted at the meeting of the European Council in March 2000. The resolution formally recognizes the central role of education as a factor in economic and social policy, as well as a means of increasing Europe's competitiveness on a global scale, bringing its peoples closer together and fully developing citizens. The resolution also outlines the strategic goal of turning the EU into the most dynamically developing economy based on knowledge.

2. Action plan for the development of mobility and skills, adopted at the EU meeting in Nice in December 2000 and provides for a number of measures to ensure: comparability of education and training systems; official recognition of knowledge, skills and qualifications. This document also contains an action plan for the European Social Partners (member organizations of the European Social Partnership), who are given a central role in the implementation of the decisions taken.

3. Report “Specific Challenges for Vocational Education and Training Systems of the Future”, adopted at the meeting of the European Council in March 2001. in Stockholm. The report contains a plan for the further development of the main areas of joint activity at the European level in order to solve the tasks set in Lisbon.

4. Recommendation of the European Parliament and of the Council, adopted June 10, 2001 Contains provisions for increasing mobility in the countries of the community for students, learners, teachers and mentors, following the action plan for promoting mobility adopted in Nice in December 2000.

5.Conference in Bruges(October 2001) At this conference, EU leaders initiated a process of cooperation in the field of vocational education, including the recognition of diplomas or certificates of education and qualifications.

Undoubtedly, the most relevant at the present time is to increase the level of familiarization of the Russian scientific and pedagogical community, primarily, of course, working in the field of higher professional education, with these basic documents and, especially, with the requirements that Russia will have to fulfill as a participant in the Bologna process. ". In this regard, it is impossible not to mention the work of one of the most active researchers and popularizers of the Bologna reforms - V.I. Baidenko, whose works have won well-deserved prestige 39 . In this manual, we will only briefly touch on this topic, recommending the reader to refer to these sources on their own.

The main components-requirements of the "Bologna Process", arising from the Bologna Declaration, are as follows.

Participant obligations. Countries join the Bologna Declaration on a voluntary basis. By signing the Declaration, they assume certain obligations, some of which are limited in time:

Starting from 2005, to start issuing free of charge to all graduates of universities of the countries participating in the "Bologna process" European supplements of a single sample to bachelor's and master's degrees;

Until 2010 reform national education systems in accordance with the basic requirements of the "Bologna process".

Mandatory parameters of the "Bologna process":

Introduction of a three-level system of higher education.

Transition to the development, accounting and use of the so-called "academic credits" (ECTS) 40 .

Ensuring academic mobility of students, teachers and administrative staff of universities.

European Diploma Supplement.

Ensuring quality control of higher education.

Creation of a single European research area.

Common European assessments of student achievement (quality of education);

Active involvement of students in the European educational process, including by increasing their mobility;

Social support for low-income students;

Education throughout life.

To the optional parameters of the "Bologna process" relate:

Ensuring the harmonization of the content of education in the areas of training;

Development of non-linear trajectories of student learning, elective courses;

Implementation of a modular training system;

Expansion of distance learning and e-courses;

Expanding the use of opportunities for academic rankings of students and teachers.

Of particular importance for understanding the meaning and ideology of the “Bologna process” is its educational and legal culture, which consists in the recognition and acceptance of the following levels of higher education and the corresponding academic qualifications and scientific degrees:

1. Three levels of higher education are introduced:

The first level is a bachelor's degree (bachelor's degree).

The second level is the magistracy (master's degree).

The third level is doctoral studies (the degree of "doctor").

2. Two models are recognized as correct in the "Bologna process": 3 + 2 + 3 or 4 + 1 + 3 , where the numbers mean: terms (years) of study at the undergraduate level, then at the master's level, and finally at the doctoral level, respectively.

Note that the current Russian model (4 + 2 + 3) is very specific, if only because the "specialist" degree does not fit into the presented models of the "Bologna process" (a), the Russian bachelor's degree is a completely self-sufficient higher education of the first level (b) , technical schools, colleges, vocational schools and high schools, unlike many Western countries, do not have the right to issue a bachelor's degree (c).

3. An "integrated magistracy" is allowed, when an applicant undertakes to obtain a master's degree upon admission, while the bachelor's degree is "absorbed" in the process of master's training. The scientific degree (the third level of higher education) is called "doctor of science". Medical schools, arts schools and other specialized universities may follow other models, including monolevel models.

Academic credits - one of the most specific characteristics of the "Bologna Process". The main parameters of such "crediting" are as follows:

Academic credit is called the unit of labor intensity of the student's educational work. For one semester, exactly 30 academic credits are awarded, for the academic year - 60 academic credits.

To obtain a bachelor's degree, you need to earn at least 180 credits (three years of study) or at least 240 credits (four years of study).

To obtain a master's degree, a student must, as a rule, accumulate a total of at least 300 credits (five years of study). The number of credits for the discipline cannot be fractional (as an exception, it is allowed to charge 0.5 credits), since the addition of credits for the semester should give the number 30.

Credits are accrued after the successful passing (positive assessment) of the final test in the discipline (exam, test, test, etc.). The number of accrued credits in the discipline does not depend on the assessment. Student attendance is at the discretion of the university, but does not guarantee credit.

When calculating credits, the workload includes classroom work ("contact hours" - in European terminology), independent work of a student, abstracts, essays, term papers and theses, writing master's and doctoral dissertations, practice, internships, preparation for exams, passing exams, and etc.). The ratio of the number of classroom hours and hours of independent work is not centrally regulated.

A - "excellent" (10 percent of those who pass).

B - "very good" (25 percent of the dealers).

C - "good" (30 percent of the dealers).

D - "satisfactory" (25 percent of those who pass).

E - "mediocre" (10 percent of the dealers).

F (FX) - "unsatisfactory".

Academic mobility - another characteristic component of the ideology and practice of the "Bologna process". It consists in a set of a number of conditions for the student himself, and for the university where he receives initial education (basic university):

The student must study at a foreign university for a semester or academic year;

He is taught in the language of the host country or in English; passes current and final tests in the same languages;

Studying abroad under mobility programs for a student is free of charge; - the host university does not take money for training;

The student pays for himself: travel, accommodation, meals, medical services, studies outside the agreed (standard) program (for example, learning the language of the host country in the courses);

In the base university (to which the student entered), the student receives credits if the internship is agreed with the dean's office; he does not finish any disciplines for the period of study abroad;

The university has the right not to count towards its program academic credits that the student received in other universities without the consent of the dean's office;

Students are encouraged to receive joint and double diplomas.

University autonomy is of particular importance for ensuring the tasks facing the participants of the "Bologna process". It manifests itself in the fact that universities:

Under the existing conditions, within the framework of the SES, HPE independently determine the content of training at the bachelor / master levels;

Independently determine the teaching methodology;

Independently determine the number of credits for training courses (disciplines);

They themselves decide on the use of non-linear learning paths, a credit-module system, distance education, academic rankings, additional rating scales (for example, 100-point).

Finally, the European educational community attaches particular importance to the quality of higher education, which, in a certain sense, can and should be considered as a key component of the educational Bologna reforms. The position of the European Union in the field of ensuring and guaranteeing the quality of education, which began to take shape back in the pre-Bologna period, boils down to the following main theses (V.I. Baidenko):

Responsibility for the content of education and the organization of education and training systems, their cultural and linguistic diversity, rests with the state;

Improving the quality of higher education is a matter of concern for the countries concerned;

The variety of methods used at the national level and the accumulated national experience should be complemented by the European experience;

Universities are called upon to respond to new educational and social requirements;

The principle of respect for national educational standards, learning objectives and quality standards is respected;

Quality assurance is determined by Member States and should be sufficiently flexible and adaptable to changing circumstances and/or structures;

Quality assurance systems are created in the context of the economic, social and cultural context of countries, taking into account the rapidly changing situations in the world;

Mutual exchange of information about quality and systems of its guarantees is expected, as well as equalization of differences in this area between higher educational institutions;

Countries remain sovereign in their choice of quality assurance procedures and methods;

The adaptation of procedures and methods of quality assurance to the profile and goals (mission) of the university is achieved;

Purposeful use of internal and/or external aspects of quality assurance is practiced;

Polysubject concepts of quality assurance are being formed with the involvement of various parties (higher education as an open system), with mandatory publication of the results;

Contacts with international experts and cooperation in terms of ensuring quality assurance on an international basis are being developed.

These are the main ideas and provisions of the "Bologna process", which are reflected in these and other educational legal acts and documents of the European educational community. It should be noted that the unified state exam (USE), which has become the subject of heated discussions in recent years, is not directly related to the "Bologna process". The deadline for completion of the main "Bologna" reforms in the participating countries is scheduled for a period no later than 2010.

In December 2004, at a meeting of the collegium of the Russian Ministry of Education and Science, the problems of Russia's practical participation in the "Bologna process" were discussed. In particular, the main directions for creating specific conditions for full participation in the "Bologna process" were outlined. These conditions provide for the operation in 2005-2010. primarily:

a) a two-tier system of higher professional education;

b) a system of credits (academic credits) for the recognition of learning outcomes;

c) a quality assurance system of educational institutions and educational programs of universities comparable with the requirements of the European Community;

d) intra-university education quality control systems and involvement of students and employers in the external assessment of the activities of universities, as well as the creation of conditions for the introduction of a supplement to a diploma of higher education, similar to the European supplement, and the development of academic mobility of students and teachers.

The global educational space unites national educational systems of various types and levels, which differ significantly in philosophical and cultural traditions, the level of goals and objectives, and their qualitative state.

Therefore, we should talk about the modern world educational space as an emerging single organism in the presence of global trends in each educational system and the preservation of diversity:

• 1) the desire for a democratic system of education, that is, the availability of education to the entire population of the country and the continuity of its stages and levels, the provision of autonomy and independence to educational institutions;
• 2) ensuring the right to education for everyone (the opportunity and equal chances for each person to get an education in an educational institution of any type, regardless of nationality and race).

"The world organism is a continuous whole." Cicero;

• 3) a significant impact of socio-economic factors on education (cultural and educational monopoly of certain ethnic minorities, paid forms of education, manifestations of chauvinism and racism);
• 4) an increase in the range of educational and organizational activities aimed both at satisfying the diverse interests and at developing the abilities of students;
• 5) growth of the educational services market;
• 6) expanding the network of higher education and changing the social composition of the student body (becoming more democratic);
• 7) in the field of education management, the search for a compromise between strict centralization and complete autonomy;
• 8) education becomes a priority object of financing in the developed countries of the world;
• 9) constant updating and adjustment of school and university educational programs;
• 10) a departure from the orientation towards the “average student”, an increased interest in gifted children and young people, in the features of the disclosure and development of their abilities in the process and means of education;
• 11) search for additional resources for the education of children with developmental disabilities, children with disabilities.

World education is polystructural: it is characterized by spatial (territorial) and organizational structures.

In solving the problems of world education, major international projects and programs are becoming important, since they necessarily involve the participation of various educational systems. Major international projects include:

• - ERASMUS, the purpose of which is to ensure the mobility of students of the European Council (for example, within the framework of the program, up to 10% of students must study at a university in another European country);
• - LINGUA is a program to increase the effectiveness of learning foreign languages, starting from the elementary grades;
• - EUREKA, whose task is to coordinate research with the countries of Eastern Europe;
• - ESPRIT - a project involving the unification of the efforts of European universities, research institutes, computer companies in the creation of new information technologies;
• - EIPDAS is a program to improve the planning and management of education in the Arab countries;
• - TEMPUS is a pan-European program focused on the development of the mobility of university education;
• - IRIS is a system of projects aimed at expanding opportunities for women's vocational education.

New organizational structures of an international nature are emerging: international and open universities.

The polystructural nature of world education makes it possible to analyze metablocks, macroregions and the state of education in individual countries. In the world, types of regions are distinguished on the basis of mutual convergence and interaction of educational systems (A.P. Liferov).

The first type consists of regions that act as generators of integration processes. The most striking example of such a region is Western Europe. The idea of ​​unity became the core of all educational reforms in the 1990s in Western European countries.

The desire to assert “European identity” and “citizenship” is supported by a number of European projects in such areas of education and culture as the popularization of national literatures, the expansion of foreign language teaching, the expansion of the library network, the European City of Culture project.

The significance of European integration processes is not limited to the territory of Western Europe alone. The experience and impulses of internationalization have a positive effect on the course of interaction between national educational systems in other parts of the world.

The United States and Canada can also be attributed to the first type of regions, but their integration efforts in the field of education are implemented in a different situation. A new, Asia-Pacific region (APR) is being formed in the world - a generator of integration processes. It includes the following countries: Republic of Korea, Taiwan, Singapore and Hong Kong, as well as Malaysia, Thailand, Philippines and Indonesia. All these countries are characterized by a strategy of increased requirements for the quality of education and training.

A number of factors underlie the "Asian economic miracle" of the Asia-Pacific countries. One of the decisive factors is the financial priority of education. In most countries of the Asia-Pacific region, a developed system of higher education has been formed. For example, in the Republic of Korea, about 1/3 of all high school graduates go on to universities. Over 30% of Taiwanese schoolchildren also go to university (for comparison: in Germany - 18%, Italy - 26%, Great Britain - 7%).

Today, every third foreign student in the world comes from the Asia-Pacific countries. By the end of the 20th century, the educational potential of this region had increased sufficiently. Japan has the highest proportion of academic degrees among the countries of the world - 68%, for comparison - 25% in the United States.

The Republic of Korea ranks first in the world on a per capita basis in terms of the number of Ph.D.

Public spending on education in developed countries is about 950 billion US dollars per year, and on average 1,620 dollars per student at all levels. The second type includes regions that respond positively to integration processes. First of all, these are the countries of Latin America.

Both in the process of history and at present, Latin America finds itself in the zone of action of integration impulses from the United States and Western Europe. Geographically, this was embodied in the participation of this region in the integration processes of the Western Hemisphere at the all-American, regional and super-regional levels and the inclusion of Latin American countries in the implementation of a number of international projects with European countries. Latin American countries consider ties with Europe as a means of weakening economic and political dependence on the United States, as well as an opportunity to protect the developing process of cultural formation from the total North American influence, the main elements of which remain European cultural traditions and residual elements of autochthonous Indian cultures.

Compared to other developing countries, this region is characterized by a higher level of educational infrastructure elements. For example, the output of books per 1 million inhabitants is 2-4 times higher than the average for developing countries. The number of teachers at all levels of education is 1.5 times higher than the world average and practically equals the indicator for a group of developed countries. There is a gradual reduction in illiteracy, the spread of primary education, and the development of the higher education system. However, the development of education is predominantly extensive, a kind of "massification" character.

Latin America is implementing a program called the "UNESCO Core Project on Education for Latin America and the Caribbean". Within its framework, by the year 2000, it is supposed to completely eliminate illiteracy, to give all children of school age an eight- or ten-year education, and to become competitive in the world market. At the subregional level, integration processes cover groups of countries that are to a certain extent characterized by territorial, historical and cultural commonality: "Andean group", "Contadora group", "Rio group", "Group of three" - Mexico, Colombia, Venezuela. The processes of this level are meaningfully aimed at coordinating efforts in the development of common standards for school and university education, the quality of training of specialists, and the prevention of "brain drain". The project of the "Common market of knowledge" of the Latin American states is being implemented at the regional level. For its coordination, an appropriate body has been created - the Conference of Ministers of Education, whose meetings are held in different countries. The all-American level of development of education integration is in the process of inception and will be largely determined by the tasks of the emerging economic space of the Western Hemisphere and overcoming political and cultural expansion by the United States. All modern models of Latin American education are prototypes of American ones or their modifications. Among Latin American countries, Brazil and Argentina have long been guided by the American model of education. Mexico and Costa Rica are looking for other ways to develop the educational system, relying on close contact with Europe. The growing network of "open" universities is also helping to reduce US influence. Such universities operate at the University of Brasilia, the National Autonomous University of Mexico, at the universities of Costa Rica and Colombia. Latin American states (especially Mexico and Chile) are developing cooperation with Japan and the countries of the Asia-Pacific region in matters of education and culture. Public spending on education in Latin America and the Caribbean countries averages about $50 billion a year, and the cost of education per student, respectively, is about $500.

The third type includes those regions that are inert to the integration of educational processes.

This group includes most of the African countries south of Saxapra (except for South Africa), a number of states in South and Southeast Asia, and small island states in the Pacific and Atlantic basins. The duration of schooling in a number of African countries is below the minimum of 4 years. The illiterate population predominates in these regions. For example, about 140 million Africans living south of the Sahara remain illiterate. The lowest duration of schooling in Nigeria - 2.1 years, followed by Burkina Faso - 2.4 years, Guinea - 2.7 years, Djibouti - 3.4 years. According to UNESCO, in primary schools in countries such as Nigeria or Guinea, only 30% of children have textbooks. The material base of education is extremely low. The student-teacher ratio (average number of students per teacher) in the countries of this region is one of the highest in the world. For example, in Burundi this indicator is 49, in Kenya - 39, in Namibia - 38, with the world average - 16, and in the developed countries of the world - 23. In these regions there are no prerequisites for the formation of viable national systems of higher education. A real opportunity to support the relations of the countries of this region with the world scientific and educational community is seen in sending students to study abroad. In countries such as Burkina Faso, Mozambique, Rwanda, the number of students per 100,000 inhabitants ranges from 16 to 60 people. For comparison: in the Republic of Korea - about 4,000, Lebanon - more than 3,000, Argentina - 3,300, Venezuela - about 3,000, USA - about 6,000. There is a huge gap in the quality of education between southern and northern Africa. In sub-Saharan Africa, public spending on education averages about $9 billion a year, and about $70 per student. By the end of the 20th century, regions were identified in which, for a number of economic, political, and social reasons, the sequence of educational and integration processes was disrupted. These regions include the Arab countries, Eastern Europe and the countries of the former USSR. In the Arab countries, there is a desire to single out four regions that gravitate toward internal integration, including the education sector. These are the regions of the Maghreb (including Libya), the Middle East (Egypt, Iraq, Syria, Lebanon, Jordan), the Persian Gulf (Saudi Arabia, Kuwait, the United Arab Emirates, Qatar, Oman, Bahrain), the countries of the Red Sea coast and Mauritania. In these countries, there is an extreme unevenness in the process of development of the secondary and higher levels of education. In Egypt, Sudan, Mauritania, Algeria, 2/3 of the illiterate population of the Arab world is concentrated. In Arab countries, public spending on education is about $25 billion a year (according to data from the early 1990s), and about $300 per student.

In the countries of Eastern Europe and the former USSR, due to political instability, economic crisis and social disintegration, there is a decline in the development of education. The latter is funded on a residual basis, with a trend towards diversification of funding sources for secondary and higher education. The influence of the United States and other countries led to a gradual transition of higher education to a multi-level system of education and training of specialists. The education systems of the countries of Eastern Europe and the former Soviet Union have carried out a "perestroika" based on the desire for democratization. In the 1980s and 1990s, a mass innovation movement in the field of school education was formed in Russia. It manifested itself in the search for something new: school models, educational content, educational technologies.

Despite the slow intra-regional reintegration, the countries of Eastern Europe and the former USSR retain common elements of the educational infrastructure suitable for use in integration processes of various levels and scales. These countries give priority to ties with Western educational institutions or with their "foreign" historical neighbors. International contacts with the educational systems of the United States and other developed countries are intensifying as a desire to enter the world educational space. In the process of international assessment of the level of development of the higher education system (according to the data of the early 1990s), groups of countries were identified according to the following indicators: GNP (gross national product) per capita of the country and the number of students per 100,000 inhabitants. Based on the data obtained, it can be concluded that practically unlimited access to higher education of the population is typical only for countries of group I: the USA, Canada, Germany, Japan and Finland.

By the end of the 20th century, the number of students worldwide is about 1060 million people, and the proportion of the literate population over the age of 15 is only 75%. Compared with the data of the 1960s, by the beginning of the 1990s the number of foreign students, graduate students and trainees in all countries of the world had increased by almost eight times and exceeded 1 million 200 thousand people. In fact, two out of every hundred graduates in the world are international students. A significant proportion of all international student exchange is in Europe. The pedagogical systems of developed countries are characterized by a tendency to synthesize science, education and production through the creation of the largest technopolises.

Technopolises impress with their scale, scientific, educational and technical potential. In the formation of such technoparks, the leading role belongs to higher educational institutions. For example, in Japan, 2/3 of all scientific personnel in the country (about 80 research and educational institutions), where hundreds of thousands of students from 50 countries of the world study, is concentrated in such a center, which combines both firms and higher educational institutions and research institutes, in where fundamental and applied research is carried out. On the basis of a number of universities in the south of France, a large scientific potential is concentrated - the High Technology Road.

The formation of a single world educational space is facilitated by the development of distance learning.

Distance learning systems are based on the use of a computer network and satellite communications. They allow solving educational problems on the scale of entire continents. This is how the project of a unified European learning environment is being implemented. The Swedish Baltic University, which brings together more than 50 universities from ten countries of the Baltic region, is an example of the use of distance methods. In the USA (according to the mid-1990s), more than 1 million students participate in the distance learning program.

Global distance learning systems operate in the world: "Global Lecture Hall", "University of the World", "International Electronic University", ensuring the exchange of information on-line. It is in connection with the development of distance learning methods that world education has received one of the most powerful tools for the formation of its single space. Now it is able to involve many countries in the integration processes in the field of education and training of specialists, to equalize the qualitative state of the components of the world educational space.

In Russia, over the past two hundred years, a unique system of school and higher education has been formed. By the end of the 20th century, it has over 900 universities of all forms of ownership (federal, regional and private). The teaching staff of the Russian higher school is 240 thousand people, of which about 20 thousand doctors and about 120 thousand candidates of science. The number of Russian teachers is 25% of the number of university professors around the world.

The student body of Russian universities has remained unchanged in recent years (2.7 million people). In terms of volume, this is comparable to the number of university students in the UK, Belgium, the Netherlands, Sweden and Poland combined. In terms of the number of students per 10,000 population, Russia is on a par with France, Japan, Germany, and Italy. However, it is almost three times behind the United States and four times behind Canada. At the same time, only the European part of Russia concentrates 1/4 of the total number of Russian universities and the same share of the student body.

According to 1995 data, the number of state general educational institutions in Russia amounted to 70,200, more than 500 non-state schools and about 200 private higher educational institutions.

On average in the country, there are 14 students per teacher in a state general education school, 4 students per teacher in a private school, and 11 students per teacher in a state university. There are 252 orphanages in Russia, about 2,000 boarding schools, and 5,530 out-of-school institutions. World education is characterized by very important trends, which are especially pronounced at the end of the 20th century.

The first trend is the widespread orientation of most countries towards the transition from elite education to high-quality education for all. The second trend is to deepen interstate cooperation in the field of education.

The activity of the development of this process depends on the potential of the national education system and on equal conditions for partnership between states and individual participants.

The third trend involves a significant increase in the global education of the humanitarian component as a whole, as well as through the introduction of new human-oriented scientific and educational disciplines: political science, psychology, sociology, cultural studies, ecology, ergonomics, and economics. Another important trend in the development of world education is the significant spread of innovations while maintaining the established national traditions and national identity of countries. biographical reform post-soviet

Therefore, the space becomes multicultural and socially oriented towards the development of man and civilization as a whole, more open to the formation of an international educational environment, supranational in terms of the nature of knowledge and familiarizing a person with world values. The spatial structure of world education embodies the territorial and statistical proportions in the development of the national system of each country, individual regions and continents, global interaction between the education systems of individual countries and regions. The global educational space is characterized by such properties as dynamism, internationality and different density of connections between the components and concentration of educational systems.

As a result of world integration processes, separate types of regions were formed by the end of the 20th century. The latter were organized on the basis of international cooperation in the field of education and the degree of influence on the development of education in other countries and regions.

These include the region of Western Europe, the USA and Canada, Latin America, Africa (except South Africa), Asia-Pacific and the region of the former USSR and Eastern Europe. The function of normative and legal support for the development of the global educational space is performed by UNESCO.

2.3.2 Formation of a single educational and cultural space in Europe and certain regions of the world. Russia's participation in this process.

According to available estimates, in developed countries, 60% of the increase in national income is determined by the increase in knowledge and education of society. In particular, it has been established that an increase in education per grade in a secondary school provides an average increase in the number of rationalization proposals submitted by 6 and reduces the time for workers to master new operations by 50%. Calculations have been repeatedly published in various countries, from which it follows that the cost of training pays off faster than equipment.

The problems of vocational guidance, the quality of training, the declining role of professional qualifications, the problem of lagging behind in the structure and volume of training of skilled workers from the requirements of enterprises are the most important problems in the education of young workers in industrial enterprises. Along with these problems, the general and professional culture of young workers requires in-depth study.

The Bologna process is a process of rapprochement and harmonization of higher education systems in European countries with the aim of creating a single European higher education area. The official start date for the process is considered to be June 19, 1999, when the Bologna Declaration was signed.

The decision to participate in the voluntary process of establishing the European Higher Education Area was formalized in Bologna by representatives of 29 countries. To date, the process includes 47 participating countries out of 49 countries that have ratified the European Cultural Convention of the Council of Europe (1954). The Bologna Process is open to other countries to join.

Russia joined the Bologna process in September 2003 at the Berlin meeting of European ministers of education.

At a ministerial conference held in March 2010 in Budapest and Vienna, in honor of the tenth anniversary of the Bologna process, the establishment of the European Higher Education Area was officially announced, which means that the goal set in the Bologna Declaration has been achieved.

Strengths of the Bologna process: increasing access to higher education, further improving the quality and attractiveness of European higher education, increasing the mobility of students and teachers, and ensuring successful employment of university graduates by ensuring that all academic degrees and other qualifications should be oriented to the labor market. 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 educational institutions in academic exchanges with universities in European countries.

The United States not only observes the process of European educational integration, but also actively participates in it. In 1992, a working group was established at UNESCO to develop a regulatory framework to ensure the possibility of mutual recognition of documents on education in Europe and America. However, in two years it was not possible to reach a consensus, it turned out that one of the main problems on the way to the convergence of the two educational systems is the problem of comparing the European system of mutual recognition of credits (ECTS) with the American system of credits (English credits).

According to Russian education experts, Russia's accession to the Bologna process may lead to temporary confusion with curricula. The Bologna process gave a lot to the development of education in Russia, in particular, it forced us to seriously and critically consider what we have, and outlined certain steps to move and change this system. One of the serious problems of integrating the Russian education system into the Bologna process is the lack of awareness of officials both about the current state of affairs in Russian and European education, and about the goals of the Bologna process. According to the majority of Russian experts in the field of higher education, as well as leading Russian scientists, Russia's transition to a two-tier system will lead to the final collapse of the entire domestic system of higher education.

Since 2005, Russia has launched national projects designed to improve Russian society and solve important social problems. Among the priority projects proposed for consideration by the President of the Russian Federation is the national project "Education", the implementation of which began in 2006.

In addition to the creation of new educational institutions in the country, including the opening of new universities, a tradition of educational grants is emerging in the Russian Federation, encouraging the best teachers in Russia, etc. The formation of a qualitatively new teaching staff of the Russian teaching staff allowed the government to begin the planned modernization of Russian education, one of the components of which is the introduction of the Unified State Examination throughout the country as the most effective method for monitoring the quality of knowledge and identifying talented students at the exam stages who are ready to continue to engage in scientific research. research

Since 2008, the Russian system of higher education has switched to a two-level system - bachelor and master.

Since 2007, a new direction has been included in the priority national project "Education" - annual state support on a competitive basis for the training of workers and specialists for high-tech industries in state educational institutions of NGOs and SPO. In accordance with this direction of the national project "Education" in Russia, resource centers are being created on the basis of innovative institutions of NGOs and SVE, designed to play a significant role in the development of lifelong education in the region.

In 2007, the Salavat Industrial College became the winner of the competition within the priority national project "Education". The educational institution was allocated 70 million rubles from the federal budget and JSC Salavatnefteorgsintez for the implementation of the program "Deepening practical training in order to train highly qualified workers for high-tech petrochemical and oil and gas processing industries within the framework of secondary vocational education programs."

1.2 Higher education in Russia and the European educational space

The question of the prestige of higher education in Russia has undergone metamorphoses throughout Russian history. Until 1917, the sphere of training highly educated people was socially differentiated. Education at universities was actually inaccessible to the general population, therefore, an important feature of the educated layer in Russia was its small number, which meant elitism, belonging to the nobility, which bore the features of privilege. Due to these circumstances, the social status and prestige of university education were exceptionally high. Perhaps, in no other European country, belonging to the number of persons of mental labor did not give the individual a social position so different from the main mass of the population. In terms of cultural orientations and social functions, the educated class of those years was closer to the upper strata of Russian society.

After 1917, the idea of ​​compulsory education was established in Russia. After the revolution, many of the teaching staff of universities, not loyal to the authorities, were persecuted. In this regard, the level of preparedness of the teaching staff has decreased. In higher educational institutions, the official ideology was implanted.

As O. Cherednik notes, the processes of the 80s exposed the contradictions of the higher education system, the discrepancy between the reproduction and the level of preparedness of educated people with the needs of society. This is confirmed by a large percentage of people with higher education among the unemployed and, as a result, a further decrease in the prestige of higher education, its formalization, the presence of a university diploma comes to the fore. Not the quality of knowledge gained. According to a VTsIOM survey conducted in June 1994, 46% of Russians see the key to success in life in the possession of power, 30% - in wealth, and only 8% - in education. This testifies to the general crisis of the university system and puts our society in front of the need for its radical reorganization.

In June 1999, in Bologna, a number of European Ministers of Education signed a joint statement "European Higher Education Area", which was the beginning of the so-called Bologna process, in which more than 300 European higher education institutions and their representative organizations participate. According to the pan-European document, by 2010 Europe should have a unified system of work of higher education: a pan-European educational space or "Europe of knowledge" will be formed. In September 2003, Russia joined this declaration and became a member of the Bologna process.

In this regard, in recent years, one of the most acute social problems in the development of Russian higher education has been its inclusion in a single European educational space. Russia's entry into the Bologna process imposes a number of new requirements on the development of higher education in the country. Since it is regarded as an integral part of the unified educational system that is being formed in Europe, based on the commonality of a number of fundamental principles of its functioning, the development of higher education in Russia should take them into account to the extent necessary for its official recognition in Europe.

All of the founding principles of the Bologna Process contain contentious issues. Thus, one of the principles means the introduction of a two-level structure into the system of higher education - bachelor's and master's programs. This structure has been implemented in a number of Russian universities for more than 10 years. But the labor market for bachelors in Russia has not developed yet. For the most part, they are forced to continue their studies at the university, pursuing a diploma of either a specialist or, in a significant minority, a master's degree.

However, here we are immediately faced with a real threat of losing the strongest and most advantageous aspects of domestic higher education – its depth and fundamental nature.

Solving the tasks outlined by the Bologna Declaration involves reforming higher education structures in European countries in order to bring them closer, but at the same time preserve the fundamental values ​​and traditions in education that have developed in each of them. Participants in the Bologna process are required to fulfill a number of conditions: to introduce a multi-level system of higher education; encourage the mobility of students and teachers; implement joint educational programs and practice the issuance of double or joint diplomas upon completion of studies, as well as the European Diploma Supplement as a means of equalizing the rights of university graduates from different countries, including in the labor market; use academic credits of the European standard ECTS (European Credit Transfer System) and others.

The unity of the European educational space (meaning higher education) is ensured, first of all, by the introduction of three levels of education - “bachelor's” and “master's”. The first covers at least 3 years of study; the second 1 or 2 years (it is assumed that if bachelors study at this university for 3 years, then the master's program should be two years, and if it is 4, then the master's will study for a year). The third level is doctoral studies (3 years). The Russian small experience of multi-level education in recent years was based on the following model: 4 years of undergraduate studies, 2 years of master's studies, 3 years of full-time postgraduate study. This model differs from the European canons, but is allowed by the Bologna processes.

A particularly difficult task of the integration process is the introduction of the mentioned ECTS. In our country, there was an insert in the diploma about the courses taken. In the 1990s, it began to include information on the total laboriousness of mastering each discipline. From cost units for changing the “quantity of education”, based on time intervals, it moved to conventional units, “credits”, which determine the volume of education at the first two levels. Each year "weighs" 60 credit units. Therefore, the first diploma corresponds to 180 "credits", and the second - another 120. Behind each such unit is a certain number of mastered concepts, connections between concepts, and acquired skills. It is assumed that their development corresponds to 25 astronomical hours of total labor intensity - including independent work of students and passing by them intermediate and final tests, all other types of educational work. Each discipline should "weigh" 4-6 credit units. Two-thirds of credits are compulsory disciplines, the rest is formed by the student independently. At the same time, at the second level, at least 15 credit units must be selected on subjects of a communicative profile. There are several differences between the current European "credit unit" and the domestic system of "academic hours". Firstly, in almost all Russian universities, the academic hour does not include general work, but only classroom work, if we take not the standard, but real curricula. Firstly, behind each credit unit there are actually not physical hours of expenses, but really mastered knowledge, more precisely, competencies. Thirdly, not a single university is obliged to accept for "offset" the disciplines mastered by the student "on the side".

The significance of the system of credits is that it is designed to solve the problem of comparability of educational programs, to promote an increase in academic mobility. Credits can be accumulated for as long as you like (“lifelong learning”). They are re-credited when transferring a student to another (including foreign) university and are taken into account when continuing education at a different level (including in another European state - a member of the Bologna process). This will contribute to the growth of academic mobility and the free movement of European residents in the pan-European space. You can change universities at least every semester - the system for accumulating loans is the same everywhere. With a "Bologna" diploma, a graduate can be hired in any European country.

University programs must be compatible and oriented towards the European labor market, providing employment opportunities with a lifelong learning perspective. European universities are obliged to encourage mobility both horizontally and vertically, relying on existing recognition and mobility tools (ECTS, diploma convertibility, study program compliance, etc.). All universities in the participating countries must move to a multi-level system of higher education (bachelor plus master or doctorate), use an accumulative credit system based on ECTS and the right to decide on the eligibility of loans obtained elsewhere. Teaching will be conducted in the main world languages, as a result of which the Bologna Process participants hope to create a convenient educational environment for European professors and students, which will allow them to move freely from one university to another.

The formation of a single European educational space is an extremely complex and multifaceted problem. It is no coincidence that some European elite universities (Cambridge, the Paris Institute of Political Science, etc.) refused to participate in this process. Sharp discussions unfolded in Germany, in which opinions were expressed that the unification of education reduces the significance of the national educational tradition, and the Germans have something to be proud of. In 2003-2004, there was an active criticism of the education reform in France and even a strike was held. The new system implies mandatory competition between universities, and students do not want this. In a word, the Bologna process is the subject of a lively discourse of the Western European intelligentsia. Moreover, the Western European intelligentsia, just like the Russian one, is divided into supporters of liberal and social concepts. Many of the European socialists rightly suspect that politicians, excited by the integration processes in Europe, are rashly planning such a reform, the systemic consequences of which they, in general, are not able to predict. The difference in approaches and views on what the educational space should be like in the future is a characteristic feature of modern educational discourse in European countries.

According to E.V. Dobrenkova, Russia's accession to the Bologna Declaration will bring both pluses and minuses. Pluses - convertibility of diplomas. Today, the diplomas of our universities are quoted only in African countries and some Asian countries. Western employers do not understand Russian diplomas and do not accept them. The fact is that in most countries of the world, “engineer”, or “teacher of history”, or “journalist” are positions, not qualifying specialties. Approximately the same is true of degree scientists: there are no candidates of sciences in other countries.

According to the Russian social scientist S. Kara-Murza, the meaning of dividing studies at a university into two stages - bachelor's and master's programs - is the destruction of the type of higher education that has developed in Russian culture over 300 years. The Ministry intends to change the structure of the university, the organization of the educational process and programs. These things are interconnected and developed historically, not doctrinal. The way of life is, first of all, the relationship between students, as well as between students and teachers. With a two-stage education system, a student studies according to a simplified program and receives a bachelor's degree. Then, those who wish can take an additional course of study (1-2 years) and receive a master's degree. We, as you know, adopted a five-year system of study, in which the last year was devoted to scientific research or engineering and technical development, after which the diploma defense followed. Such would be the profile of higher education. The system of retraining a bachelor to a master is extremely expensive, and the question arises: “Can we apply this system in Russia on a massive scale?” Most likely not. And this will lead to a decrease in the level of trained specialists. It becomes incomprehensible why this system is needed at all? Is it just to make the diplomas of Russian specialists understandable to Western employers?

Also in Russia there are no economic conditions for the supposed free migration of students and teachers. The existing low level of linguistic training of the vast majority of our students and teachers also shows that there is no need to talk about any free migration to Europe.

The Bologna process is not only and not so much the unification of terms of study and diplomas, but, first of all, the introduction of two new basic concepts into the pan-European education system: a credit system and a modular approach to education. And this, in relation to Russia, is a radical breakdown of the entire education system. The transition to the modular principle of organizing the educational process is impossible in modern conditions, since it contradicts the standards approved in Russia. Russian standards are drawn up subject to subject. It turns out that it is necessary to radically restructure the entire system of pre-university education, i. to make another revolution in education, which consists in the fact that the traditional subject system of education is changing. After that, it will be necessary to significantly reduce the composition of teachers, and this is already a social problem.

At the same time, the country's entry into the Bologna process is today officially recognized by the Russian authorities as a necessary link in integration with Europe, a mutually beneficial way to form a single European market for highly skilled labor and higher education. The Ministry of Education and Science of the Russian Federation recognizes that the Russian higher education has no other way than integration into the pan-European area of ​​higher education. According to experts, this integration and, as a result, the wide recognition of Russian specialists in Europe will become possible not earlier than in 10-15 years.

CHAPTER II. THE ROLE OF EDUCATION IN THE SOCIAL MOBILITY OF MODERN RUSSIAN SOCIETY

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