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Introduction

Conclusion

Bibliography

Introduction

In today's world, it is becoming increasingly important scientific knowledge. Only those countries where education and science are developing dynamically can claim a worthy place in the world. Science has already become the main productive force in the advanced countries. Annual turnover in the world market high technology and science-intensive products is several times higher than the turnover of the raw materials market. Every dollar invested in science in the West yields several tens of dollars in net profit. Dynamically developing science constantly accelerates all economic processes. AT developed countries it is science and education that are the main source and factor of economic growth and a high standard of living

Undoubtedly, concern for the education of the population is one of the most important strategic tasks of the state. AT recent times Russian authorities seriously, they are concerned that many domestic graduates do not work in their specialty, the Russian education system does not meet international standards, the financing of higher education is not entirely according to market laws, and the system of remuneration for teachers and teachers clearly leaves much to be desired.

In the next few years, major changes are expected in Russia related to the modernization of the education system: bringing Russian standards into line with European standards, introducing funding for universities on the principle of “money follows the student”, wider introduction of the Unified State Examination and much more. It is expected that the package of laws that will provide the legal basis for the reforms will go to the State Duma this spring session. Most likely, the passage of the bills will not be easy: deputies, like their voters, are rather wary of the changes associated with the education reform, and, probably, parliamentarians, like society, will be divided into two camps - supporters and opponents of modernization.

The purpose of the work is to generalize and highlight the features of reforming the education system in Russia.

In accordance with the goal, the following main tasks were solved:

Consider the current state of the education system

To study the reform of the education system in Russia;

Analyze trends in the development of the education system in Russia

The object of research is the system of development of education in Russia.

The subject of the research is the features of reforming the education system.

1. The current state of the education system, goals and stages of its reform

Fundamental changes in socio-economic life and state-political structure Russian Federation necessitated educational reform. During the first stage of its implementation, the domestic education system freed itself from the legacy of totalitarianism, became more open, democratic and diverse.

However, implementation educational reform hampered by the difficulties of the transition period. These difficulties are due both to a reduction in production volumes and national income, which made a temporary reduction in budgetary financing of education inevitable, and to a delay in creating a new organizational and economic mechanism for the educational sphere. These reasons led to the unsatisfactory state of the material base of educational institutions, led to delays in the payment of teaching staff, and affected the organization and quality of the educational process. Financial stabilization, trend towards economic growth allow not only to overcome the emerging difficulties, but also to begin a new stage of reforming the education system.

At the new stage, profound changes are envisaged in the activities of educational institutions. The content and structure of the education system needs to be radically updated. It is necessary to create conditions for the development of scientific research, strengthen the system of social guarantees provided to the personnel of educational institutions, and ensure the improvement of the health of students. One of the key aspects of the reform is the creation of a new organizational and economic mechanism that meets the conditions of a modern market economy and is designed to ensure the attraction and rational use resources needed for the development of education.

The reform of the education system will be carried out in three stages: experimental, designed for a year and focused on the selection of promising innovations; short-term, which will cover the period up to 2001 and will focus primarily on urgent measures to stabilize the socio-economic situation in the field of education and create organizational, personnel, legal, financial and logistical prerequisites for a full-scale deployment of the reform; mid-term, until 2005 inclusive, when it is envisaged to ensure the implementation of the main part of the planned transformations.

The new stage of the reform will be implemented on the organizational basis of the Federal Program for the Development of Education in Russia, coordinated by the Ministry of Education of Russia, regional, local and departmental education authorities with active and largely independent actions of the teaching staff of educational institutions of all types, trustees and parental councils of educational institutions. It is advisable to revise the Federal Program in accordance with the main provisions of this Concept. Private and public initiatives, as well as the support of families and employers, interested business, state-political and other public circles, are called upon to play a huge role in the reform.

As a result of reforming the education system, it is planned to quickly eliminate the prerequisites for social tension in educational institutions, normalize their funding, create conditions for improving the organization and quality of the educational process.

2. Reform of the education system in Russia

Russia has been undergoing a reform of education for several years now, which is now increasingly called the more politically correct word "modernization". These transformations did not go unnoticed in society, divided into their supporters and opponents. In 2004, the problems of national education were also discussed in the highest echelons of power. In particular, President Vladimir Putin paid much attention to them in his Address to the Federal Assembly of the Russian Federation. And in early December 2004, the Government of the Russian Federation approved the priority directions for the development of the domestic education system, prepared by the Ministry of Education and Science of the Russian Federation. Prime Minister Fradkov also identified three main areas of reform: ensuring the availability of education for all segments of the population, improving the quality of teaching and improving the financing of the sphere.

The essence of the reform comes down to the introduction in Russia of two level system higher education (bachelor and master), creating a system of pre-school education, reducing the weekly load on school students, providing them with the opportunity to choose those subjects that they need more in the future, and receive additional education.

The transition to a two-tier system is the task of the Bologna process. In 1999, in the Italian city of Bologna, a joint declaration was signed by the Ministers of Education of a number of European states, announcing the creation of a common European educational space. The countries that signed this declaration pledged by 2010 to develop comparable national systems of education, criteria and methods for assessing its quality, to cooperate on the recognition of European level national documents about education.

In general, the Bologna process provides for a set of interrelated measures aimed at bringing together educational systems and methods for assessing the quality of knowledge, academic degrees and qualifications in European countries. As a result of all the transformations, students should have greater freedom in choosing a place and study program, and the process of their employment in the European market will become easier.

In September 2003, Russia joined the Bologna Declaration. But it will be very difficult for our country to join the pan-European process, since the domestic educational system is traditionally far from the foreign one. In particular, the difficulty lies in the system of training Russian graduates. The transition to a two-tier education system was started in many Russian universities back in 1992, but it is not popular with us.

First of all, many did not understand the bachelor's degree, which most Russians continue to consider evidence of incomplete higher education. Domestic bachelor's programs, which differ significantly from Western ones, are also problematic. For four years of study, Russian universities, with rare exceptions, do not provide their bachelor graduates with full-fledged knowledge in the specialty, sufficient for them to be able to use it in practical work, since more than half of the academic hours are devoted to teaching fundamental disciplines. As a result, after receiving a bachelor's degree, most students continue their education and receive traditional Russian diplomas of specialists or become masters.

In addition to the two-tier system of Russia, in order to fully enter the pan-European educational space, it will soon be necessary to adopt a system of credits for recognizing learning outcomes, as well as a supplement to a diploma of higher education similar to the European one, and organize a system comparable to the European quality assurance system for educational institutions and university programs.

In addition, the modernization of education involves new form its financing, including the transition to the so-called normative per capita method, when "money follows the pupils and students." However, the privatization of the educational system and the widespread introduction of paid higher education in the near future is out of the question. At the same time, the Ministry of Education proposes to give, in particular, secondary school teachers the opportunity to provide additional paid services to students.

Perhaps, none of the areas of modernization of the domestic system of higher education has caused so much controversy as the introduction of a unified state exam. The experiment on the introduction of the Unified State Examination has been going on in Russia since 2001, and every year more and more regions of the Russian Federation take part in it. And all this time, the confrontation between supporters (among them - officials, directors of secondary and secondary specialized educational institutions) and opponents of the unified state exam (which included most of high school leaders). The arguments of the first were that the USE - effective tool the fight against corruption in universities, it is able to objectively identify the level of knowledge of students and the level of teaching in schools in various regions of Russia, as well as make it more accessible for young people from the provinces to enter elite higher educational establishments. Opponents of the USE pointed out that it completely excludes a creative approach in the selection of future students by universities, which, as you know, is best implemented in a personal conversation between the examiner and the applicant. In their opinion, this is fraught with the fact that not the most gifted students, but those who managed to properly prepare and answer most of the test questions, will get into higher education.

However, during which the experiment lasts, the opposing sides suddenly took a step towards each other. The rectors acknowledged that the Unified State Examination really helps children from remote places in Russia to get a higher education, that the work of admissions committees has become less laborious and more transparent. And the supporters of the experiment realized that corruption had migrated from universities to secondary schools, that the introduction of the USE was associated with a number of organizational difficulties, that a unified state exam could not be the only form checking the knowledge of applicants, and listened to the arguments of the rectors, who have long been talking about the need to provide benefits to the winners of Olympiads entering universities, including regional ones.

It was previously assumed that the USE would be officially introduced throughout Russia in 2005. However, the shortcomings identified during this experiment led to the fact that, at the initiative of the Minister of Education and Science, Andrei Fursenko, the experiment was extended until 2008.

The experiment related to the USE on the introduction of state nominal financial obligations (GIFO) has also been extended. The essence of GIFO is that a graduate, based on the points scored during the Unified State Examination, is issued a monetary certificate, which is intended to pay for tuition at a university. Unlike the USE, this project was less promoted and information about it rarely became available to the general public. Perhaps this is due to the fact that over the several years during which the experiment lasted, more questions than answers.

Initially, it was obvious that GIFO was an expensive project, so it was carried out on a smaller scale than the USE experiment. Only a few universities from Mari El, Chuvashia, and Yakutia took part in it. But the results of the experiment for the 2002/03 academic year revealed the fact of overspending of public funds. It turned out that the cost of category "A" GIFO ( top scores for the Unified State Examination) was too high and it is beneficial for universities to accept as many excellent students as possible.

Rates were immediately cut and the next year the GIFO experiment was carried out according to a different scheme. It ceased to bring material benefits to universities. To rectors' objections that even the highest GIFO rates cannot fully compensate for the cost of educating one student, the initiators of the experiment responded that the GIFO only covers part of the costs.

However, despite all the imperfection and cost of the GIFO experiment, it is impossible to completely abandon it today. Because in essence this is a scheme of the so-called per capita principle of financing universities. This is an alternative to the estimated principle of financing, from which, as is known, the Russian education system intends to leave, and in addition, an alternative to the introduction of fully paid education in the country. Now many, in particular Russian union rectors and a number of high-ranking officials of the Ministry of Education and Science, propose to support the GIFO with a system of educational loans that students will take from public and private banks, as well as from commercial companies. The first positive results of providing educational loans to students of the country's leading universities are already there. However, this idea has many critics who believe that not all regions of Russia are ready for the introduction of educational loans today, but only the most economically developed ones, and the majority of the country's population does not yet trust the new financing mechanism. In addition, even in the United States, which is prosperous from the point of view of the financial and credit system, where education on credit is widely developed, the return of such loans is a big problem, let alone Russia.

reform education two-tier

3. Trends in the development of the Russian education system

Education systems are dynamic: being relatively stable, they gradually begin to lag behind the ever-changing demands of society and thus slow down its development. As a result, educational reforms are carried out periodically (usually at intervals of 10-15 years). In the XX century. The Russian education system has been reformed several times. Currently, a new long stage of its reform is underway. What are the leading trends and directions of these transformations?

The modernization of Russian society involves a transition from industrial society to information, in which the processes of creating and disseminating new knowledge become key.

Specifically, the priorities of education for the modernization of society should be:

1. Facilitating socialization in a market environment through the formation of values: responsibility for one's own well-being and for the state of society through the development by young generations of basic social skills, practical skills in the field of economics and social relations.

2. Security social mobility in society through the support of the most talented and active young people, regardless of their social origin, through the development by the young generation of opportunities for a rapid change in social and economic roles.

3. Support for the entry of new generations into the globalized world, into the open information community. To do this, the content of education should take central location communication, informatics, foreign languages, intercultural understanding.

4. Counteracting negative social processes, such as the spread of drug addiction, the growth of crime in youth environment. Repression of antisocial behavior, the fight against homelessness.

5. Implementation of the resource of freedom, a field of choice for every person receiving education. The social order for education should not be only and primarily an order from the state, but should also represent the sum of the private interests of families and enterprises.

The organizational basis of the new education reform is a gradual transition to a 12-year term of study in secondary school, which should be completed by 2010. The reform, in fact, began in the 2000/01 academic year with the transition of the entire elementary school for a 4-year period of education for children, starting from six years of age. The reform involves the restoration of mass preschool, considered as part of general education, which will be carried out according to flexible programs.

The content of basic and secondary general education should change significantly, assuming:

Strengthening the social and humanitarian orientation of general secondary education, which will be implemented through an increase in the relative volume of subjects in the social and humanitarian cycle (law, economics, fundamentals political system social structure, foreign languages);

Increasing the practical orientation of general secondary education on the basis of achieving an optimal combination of fundamental and practice-oriented knowledge; the focus of the educational process is not only on the assimilation of knowledge, but also on the development of thinking abilities, the development of practical skills; study of procedures and technologies, not a set of facts; expansion of various workshops, interactive and collective forms of work; linking the studied material to the problems Everyday life; a sharp increase in the role of communicative disciplines, primarily computer science and foreign languages;

Differentiation and individualization of the educational process through the development of variable educational programs, focused on different contingents of students (from gifted children to children with problems), as well as the formation of individualized programs and training schedules in relation to the personal characteristics and abilities of each student.

The reform involves working out the structure of the senior level of the school with the possibilities of specialized training for more effective preparation of its graduates for various types of vocational education and professional activities. Main profiles: humanitarian disciplines and human sciences; socioeconomic disciplines; exact sciences and informatics; natural sciences, physical and chemical technologies; technology and engineering; agrocomplex and agrotechnologies; art.

The reform involves solving the following tasks:

Eliminate the tradition, characteristic of both general and vocational education, of overloading curricula with subjects and information that are not the foundation for new knowledge. All subjects must be necessary for the subsequent stages of education and in demand in further social and professional activities;

Change teaching methods by expanding the weight of those that form the practical skills of information analysis, self-study; to increase the role of independent work of pupils and students;

Introduce the necessary basic training in applied informatics already in high school, and in specialized applied programs in high school;

Ensure working knowledge of at least one foreign language by all full-time graduates high school.

The implementation of the reform should turn education into one of the priority areas of the policy of our state. Those who have come to student classrooms today and will create professional and pedagogical support for the reform will have to solve specific problems.

Conclusion

The purpose of the reform is to reliably guarantee the constitutional rights, freedoms and interests of citizens in the educational sphere, to bring the education system in line with the modern needs of the individual, society and the state, to create prerequisites for its further development, increase in achievements and preservation of the best traditions based on a combination of state, public and private initiatives, significantly improve the preparation of new generations for life and work in a democratic civil society with a market economy.

The reform of education is aimed at achieving this goal as a set of state policy measures provided by financial, economic, organizational, administrative, recommendatory and information methods.

Bibliography

1. "Afterword to the re-edition of the book by A.B. Sakharov "On the identity of the criminal and the causes of crime in the USSR"//Russian Criminological View.-2009. No. 1.

2. "On the identity of the offender and the causes of crime in the USSR / / Russian criminological view. 2009. No. 1.

3. "Reasons for the growth of computer crime"//Man and law.-2008. No. 8.

4. "Juvenile delinquency as a social problem"//Russian justice.-2008. No. 6.

5. Alekseev S.S. General theory rights. T. 2. - M.: Jurid.lit. 2008.

6. Alekseev S.S. General theory of law. T. 2. - M.: Jurid.lit. 2009.

7. Babaev V.K., Baranov V.M., Tolstik V.A. Theory of state and law in schemes and definitions: textbook. - M.: Jurist. 2007.

8. Alekseev S.S. General theory of law. T. 2. - M.: Jurid.lit. 2008.

9. Novgorodtsev P.I. Historical school for lawyers. - St. Petersburg: Lan, 2008.

10. Kashanina T.V. Origin of state and law. Modern interpretations and new approaches: Textbook. - M.: Yurit, 2009.

11. Nersesyants V.S. History of political and legal doctrines: a textbook. - M.: Norma, 2009.

12. Kryukova S.S. Customary law in the scientific heritage of the early historical school rights in Germany // Ethnographic Review. - 2009. - No. 3.

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Reform- these are innovations that are organized and carried out by the state authorities (the government, the Ministry of Education and Science of the Russian Federation). Pedagogical innovations- these are innovations that are developed and carried out by employees of the education system (changes in curricula, programs, in the content and technologies of education, in the methods, forms, means of training and education used).

Given that education is increasingly becoming a sphere of strategic interests, the governments of many countries are taking steps to reform it. The main goal of these reforms is related to strengthening the adaptability of educational institutions to dynamically changing living conditions. In Russia, the reform of the education system is oriented as a solution internal tasks related to meeting the socio-economic needs of the country, as well as external, involving the preservation of the competitiveness of general education and vocational schools, as well as participation in integration processes to bring national education systems closer together.

A feature of the reform of education in our country is that it is long, extended in time and carried out in parallel with economic and social changes. The reform began in the context of a change in the socio-economic system, that is, in a situation of severe political, social, and economic crises. The following stages of reforming the education system in the country can be distinguished.

Stage 1 - preparatory, or stage of development of alternative education(late 80s - 1992). The main reason for the reform is an attempt to get away from the uniformity of the school, rigid centralized management, and to democratize the education system. The result of the transformations at this stage was: the democratization and pluralization of education (the freedom of teachers in choosing the content and methods of education, the freedom of students in the formation of a worldview), alternative education, or the emergence of new types of educational institutions (gymnasiums, national, religious schools, etc.).

Stage 2 - formative stage variable education (1992-1996). Reasons for reform: the need to legislate all the changes that have taken place in the education system, and the desire to adapt to the economic crisis in the country. In 1992, the Federal Law "On Education" was adopted. The result of this stage of the reform was: the development of varied education (the emergence of new educational institutions, including private ones), the development, approval and implementation of state educational standards, the search for and experimentation in the system of general and vocational education.

Stage 3 - formation of mechanisms for ensuring the quality of education(1996-2001). The reason for the reform: the created centers of management have not yet begun to operate, the regulatory framework needed to be improved, in the conditions of the economic crisis, funding for educational institutions decreased, and the quality of education fell sharply. In 1996, the following were approved: the Federal Law “On Amendments and Additions to the Law of the Russian Federation “On Education”, the Federal Law “On Higher and Postgraduate Vocational Education”. At this stage there is big job to improve state educational standards, an experiment on the introduction of a unified state exam, the creation of educational districts.

Stage 4 - improving the mechanisms for ensuring the quality of education and the integration of Russian higher education into the European educational space(2001 - 2012). In 2001, the "Concept for the modernization of Russian education for the period up to 2010" appeared. The main task remains to improve the quality of general and vocational education on the basis of its fundamental nature and compliance with the needs of the individual, society, and the state. The outdated and overloaded content of school education did not provide graduates with fundamental knowledge and did not prepare them for life in market conditions. Vocational education did not solve the problem of personnel "hunger", as there was an overproduction of some specialists and a shortage of others.

Russia's accession to Bologna process(2003) identified new directions for reforming the higher education system during this period. The main goal of the Bologna Declaration is to create a common educational space in Europe. This measure was dictated by the desire of European states to combine their disparate potentials into a single economic mechanism in the face of growing global competition. The integration of the Russian higher education system into the European educational space has led to the following innovative transformations:

Structural restructuring in the system of higher education, the emergence of leading universities;

Introduction of a tiered system of higher education (bachelor's, master's, training of scientific and pedagogical staff in postgraduate studies);

Adoption and implementation of competence-oriented educational standards;

The introduction of credits as units of accounting for the content of education mastered by students;

Expansion of academic mobility of students and professional mobility of teachers.

The following issues are still in the process of being resolved:

Unification of names academic disciplines and specialties in order to issue diplomas recognized in Europe to graduates of Russian universities;

Development of compatible (European) criteria for assessing the quality of the work of universities.

Changes in the education system associated with the implementation of the Bologna agreements put forward new challenges for higher education. Thus, the introduction of a tiered system of professional training prioritizes the problem of clarifying the content of education for bachelors, masters, postgraduate students, developing diversified educational programs based on the Federal State Educational Standard of Higher Education, as well as using effective learning technologies at each level.

The expansion of academic mobility involves the creation of conditions for the free movement of students and teachers, which is supported by the allocation of grants for "interuniversity exchange" and internships abroad. However, territorial mobility in our country is limited by material problems, therefore, “virtual mobility” is now developing more actively, associated with the development of online courses, the use of distance learning technologies, as well as professional (vertical) mobility, which provides an increase in the competence of workers within the previously received specialty or getting a new profession.

The introduction of a single mechanism for accounting for the content of education mastered by a student in the form of the European Credit Transfer System (ECTS) provides an opportunity for students to receive education in a way that is more convenient for them, that is, to study not according to one educational program at a particular university, but in parts at different universities. Initially, the credit system was created as a means of increasing student mobility, and a little later it was transformed from transferable to funded. In Russia, the first level of use of ECTS is used, which involves a simple recalculation of academic hours allocated for the study of subjects into credit units (36 academic hours correspond to one credit unit). However, there is another level of use of ECTS, which requires significant changes in the organization of training. This implementation of the so-called credit-modular system.

Modules (educational units) become the basis for building the educational process. In the course of mastering the module, students are given knowledge, practical skills are worked out, and the content learned is monitored. A loan is obtained after all types of required work have been completed and evaluated. The credit-modular system of education used in many European and American universities, is very different from the "linear" operating in Russian educational institutions. Its distinctive features are:

1) asynchronous structure of education, the creation of temporary student groups for the study of individual disciplines;

2) a significant increase in extracurricular activities, emphasis on independent cognitive activity of students;

3) organization of regular knowledge control, widespread use computer testing;

5) "enriched" methodological support educational process;

6) development of individual educational programs for each student;

7) organizing a service of academic consultants (tutors) who help students build an "educational trajectory".

The credit-modular system of education is more flexible and mobile than the "linear" one, but it is completely unusual for Russian teachers. And it is precisely about such reorganizational changes that the greatest number of disputes is being conducted. To introduce a credit-modular system, a lot of work has to be done to develop new curricula and programs based on the modular principle, sets test items for current and final control of knowledge. It is necessary to address the issues of not only educational and methodological, but also logistical, information support of the didactic process. We need well-equipped classrooms, laboratories, computer classes, libraries, a sufficient amount of educational, methodological, scientific literature, etc.

The following transformations were the results of this stage of reforming:

1) in general education system I:

Adoption of a new generation of state educational standards focused on the formation of students' competencies; changing the content of education by reducing the basic and increasing the disciplines of the variable block and elective courses;

Since 2005 - the widespread introduction of the Unified State Exam, GIA (State Final Attestation), improvement of their mechanism;

Transition to specialized education in high school.

2) in vocational education system:

Changing the structure of vocational education, creating a hierarchy of educational institutions, the emergence of leading universities;

Introduction of a tiered system of professional training;

Adoption of a new generation of state educational standards focused on the formation of students' competencies;

The use of credits as units of the learned content of education.

5 new stage of reform(2012 - ...). This stage is associated with the adoption of new state documents:

Federal Law "On Education in the Russian Federation" (2012),

State program "Development of education in the Russian Federation until 2020 (2012),

"The Concept of the Federal Target Program for the Development of Education for 2016-2020" (2014).

At this stage, the following transformations are planned:

Continued restructuring and optimization of the education system (unification and reduction of universities and their branches);

Renewal of the personnel and managerial staff of educational institutions, the introduction of an effective contract with teaching staff;

Creation of centers for independent monitoring and evaluation of the quality of education;

Improving the content (standards) and learning technologies (creating variable programs, introducing individual educational trajectories, creating new models of distance learning, distance learning, developing online courses, etc.);

Improving the infrastructure of educational institutions, creating infrastructure for students with handicapped health.

At the federal level, the following documents have been developed and recently approved: “The Strategy for the Development of Education in the Russian Federation” (05.29.2015), “The Concept for the Development of Additional Education for Children” (09.04.2014). In July 2015, the state program "Patriotic Education in the Russian Federation" was submitted to the Government for consideration.

Questions

1. What new types and levels of education have been identified in accordance with the Federal Law “On Education in the Russian Federation”?

2. What global processes the beginning of the XXI century affect the education system in the world?

3. Name the global trends in the development of education and establish the nature of the relationship between them.

4. What innovations have taken place in the system of Russian higher education since the ratification of the Bologna Declaration?

5. What is the logic and dynamics of education reform in Russia? What are the similarities and differences between the first and last stages of the reform?

Task 1: "Trends in the development of education in the world"

Any trend affects the education system in two ways: it carries something positive, and also predetermines new problems. What are these problems? Fill in the appropriate columns of the table.

Task 2. Read the discussion material (see separate file) and formulate your opinion on the question: What hinders the successful reform of higher education?

In 2010, there was a "heroic" work to create a draft of a new law "On Education". The first version of the project did not withstand any criticism and was sent for revision. But the question arises: why, in general, is it necessary to correct what is disastrous for Russian education?

From December 1, 2010 to February 1, 2011, a finalized draft law was put up for public discussion on the Internet. The first thing that struck me was the volume, 240 pages, a medium-sized novel. Well, not "War and Peace", but "Fathers and Sons", not from Turgenev, of course. Why is there a novel, a draft law contrived to surpass even the Criminal Code of the Russian Federation. In the Criminal Code of the Russian Federation, there are 48,000 less printed characters (a computer is without (c) passionate in counting characters)! Imagine: the list of all crimes committed by Russians, with their definitions, punishments, etc., is smaller than the draft law on education! And in fact, a significant part of its text could be presented in two articles:

Article 1 The Ministry of Education and Science can do anything if it wants to.

Article 2. For those who do not understand, see Article 1.

The concrete embodiment of these grandiose plans in the field of education is known as the "Bologna process", which started in 1988, when the so-called "Universal Charter of the Universities" was adopted, proclaiming completely harmless things - the autonomy and equality of universities, as well as the inextricable link between educational and research processes.

But the potential of the document was appreciated by the European neo-liberals, who immediately took control of the process into their tenacious hands. Under their strict guidance, the emphasis placed in the "Charter" gradually shifted. While maintaining the general benevolent-professional tone, the concepts of “mobility of citizens with the possibility of their employment for general development continent" and "competitiveness European system higher education”, as well as the idea of ​​two-stage education (Joint Statement of European Ministers of Education, 1999).

The mobility of the labor force, which should be ensured by the standardization of training programs and knowledge assessment (the former "equality and cooperation of universities"), is extremely important in a global market. Without it, the free movement of production to the regions is impossible. economic favor”(cheap labor and low social and labor guarantees), as well as the movement of capital from industry to industry in pursuit of higher profits. Both require the ability to quickly and without retraining (or with minimal retraining), i.e. without additional costs, to recruit a sufficient number of qualified employees at any time and in any place. The competitiveness of educational services in translation from politically correct to intelligible means:

1. The transformation of educational institutions into full-fledged capitalist enterprises, producing the most popular goods with minimal costs.
2. Decrease in wages, cancellation of scholarships, reduction of the material base, closing of "unprofitable" faculties and, most importantly, tuition fees. "Nothing extra".

Under this unspoken motto, higher education is divided into two cycles: undergraduate and graduate.

In 2003, Russia officially joined the Bologna process. Everyone is aware of the zeal, worthy of a better use, with which our government seeks the WTO. The results in domestic policy are evident.

In 1997, 2002, 2005, an agreement on loans for the modernization of education was signed between the Government of the Russian Federation and the International Bank for Reconstruction and Development (IBRD). The education development strategy included: weakening state influence and the orientation of education to the requirements of the labor market. Here are some of the IBRD's top-priority recommendations: "close teacher training institutes"; “close vocational schools”; introduce “per capita funding for schools”; “not to increase the share of spending on higher or secondary vocational education in total GDP”; "eliminate" the injustice and inefficiency of the examination system.

According to the recommendations of the IBRD, the school should become a tool in the fight against morality and spirituality in Russia. It was proposed to establish "minimum standards of citizenship", which the authors of the report reduced to "the ability to correct reading maps, explanation on foreign language, correct filling tax returns… this list may also include the ability to perceive Russian art and literature, as well as tolerance for other social groups.”

In December 1999, the Center for Strategic Research was established on the basis of the HSE. G. Gref became its president, E. Nabiullina became its vice president. In 2001, on the initiative of Yaroslav Kuzminov, the husband of E. Nabiullina, the Russian Public Council for the Development of Education was created. In 2004, Ya. Kuzminov, rector of the Higher School of Economics, presents a report on improving the structure of education in Russia. Three essential principles education - universality, free and fundamental - were subjected to a complete revision as unprofitable. According to Kuzminov, our country is too educated: “... 98.6% of teenagers aged 16 study in impoverished Russia, and more is spent on secondary education than on higher education.”

By 2010, a number of measures were implemented to reform Russian education:

1. 40 pedagogical institutes have been closed;
2. The system of vocational schools is actually destroyed;
3. The Russian school is already moving towards “minimum standards of citizenship”;
4. The "unfair" examination system was replaced by the USE.

In 2003, the Accounts Chamber of the Russian Federation conducted performance reviews public spending when implementing IBRD projects. As it is clear from the Bulletin of the SP RF for 2008, “for the entire period of use of borrowed funds in the field of education by the Russian side, no evaluation of the effectiveness of any of the IBRD projects was carried out.” I note that the repayment and servicing of loans was carried out at the expense of the federal budget.

In 2001, the Ministry of Education "had" to spend all its funds on the introduction of the Unified State Examination, GIFO (State Named Financial Obligations) to ensure multi-channel financing of educational services, restructuring rural schools, etc. At the same time, as evidenced by the materials of the Accounts Chamber, the Russian Academy of Education was actually removed from the development of the main directions for the development of education: "the development of scientific projects was entrusted to organizations ... that do not have the scientific potential necessary for such a level of development." According to the materials of the Accounts Chamber, all educational experiments were carried out with numerous legislative violations ( Civil Code, Tax Code, Budget Code etc.).

The education reform is one illegal experiment for which no one is responsible, this is what Russian reformers are trying to hush up all the time. But on the other hand, the amounts invested by the IBRD in Russian education ended up in the “right” hands.

This reform will shake up the entire education system, from preschool education to universities. The first stage will take place at the school level social division. The level of education of children will depend entirely on the availability of money in the pockets of their parents.

How will this look in practice?

1. Higher education will basically become paid. This happened due to inclusion in the Bologna process, education was divided into a predominantly paid bachelor's degree (3-4 years) and an exclusively paid master's degree. Also, due to a general reduction in free (s) paid budget places and other state guarantees, due to an increase in the total cost of education in major cities in the best universities of the country (cost of living, connection with home, etc.).

The point is to destroy the type of higher education that has developed in Russian culture over 300 years. Our universities produced specialists adequate to our natural, cultural and economic reality. Now they will become inadequate. The Russian education system has always been the envy of Western scientific circles. The world scientific community cannot be deceived. Scientists around the world at all times have paid tribute to the highest potential of the Russian scientific school. Both the European royal courts and the democratic clans of bourgeois America hunted for Russian minds. The intellect of the nation is, perhaps, the only thing that our country managed to preserve even in the years of difficult hard times. It is thanks to the intellect that Russia has always been the greatest power in the world.

1. General secondary education is prepared for the introduction of paid education in high school.

The developers of federal state educational standards (FSES) identified six subject groups.

• The first group is the Russian language and literature, as well as the native language and literature;
• The second group - foreign languages;
• The third group - mathematics and computer science;
• The fourth group is the social sciences;
• Fifth group - natural sciences;
• The sixth is art or a subject of choice.

In each of the groups, according to the authors of the standard, the student will be able to choose one or two subjects, but there are three subjects for which variations will be impossible - the courses "Russia in the world", life safety and physical education will be mandatory for everyone. Thus, the number of subjects in the upper grades studied by the student will be reduced from 16-21 to 9-10. The school is now disappearing as a multidimensional, basic public institution development and formation of the child's personality, the school becomes a kind of market appendage for the provision of educational services to the population.

1. The network of preschool institutions will continue to shrink. Full-fledged programs of preschool education (nurseries and kindergartens) will be smoothly translated into various kinds of fragmented programs, such as services for temporary stay centers for children, etc. The cost of preschool education will rise significantly.
2. The same thing as with preschool education will happen with additional general education (creativity palaces, child development centers, etc.) and rural schools.
3. Purposefully and cynically the system is falling apart creative schools, schools, universities. Music and art schools are equated with the standards of additional general education, and educational institutions are trying to drag them into the Bologna process and divide actors and musicians into bachelors and masters. According to the logic of the Ministry of Education and Science, it turns out that the skill of an actor does not depend on talent, but on the number of years spent at the university. I studied for five years - perhaps for the role of Hamlet, and if four years - sorry, you can’t rise above Kolobok in a provincial theater.
4. The Russian school ceases to be unified and finally stratifies in two directions:
   a) a narrow stratum of schools and universities for the "rich" and a mass school for the "poor";
   b) for schools and universities in metropolitan areas, as well as in non-subsidized regions and educational institutions in other regions and cities.
5. At all levels of education, from preschool to higher education, due to the reduction of educational places, there is a significant reduction in teaching and service personnel.
6. General education - the basis of the reproduction, development and basic security of the country - has become tied to the results of the test single exam(USE). As a result, the fundamental nature of general education, which allows the formation of higher abilities (thinking, understanding, imagination) and other basic characteristics of consciousness and thinking, is destroyed.
7. The degradation of all “environments” surrounding the sphere of education is sharply increasing: scientific, cultural, advanced industrial (such as mechanical engineering, high-tech, etc.). In science, for example, a sharp reduction in the number of organizations and scientists is accompanied by a complete erosion of the status of scientific activity and the identification of science with any other, primarily commercial and trading activity.
8. The sphere of education will finally be tied to the “market”, i.e. to the existing level of development of industry and the social sphere. From the sphere of "production of the future" education turns into the sphere of "service of the present". World-class education will become inaccessible to the majority of the country's population. In general, not only will there not be an improvement in the quality of Russian education, there will be another systemic failure, degradation will take on an accelerated and irreversible character. The Russian school will become colonial, and Russia will become a third world country, a “banana republic”, where bananas are our northern oil and gas. Behind the reforms stands a very definite image of Russia in the 21st century. And this is not an image of a world power, to the size and scale of which Russia should, obviously, curtail its power.

In total, over 10,000 comments and remarks were received during the two-month discussion of the draft law “On Education”.

Leonid Ivanovich Volchkevich - professor at Moscow State Technical University N.E. Bauman, Doctor of Technical Sciences, Honored Worker of the Higher School of the Russian Federation, in the article “A bag of instructions with a hidden bomb” says: “The first impression of the text of the draft law “On Education”, specifically Chapter 15 “Higher Education”, is exorbitant bloat, an abundance of self-evident and insignificant provisions, at the level of departmental instructions; just declarative, without semantic load. Why, for example, at the level of the law of the Russian Federation, to chew on the long-established procedures for extending the term of graduate school? If the authors of the draft law set out to reduce the regulation of higher education to the smallest detail, I propose the following addition: “Students are required to come to class in shoes and wipe them at the entrance.”

Jokes aside, the more carefully you read the texts of ch. 15, the more confidence grows that all this verbosity is a proven way to hide the most important between the lines. I cannot get rid of the feeling that in the texts of Ch. 15 hidden at least two "bombs" that can undermine the national higher education.

Bomb number one. Today there are about 600 public universities in the country with federal management and funding. However, Articles 133 and 135 directly state that only three categories remain under the jurisdiction of the Russian Federation: 1) Moscow State University. M.V. Lomonosov and St. Petersburg State University; 2) federal universities; 3) national research universities With total number about fifty specific universities. What is the fate of the rest? Molchok.

True, in further texts one can “catch” such terms as “regional and municipal educational institutions”. But in ch. 15 - not a word about their status, organization, funding, quality assurance of training, etc., as is done for the mentioned three categories. Should it be understood that the state simply leaves 90% of the current state universities to the mercy of local authorities, from governors to village chairmen?

There is not a word in the law on the responsibility of regional and local authorities. As a result, the current state universities after a certain period of stagnation and degradation, they may cease to exist or be transformed into commercial "offices for the sale of university diplomas." The unified state system of higher education, which was the pride Soviet country, authoritative throughout the world, will be "exploded".

Bomb number two. Article 131 implies the legal equality of two-level (bachelor-master) and one-level (specialist) systems of higher education. Both have advantages and disadvantages, reasonable scope. So, a two-level system (colloquially - "bologna"), apparently, is rational for scientific specialties. And for technical ones, this is a sure means of strangulation. Since it is impossible to train a high-class designer, technologist, and operator in 3.5–4 years, especially for the defense industries. This has been said and written so many times, and with evidence and examples, that I simply do not want to repeat myself. By the way! The deaf response silence of the Ministry of Education and Science cannot be interpreted otherwise than tacit agreement with criticism, apparently, there is nothing to say in response.

The draft law is silent about the main thing - who will have the right to choose educational trajectories for specific universities and specialties. In reality, everything can be in the power of nameless bureaucrats-managers who are not responsible for anything. The authors of the draft law "On Education" follow the beaten path. In 2006, the State Duma of the Russian Federation adopted the Forest Code, according to which the state threw off its worries about the country's greatest national wealth - forests. One of the results is last summer's national disaster. Will it not turn out that in a few years wide populace realize that they have been excommunicated from a quality higher education, and therefore from the opportunities for worthy work and a worthy life. And then the country will blaze so that last year's fires will seem like the flickering of a candle.

And here is what Vasily Vashkov, head teacher of a Moscow school, writes about the draft law “On Education” (http://newsland.ru/news/detail/id/626967/cat/42/): “We have before us a draft law that , no doubt, will be adopted and according to which we, starting from January 1, 2013, will have to live. I do not pretend to a full-fledged analysis, I will only allow some comments on the bill.

Article 8 The state ensures the realization of the right of everyone to education by creating an education system and appropriate socio-economic conditions.

What conditions? Will we raise wages or switch to subsistence farming? Will everyone be given a fountain pen or a laptop? Will they be sent to study in a barn or in a palace? Nothing concrete either here or further. Continuous declarations: the state guarantees, provides, promotes... What specifically guarantees, what provides, what does it promote?

Articles 10-14.

Five articles on education management, listing the powers of a variety of bodies. It turns out that OU (governing bodies) can command EVERYTHING! Almost three thousand words about authority, and NOT ONE ABOUT DUTIES AND RESPONSIBILITIES!

Article 22. Experimental and innovative activity in the field of education.

I don’t know about universities, but this is the most shameful thing that exists in schools today! Ten years ago there was no such thing. Quite rightly, it was believed that the work of a teacher in its essence is a constant search, an experiment. This is true: there are no two identical children, two identical classes and two the same lessons. But in the late 90s, this normal activity of the teacher began to be driven into official, bureaucratic, ugly forms. Excess funding, concentrated in the hands of officials, has led to the creation of countless experimental platforms, meaningless and stupid, generating only a wave of accountability and justifying the need for the existence of a host of bureaucratic posts. Today, many schools are involved in 3-5 sites at the same time. It is very, very worth it...

At a meeting in February 2010, the head of one of the districts of Moscow announced the amount spent by the district on this type of activity: 150 million rubles in 2009! At that moment, it seemed to me, she herself was frightened by the named figure. There are 10 districts in Moscow. 1.5 billion down the drain! With per capita funding, this is money for the education of 50,000 children during the year! But this is the number of schoolchildren in a city with a population of 400-500 thousand people! Now there is nothing to fear, it will all become legal.

Article 28. Management of an educational organization.

The sole executive body of an educational organization is the head of the educational organization ...

All other vague discussions about collegiate bodies (council, teachers' council...) without defining the powers of these very bodies are just a fig leaf covering up the shame of the absence of even a hint of democratization of management.

Article 31. Competence, rights, duties and responsibilities of an educational organization.

An educational organization does have rights and competencies, but the draft law interprets them in a very peculiar way, in fact, all of them, one way or another, come down to what the organization must DO, that is, to its duties. In general, "she has the right to POW". As for the responsibility that the bodies listed in Articles 10-14 are deprived of, it is entrusted to the educational organization to the fullest extent. She is responsible not only for what she did herself, but also for what these bodies directed.

Chapter 5. Pedagogical, managerial and other employees.

The law establishes the need for these workers to meet the qualification requirements provided for by the Unified Qualification Handbook. Everything would be fine until you read what this manual requires. The director and the head teacher, for example, should not have a pedagogical, but a managerial education, the teacher should know the theory of management, be able to use browsers, but about knowledge of his subject, there are only three words: "the foundations of general theoretical disciplines ..."

In fact, the law, together with the reference book, turns the school into an emasculated bureaucratic structure that has lost its original meaning.

If this is the state policy in the field of education, and not disclosed in Article 9, then its goal is the destruction of the school.

Article 73. Licensing of educational activities.

Hooray! Finally a perpetual license! But will it make life easier? I doubt. A few years ago, the procedure for attesting schools was officially abolished. But they rejoiced early! This procedure was simply quietly introduced into the state accreditation procedure. Officials were not reduced, they did not even bother to change the plates in the GSLA. So two years after the cancellation of the procedure, the sign “Head of the Department of Attestation of Schools” hung. Will this happen again?

Article 74. State accreditation...

Good article. Accreditation for a school for twelve years is great, although why not an indefinite one, like a license? Removes a lot of bureaucratic insanity. But other articles make it easy to revive it.

Article 75

God, the same song again! The ultimate (responsible) is always educational organization. But what about those structures that are legally defined in articles 10-14? And if the organization followed their instructions? A year ago, during the licensing of our school, in response to the comments of experts, I repeatedly referred to the direct instructions of the authorities (the administration and the methodological center), to which I received an unequivocal answer: “By law, they can only recommend you, but you decide. School Responsibility. It is, of course, true, but if I had disobeyed these "recommendations", it would not have seemed small. The accounting department, for example, refuses to fund a curriculum unless it is "agreed" (read - approved) with methodological service, which is even current law advisory body.

I am afraid that the new law will not improve the situation. Yes, we agree to answer, we agree! But only for your work, and not for following other people's instructions! The project prepares the widest field for the manifestation of bureaucratic voluntarism.

Try not to participate in educational activities - you do not comply with the law, and if classes are disrupted as a result of participation, you are also violating. Because of the events, lessons are disrupted, but they have to be paid for - two violations at once! Just like in the old movie: "The whites will come - rob, the reds will come - rob ... Where should the peasant go?"

And everyone is not too lazy to "rob" education. For example, the story of the certification of workplaces, carried out on the basis of the order of the Ministry of Health and Social Development of the Russian Federation dated August 31, 2007 No. 569. According to this order, for each workplace(a teacher's desk, for example) a bunch of pieces of paper should be drawn up. In practice, only specially created firms could do this. The cost of certification of one place cost about 2000 rubles. The school needs to certify about 50 such places. About 100 thousand rubles in cash. There are more than 1500 schools in Moscow. According to the most conservative estimates - 150 million.

Where did the schools get this money? (They are not in the estimate!) Let's keep silent about this. I can only say one thing: any director who has paid for certification can be safely fired for various financial violations. And they all paid for it.

What about kindergartens? What about universities? Colleges? The proposed draft law does not in the least protect against such robbery.

Chapter 9. Economics and Finance.

In principle, it is well conceived, what is provided is good additional funding small rural schools, but no specifics, everything is at the mercy of the local bureaucracy, which today considers any expenditure of public funds that is not related to personal enrichment to be wasteful.

Additional funding for their development programs - the idea, it would seem, is a good one. But what happened in the process of its approbation within the framework of the national project "Education" inspires, to put it mildly, some concerns. Getting the notorious million was instantly turned into a kind of competition between educational bureaucratic structures. The most advanced schools, and not the most needy, were nominated as participants. Getting a grant depended solely on how “beautifully” the development program was written and how solid the rest of the papers looked. The evaluation of these programs was carried out by pedagogical theorists and officials. The requirements for the programs strongly resembled those for solid scientific research or doctoral dissertations. For the sake of victory, some schools simply hired the right "specialists" to write scientific treatises. As a result, the costs could exceed the grant. I am afraid that this law, which interprets this issue in a very vague way, will make it possible to turn this disgrace into the norm.

Article 88

Education is not yesterday's stew with sour sauce and subsequent diarrhea. Education cannot be GIVE, it can only be TAKE! The article is categorically harmful, a tribute to legal casuistry, an imitation of Americans distraught on this basis.

Chapter 10. Preschool education.

Somehow quite modestly, only a hundred lines. But the problem is burning! There is a catastrophic shortage of kindergartens, about 30 percent of current children under the age of 7 will come to school without getting into Kindergarten. The salary in kindergartens is not just small, but humiliatingly beggarly. The Moscow kindergarten, where my son goes, is looking for a nanny for 0.75 rates, with a salary of 5,000 rubles! And what is happening in the regions?! What, the drafters of the draft law do not even suspect about the existing problems? Or are they not going to solve them? Or did they only see children in pictures?

Chapter 11. General education.

It's funny, already in the third paragraph he signs in which cases it is possible to leave the child for the second year. Right after the phrase: "General education is compulsory." Apparently, even for the drafters of the project, the causal relationship of these points is obvious. And what if this same fool, who, according to the law, must be left for the second year, according to Article 88 of the same law, accuses the school of giving him a poor-quality education? And who wants to deal with it? Probably, it was worthwhile to more clearly understand the responsibilities of students and their parents and replace the concept of compulsory general education with the right: "Any citizen of the Russian Federation has the right to receive free general education."

Chapter 12

“The priest missed the eggs when Easter passed,” my grandmother used to say. Why did they tear everything apart so that now it can be rebuilt again? Where are you, UPC, where are you, highly professional masters, ready to teach children? However, it's good that you remembered.

Enough, perhaps, let me sum up some results:

1. In itself, the idea of ​​a law on education is not bad, but it was probably not worth collecting everything into this law, inflating it to such a size.
2. There are a number of sensible, necessary articles, the urgent need for which has long been felt by educators.
3. The vast majority of articles are declarative in nature, something like a "Declaration of Intentions".
4. Financial issues are discussed without specifying any specific values.
5. The law is extremely "bureaucratic" (sorry for the new, clumsy term). Its adoption in its current form will not only not lead to a reduction in the apparatus and duplicating bureaucratic structures, but will give rise to a lot of new ones. This is a law written by officials for the convenience of officials.

All these shortcomings are generated, most likely, by the fact that practices were removed from the drafting of the law. Those who TEACH! The draft of the new law does not even try to touch upon the burning issues, well-known to practitioners:

1. The real quality of knowledge is of no interest to anyone, officials only need good reports confirming the success of their leadership.
2. Profile training has failed miserably, it can only work if high school separate - create separate educational organizations with many different profiles. There is not even a word about it.
3. All the guarantees for teachers prescribed in the draft should be replaced by one - to recognize them as civil servants. (Who works for the state if not them?) Instead, they are reduced to the status of stupid executors of bureaucratic will.

There is another thing that is characteristic of our country - life is not according to laws, but according to concepts. For example, according to the law, even today Moscow schools sort of manage their own finances. According to concepts, this is done by centralized accounting departments. Before the New Year, the accounting departments of several districts announced that "the money has run out, something will have to be cut ...". At the same time, most schools did not have overspending. Just some kind of mysticism: “Fu! Your money is on fire! And you say the law ... "

Today, domestic education - from preschool education to higher education and science - most of all resembles the notorious "Trishkin's caftan". It's too late to patch: no matter where you poke - one continuous tear. Measures are required cardinal. The option proposed by the Government of the Russian Federation: the destruction of the education system as a social institution and the creation of a commercial institution under the same guise. Politically correct, this is called: "bringing the structure of the education system to the fulfillment of the real needs of the economy." With this approach, Russian schools, formerly "sovereign children", get "free" to find their own source of funding. Free (c) paid education, proclaimed by the Constitution of the Russian Federation, inevitably turns into paid education.

As soon as the state transfers education from the sphere of its primary social and political functions to the category of commercial services, it will collapse. And no investments and no foreign loans will be able to raise it. A moral default is much worse than an economic one, because after it there will be no one to raise.

Never, at any time, education was not a subject of sale and purchase. This is a debt that the older generation always repays to the younger generation for the loan that they, in turn, received from their fathers and grandfathers. And the destruction of this chain can have tragic consequences for all mankind.

Every person in our country has equal right to join in the greatest historical experience accumulated by the ancestors. And no official has the right to decide whether a child has the right to receive a decent education or not.

The main task of the state is

to ensure equal opportunities for obtaining the entire amount of knowledge for any citizen of the country. Therefore, the introduction of the concept of "educational services", for which a citizen must pay out of his own pocket, is flagrant violation human rights.

Academician Nikolai Viktorovich Levashov writes in one of his books: “Under STATE CAPITALISM, everything belongs to the state, including the people themselves. When any person is just a small "cog" of the state system, which does only what the state needs. But what is a state? First of all, these are the people who will determine what everyone else should do. The only question is who, why and for what purposes gives a certain group of people the right to decide for everyone and everything?! Is it the people themselves? Of course not...".

And more “... In the EXTRAUTERINE development of a person, four evolutionary stages can be distinguished:

1. ANIMAL stage.
2. The stage of an INTELLIGENT ANIMAL.
3. The stage of the PERSONAL PERSON.
4. The stage of a HIGHLY DEVELOPED HUMAN.

Man is born POTENTIALLY INTELLIGENT. What does it mean!? And this means that the born child is an animal, with the possibility evolutionary development to the level of a highly developed person. And this development is happening in stages. During the phase of development of the second material (etheric) bodies of neurons, the brain of a born human child must absorb some minimally critical amount of information. If this does not happen during the period of active development of the second bodies of human brain neurons, humanoid creature will remain ANIMAL. Basically, the process of formation of neural circuits of the brain is completed at the age of eight to nine years of age.

The child receives the necessary minimum of information in the family circle and when getting acquainted with the outside world, developing the ability to speak in himself. Mastering speech and objective thinking at this stage of evolutionary development is the key to the transition to the second stage of extrauterine development of a person - a rational animal. If, for one reason or another, a human child DOES NOT GET THE NECESSARY AMOUNT of information, he (the child) WILL ALWAYS STAY AT THE ANIMAL STAGE. And these are not theoretical assumptions. There are cases when, for one reason or another, wild animals raised human children. In cases where these "Mowglis" were returned to human society over the age of nine, they could never acquire at least the minimum skills inherent in a person. They FOREVER remained in behavior those ANIMALS that raised them, despite the fact that physically they were absolutely healthy. And until the end of their days, they could not learn to speak and behave as a person should. Thus, a person is born only potentially intelligent, and there is a time interval during which the child has the opportunity to become rational or remain forever in the animal stage.

In the overwhelming majority of cases, children brought up in a family environment, by the age of nine, accumulated a critical amount of information necessary for the brain neurons to be able to unfold at the third material level, and the development of the third material (astral) bodies of neurons began. Growing man enters the second phase of his development - the PHASE OF REASONABLE ANIMAL...

A person BECOMES a HUMAN ONLY in the HUMAN COMMUNITY. And the reason for this is simple. In order for the neurons of the human brain to have the opportunity to develop third material bodies, without which the APPEARANCE OF CONSCIOUSNESS IS IMPOSSIBLE, the necessary amount of information for this can be obtained only in the human community. One's OWN LIFE EXPERIENCE, the experience of one person, is NOT ENOUGH even for the transition from the evolutionary stage of an animal to the stage of a rational animal. THE CRITICAL AMOUNT OF INFORMATION necessary for the transition to the STAGE OF A REASONABLE ANIMAL requires the cumulative experience of at least SEVERAL PEOPLE, which is provided in most cases in the family.

The necessary critical amount of information for the transition from the stage of a REASONABLE ANIMAL, to the stage of ACTUALLY REASONABLE HUMAN, requires the combined experience of at least SEVERAL GENERATIONS OF THE ENTIRE HUMAN COMMUNITY. And the greater the number of people involved in the creation of this information bank of the human community, the faster a single person will be able to go through the evolutionary phase of a rational animal and begin development at the stage of Homo sapiens proper. In this development, not only the amount of information received from the community is important, but also the quality of this information, and its diversity. The diversity of high-quality information allows a person to harmoniously develop his brain, when not one, but many parts of the cerebral cortex are able to develop full-fledged third bodies of neurons.

The more DIFFERENT DEVELOPING ACTIVE ZONES of the cerebral cortex a person has, the faster and easier this person will go through the stage of evolutionary development of a rational animal.

And the sooner the child moves from the stage of a rational animal to the evolutionary stage of a human being, the more qualitative the foundation is created for the possibility of development in the stage of a highly developed person. In addition, if the child reaches the stage of ACTUALLY REASONABLE HUMAN before the teenage hormonal explosion, the danger of EVOLUTIONARY FREEZING at the stage of REASONABLE ANIMAL disappears. Development during puberty, when powerful sex hormones are raging in the body, sharply slows down, and in the presence of SEXUAL ACTIVITY it becomes practically IMPOSSIBLE. The instincts of sex begin to control human behavior and do not allow to overcome the evolutionary stage of a rational animal. This is determined by two main reasons:

1. The "EVOLUTIONARY DOOR", which is open to passing through the intelligent animal stage, closes at the age of 16-18 years old.
2. The POTENTIAL produced by the human body is LIMITED. And therefore, the expenditure of this potential for sexual activity DOES NOT LEAVE ENOUGH ENERGY for proper development the brain, in particular, and the whole organism as a whole.

What are we seeing today?

For starters, preschool education ceases to be education as such. Classes become paid service, and speech therapists and psychologists are taken out of the state. Last summer, speaking about the problems with kindergartens, the President of the Russian Federation D. Medvedev for the first time uttered the words - "a group of supervision and care." This wording means that the Russian authorities are taking seriously the transformation of kindergartens into "storage chambers", where there is no place for education, intellectual or aesthetic development. There is no need for the state to educate smart citizens. stupid people easier to manage. The fact that, in addition to preparing children for school, kindergartens played a significant role in the liberation of a woman, giving her the opportunity to receive an education, work, and fulfill herself in society after the birth of a child, is suggested to be safely forgotten. Of course, childcare services will continue to be available, but on a commercial basis. This means that the blow will fall primarily on young families, single mothers, and female workers.

In secondary education, the curriculum will be significantly reduced. At the same time, all subjects “reduced” from the compulsory program will be introduced as paid electives. And if parents want to give their child a good education, they will have to fork out. The displacement of "peripheral" subjects from the curriculum will be accompanied by the introduction of specialized education: high school students will have to focus on studying those subjects that will be useful to them for entering a university of a certain profile.

In the field of higher education, the direction of work was outlined by V. Putin in his time, when in his Address of 2004 he said that there were too many students in the country, and the state of education did not meet the requirements of the labor market.

National universities will train highly qualified specialists and managers of a wide profile. Mostly people from wealthy families will study here - since it is they who will be able to pay for both preparation for admission and education, which will not be cheap. Federal higher education institutions will form a layer of narrow-profile specialists. This category will become alma mater for people from the middle strata, as well as for the "Lomonosovs", who will be poor, but capable. The third group of universities are “commercial firms” that sell not so much knowledge as diplomas to those who have not made it to free (with) paid places or cannot pay for their studies in a more prestigious institution, but want to have at least some kind of education.

Education is a means of revealing and developing a personality, so it should be given to everyone and to the maximum so that everyone can find their talent and develop it. Russian education for many centuries has evolved as a holistic fundamental system knowledge, formed on the basis of the classical approach. This means that knowledge has always been considered from the point of view of not teaching a person in any way. practical action but the formation of him as a PERSON. The breadth of the spectrum of knowledge is necessary for a person to understand his place in this world, to comprehend the essence of his existence on Earth. Only such a system of education can fill a person's life with moral meaning, make him a Creator.

The consequence of the education reform will not only be a drop in the quality of education, a sharp reduction in the opportunity for the majority to gain knowledge, and the prospect of cultural degradation of Russian society as a whole. Strengthening the relationship of dominance and subordination, social inequality and market competition“all against all”, the ruling class objectively begins a historical movement back to those times when Knowledge, the ability to independently Think and Create was the privilege of a few.

If we are still human, and we want to maintain respect for ourselves, we must not allow the government to consider ourselves expendable for the defective economic system, which has long since become obsolete all over the world, not like in Russia. The fight to maintain affordable education today is a fight for a better future against the new barbarism. And the outcome of this struggle can depend only on ourselves!

Many people think that once the law is passed, nothing can be done. In fact, if you look at the practice of legislation, changing laws, amending them, repealing some laws is an ordinary legislative process in which there is nothing supernatural. The developers of orders from the Ministry of Finance themselves say: “What can be expected from an order if it was prepared in an emergency order before the new year?! Now it will be finalized, numerous changes will be made, etc.”

We must remember that our passivity can play with us bad joke. You will not sit out of the budget reform, you will not fence yourself off. Only an active life position can help the cause. It is necessary to massively demonstrate to the authorities that we, the people, really do not want these reforms!

Modern reform education in Russia.

Plan:

1) Education in Russia: definition, levels of education, types of educational institutions

2) Reform of secondary education

i) Unified State Examination – the controversial reform of Russian education

ii) Information and Communication Technologies (ICT) in Education until 2015

iii) Use of multimedia in education

iv) Online class magazine, good or bad

v) Electronic textbooks- salvation for modern schools

vi) Obtaining an average special education

3) Admission to a university (problem)

4) Higher education reform

i) Changes in education in 2010

ii) Bachelor's, Master's and Specialist's.

iii) Problems of efficiency of higher education in Russia

5) Employment of graduates after graduation.

Education in the Russian Federation - purposeful process upbringing and education in the interests of a person, society, state, accompanied by a statement of the achievement by a citizen (student) of educational levels (educational qualifications) established by the state.

Levels of education

1) General education

a) pre-school education

b) primary general education

c) basic general education

d) secondary (complete) general education

e) additional education of children

2) Vocational education

a) initial vocational education

b) secondary vocational education

c) higher professional education

i) undergraduate

ii) Master

3) Postgraduate professional education

a) PhD

b) Doctorate

c) Professional Development

d) Second higher education

e) Retraining

4) Professional training

The fact that success in life can be achieved only by getting an education is known to every person, young and old. And if the time when it is time for the child to get involved in the educational process is chosen by the parents, then with the moment of graduation, everyone determines for himself. In the process of their education, not everyone goes the full way. Therefore, it makes sense to outline the limits of the educational system and describe its structure.

Preschool education

Institutions of this type include nurseries and kindergartens. The nursery is designed for the education of the youngest - children aged 1 to 3 years. In kindergartens, children from 3 to 7 are engaged.

Secondary education

According to the current legislation, secondary education is mandatory for all residents of Russia. Education includes: primary, basic and complete. And if receiving the initial and basic is really mandatory, then you can refuse to receive the full one.

Professional education

As with secondary education, vocational education is divided into three categories: primary, secondary and higher. Primary and secondary vocational education can be obtained both after the end of 9 classes and after 11. But for higher education, nine classes will not be enough.

Post-graduate education

If you have completed your studies at a university and received an appropriate diploma, but still want to study, the educational system provides for postgraduate, internship, and doctoral studies.

In addition to the above categories, anyone has the opportunity to study in additional educational institutions. These include music schools, children's sports schools, etc.

Types of educational institutions in the Russian Federation

Preschool

o preschool

o Kindergarten

General educational institutions

o primary general education institutions

Primary School

o basic general education institutions

Gymnasium

Educational complex

external student

o institutions of secondary (complete) general education

School with in-depth study of subjects

Profile school

Vocational education institutions

o primary vocational education institutions

Professional Lyceum

Technical Lyceum

o institutions of secondary vocational education

College

Technical College

o institutions of higher professional education

academy

Institute

university

Federal University

o institutions of postgraduate professional education

Other types of institutions

o institutions of additional education for children

o adult education institutions

o special (correctional) institutions for students, pupils with disabilities

Correctional school by type

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

boarding school

Orphanage

Family type orphanage

cadet school

Cadet Corps

o training and production interschool complex

In the Russian Federation, taking into account the needs and capabilities of the individual, educational programs are mastered in the following forms: in an educational institution - in the form of full-time, part-time (evening), part-time; in the form of family education (since 1992), self-education, external studies.

In recent years, distance education has been developing intensively. A combination of various forms of education is allowed.

In 2006, there were 1.3 million school graduates. By 2012, according to the 2009 forecast of the Minister of Education and Science of Russia Andrey Fursenko, the number of school graduates in Russia may be reduced to 700 thousand.

In November 2010, at a meeting of the Presidium of the Government of the Russian Federation, V. Putin announced that 137 billion rubles would be allocated for the activities of the federal program for the development of education in the Russian Federation in 2011-2015: under this program, serious funds would be directed to support gifted children, as well as to creation of centers for the development of talented youth at federal universities and distance schools at research universities. In addition, the program will continue to upgrade the material and technical base of federal universities.

The USE is a controversial reform of Russian education

For the first time, the abbreviation USE sounded in the spring of 2001, when the decree of the Government of the Russian Federation "On organizing an experiment to introduce a unified state exam" was signed. At that moment, few people took the new document seriously. The idea that the country will move from classic system exams, which had been working for decades, to something completely new, seemed unrealistic. But seven years of experiment behind. The Ministry of Education announced that, starting from 2009, the Unified State Examination will become a mandatory school exam throughout the Russian Federation.

What it is?

The USE stands for "Unified State Exam". This is a completely new examination system for Russia, for a long time existing in the West, and completely based on testing. The exam is called "single", because its results are simultaneously taken into account in the school certificate and when entering universities. It is believed that the USE provides equal conditions for entering a university and passing final exams at school, since during these exams throughout Russia, the same type of tasks and a single assessment scale are used, which makes it possible to compare all students by level of preparation.

How it works?

The exam is a test consisting of approximately 70 items. Tasks are divided into three parts: "A" - tasks of low complexity, "B" - difficult tasks and "C" - tasks of increased complexity. The test is given from 3 to 4 hours, depending on the subject. The first part of the exam contains four possible answers. The answers for the tasks of the second part the student must receive himself. Parts "A" and "B" are checked by computer. The tasks of part "C" do not give answer options, but unlike the second part of the exam, they require a complete logical explanation or solution. These tasks are checked by the examiner. All answers are marked on a special form, which is later placed on a computer scanner. The computer reads the form and checks it. The points obtained are summed up, and a score is obtained on a 100-point scale. This number translates into a five-point score. So the student receives his final score in the certificate and a hundred-point result for admission to the university. These results are confirmed by a special certificate for a period of 2 years, then the exam can be retaken.

The exam is not held in the "native" school. Schoolchildren write it with observer teachers who are not familiar to them. No two are 100% alike in the whole country. USE options- they are all different. Each version of the exam is sealed in a personalized envelope, which is opened personally by the student during the exam. All envelopes arrive at the school inside another envelope, which is inside a waterproof and fireproof bag. At school, this package is kept in a safe.

Why is it entered?

federal Service on supervision in the field of education and science identifies the following goals for the introduction of the USE:

1. Try to improve the quality of education in Russia through more objective control and higher motivation to successfully complete it.

2. Unload graduate students by reducing the number of exams.

3. A more distant goal is to promote a fair redistribution of financial flows between universities. At the same time, after stronger applicants, students enter strong universities more money(according to the GIFO mechanism - "state nominal financial obligations").

What is the dispute?

The introduction of the USE has caused a lot of controversy. Some found the innovation useful, others did not. The situation is really ambiguous: on the one hand, the USE has undeniable advantages over the classical exams, but on the other hand, there are many disadvantages, the main of which is the lack of a human factor. It means that the USE implies a transition from the “student-to-teacher” system to the “student-to-computer” system. This does not take into account individual qualities schoolchild, he is not given the opportunity to “open up” and show his knowledge. Knowledge assessment is reduced to a few questions or formulas.

Despite claims that “the USE provides objective assessment”, more and more disputes arise on this issue. During his last communication with journalists, the rector of Moscow State University, Viktor Sadovnichy, noted that USE scores do not always reflect the real picture. According to him, this is confirmed by the fact that applicants who received 90 points on the Unified State Examination made more mistakes in the entrance exams than applicants who received 50 points.

In addition, during the USE, scandals erupted here and there related to the violation of the procedure for conducting the exam.

However, the Minister of Education, Fursenko, the Unified State Examination will remain the only form of state final certification and at the same time the only form entrance exams to the university. Despite the protests of the public: officials, rectors of universities, schoolchildren and their parents, the USE will have no alternatives. Only the list of exams required for admission, as well as control and measuring materials, can be changed. So the minister dispelled those vague hopes that arose among schoolchildren, students and their parents.

Information and communication technologies (ICT) in the field of education until 2015

The main task facing the Russian Ministry of Education is to teach schoolchildren and teachers to use all the latest technologies. From childhood, a person should be able to use information and communication technologies, quickly find and use the necessary information. Unfortunately, many experienced teachers significantly behind their students in computer skills. Not only ordinary schoolchildren and teachers, but also children with health problems (who study in special schools or at home) should learn how to use ICT. The ministry is seriously considering the issue of widespread introduction of ICT throughout the country through the creation of electronic libraries, reference support systems, mass Internet connection.

Young teachers can easily use a computer, but teachers of the old generation will have to undergo significant retraining. But, as the Deputy Minister of Education of Russia noted, not all teachers have a desire to learn ICT, as they simply do not know how to apply the acquired knowledge. Therefore, it is necessary to form mechanisms that will encourage educators to create and widely use electronic resources.

The use of multimedia in teaching

There is quite a lot of talk about the weak efficiency of the current education system. As a rule, students do not want to work in the classroom, often lose interest in the learning process. These negative phenomena are caused by the monotony of the presentation of educational material.

In such situations, the use of multimedia equipment can be of great help in enlivening the educational process. Modern world is developing at an incredible pace, and what is new for our teachers and students has long been actively used in the West.

Some teachers oppose the possibility of introducing computer and multimedia systems into the educational process, insisting on the use of conservative, proven methods. But such an attitude is unacceptable. It's like digging a trench with a shovel when there is an excavator nearby.

Since ancient times, the main way to obtain information was reading books. It is a well-known fact that depending on the way of assimilation of information, people are divided into visuals, auditory and kinesthetics. New multimedia systems make it possible to effectively use this knowledge. The use of visual accompaniment, audio accompaniment and educational materials created in a playful way allow diversifying the educational process, making it interesting and entertaining.

Multimedia systems allow you to approach the presentation of the material more creatively, to involve students in active work and cognitive activity. Proper use of these systems makes learning easy and fun.

Online class magazine, good or bad

Let's remember how much time it takes for a class teacher to work with cool magazine. The first is to fill in student data; secondly, on each new page it is necessary to write a class list; the third - grading, the fourth - filling in the fields "Subject", "Homework". And all this must be written in ink of the same color, corrections are not accepted. Made a mistake - think about how to gently wipe it with a blade or a stroke. What a headache! But to solve everything is simple with the help of an electronic online magazine, which has already begun to appear in some schools. First, you should enter the names of the students once, and they are already in the database. I made a mistake - it can be corrected without problems in a minute. Parents can log into their child's page and see everything current estimates on the subject of interest. Probably every teacher dreams of such a magazine. It's time to forget our time-consuming paperwork and simplify your life! The system of electronic journals is a convenient, powerful, and most importantly, completely free tool for creating a single information and educational space of an educational institution and the interaction of an educational institution with students' parents.

With the help of the new system, parents will be able to monitor their child's progress and homework, find out about the parent meeting in time, and receive all the teacher's comments.

Our system will remind students of the schedule and homework.

Teachers will receive a convenient and reliable way to communicate with parents, in addition, our electronic SMS diary "Points No" will help them in compiling reports to track progress, and will allow the introduction of an electronic testing system.

Thanks to the developed system of templates and directories, work turns from routine into pleasure. And the system of separation of user rights allows you to involve all teachers in the school, including unprepared ones, in the process.

Already at present, the system of electronic journals provides such opportunities: publishing a schedule for each class, the ability to set your own class name, publishing information about the school, maintaining electronic diary student.

Electronic textbooks - salvation for modern schools

Quite recently we raised the issue of the lack of textbooks in Russian schools. And at the same time, we are talking about the fact that the Internet is gradually beginning to penetrate even the most remote places in our country, at least the government is making sure that every school, urban and rural, has access to the World Wide Web. So, everyone knows paper printed textbooks that need to be reprinted at least once every 10 years, some of them, passing from hand to hand, are torn, dusty, outlined, disintegrate, it becomes impossible to study them. How much paper is needed to provide all schools with benefits! The government sees the solution to the problem in electronic textbooks that can be distributed on disks or downloaded from the Internet. Such electronic publications do not take up much space in school libraries, it is easier to make changes and adjustments to them, visual aids are richer in them. For example, in an ordinary textbook you can’t fit a lot of photos, tables, but in an electronic textbook, in addition to photos, slides, you can also place a high-quality educational video. Electronic textbooks involve a multi-level system of learning and knowledge testing. They can be practiced both in the classroom at school and at home on their own.

Obtaining a secondary special education

Today in Russia there is such a situation that only ten percent of graduates manage to get a job in their specialty. All the rest, with a high degree of probability, are forced to join the ranks of the unemployed or accept ordinary, unskilled work. This situation is caused by the discrepancy between higher education and the real needs of the Russian labor market. Therefore, the question arises: “Is it worth spending several years of precious time and a significant amount of money on obtaining a useless diploma?”.

As practice shows - no. AT modern realities students and college graduates are in a win-win situation. Demand for blue-collar jobs far outstrips supply. Therefore, after receiving secondary specialized education, there is no particular problem with employment. In addition, the duration of study in colleges is shorter, education is free almost everywhere and there is very little competition for one place.

From the foregoing, we can conclude: “Before striving to enter a prestigious university for a popular specialty, you need to seriously think. Can you get a decent, high-paying job, or will your school years be wasted? Maybe we should take a closer look at the prospect of obtaining secondary specialized education?

At the last conference in St. Petersburg on December 3, 2010 "Vocational Education in Russia: Problems and Prospects", the Minister of Education and Science of the Russian Federation Andrey Fursenko said that it is necessary to introduce changes into the modern education system that will satisfy the needs of the labor market and the economy in the preparation of qualified personnel. Also, the issue of increasing funding for the educational sector and increasing the popularity of teaching, attracting young professionals to work in schools was raised.

During the conference, active discussions were held on the main issues and problems of modern vocational education in Russia, as a result of which a resolution was adopted. It spelled out a recommendation for the development of training centers for qualified specialists, the inclusion of support for primary and vocational education in programs for sectoral and socio-economic development. According to the resolution, it was proposed to adjust the process of training specialists and qualified personnel, depending on the specifics of the regions and the needs of the regional labor market. Support was given to the proposal on the possibility of establishing boards of trustees that would deal with issues vocational training in the regions. The members of such councils will be heads of educational institutions, representatives of trade unions, authorities and employers.

University admission (problem)

The problem of accessibility of higher education, along with the problems of quality and financing, is the most acute and significant. In the "Concept of modernization of the education system for the period up to 2010", the first of priorities set by the authorities to achieve the goals of educational policy is "providing state guarantees of accessibility and equal opportunities to receive a full-fledged education." However, in reality, the mechanism continues to operate, which was formed largely spontaneously in the 1990s, radically changing social conditions accessibility of higher education that took place in the Soviet years, which significantly increased the importance of factors not related to the intellectual and cultural capital of the applicant. In many cases, especially for admission to prestigious universities, to prestigious specialties, as Efendiev A.G. and Reshetnikova K.V., "material and economic factors began to acquire decisive importance." Admission to a university, while outwardly retaining all the signs of intellectual competition (competitive selection), actually more and more often became directly dependent on the ability of the family to pre-pay for the special training of the applicant, and this narrowed the circle of young people who are really capable of participating in competitive selection. In addition, formed in the 1990s social mechanism accessibility of higher education significantly complicates the migration of applicants, complicates access to universities for residents of villages and small towns. For society, all this, in fact, means a direct difficulty in accessing higher education for material, economic and settlement reasons.

Higher education reform

In modern Russia, as well as in Western Europe, there is a permanent reform of higher education, the purpose of which is to improve the quality of educational services. In the future, it is planned to restructure the entire system of higher professional education in such a way that this system fully meets the realities of modern society. Structural restructuring of the higher education system will create the necessary conditions to improve the quality of education and develop professionals capable of working in an innovative economy, a system of professional standards and examinations independent of educational institutions that ensure the constant rejection of outdated educational programs, including mechanisms for independent assignment of qualifications to graduates of institutions of higher professional education. This may mean, in particular, a reduction in the number of programs at the end of which state diplomas are issued, giving the right to a certain professional activity, and an increase in the number of programs that require the passing of professional examinations to enter the labor market. The very nature of the educational process in higher educational institutions will change. In addition to modular trajectories and a wide choice of resources, a new type of education will be characterized by a large amount of independent work of students, the emergence of collective forms of educational work. Mastering a foreign language at a level sufficient for free communication and learning will be an unconditional requirement for a master's degree, as well as for a bachelor's degree in research universities.

Changes in the field of education in 2010

The ministry does not sit without work, and a lot of new documents in the field of education have been adopted this year. So, literally since February of this year, the procedure for transferring students from one educational institution to another has been simplified. From now on, he can pick up personal documents himself or send them on request directly through postal operators, which greatly simplifies the translation process itself.

In connection with the active work of the Ministers of Education, students entering the specialty of jurisprudence in state military institutions of higher vocational education were not lucky. internal troops, since, according to the documents adopted in March this year, an additional test in the form of an exam is provided for them.

Since 2001, it has become possible to receive state higher education in Russia by studying in any form using distance technologies - a new direction in the pedagogy of vocational education. There is no obligation to attend all classes. It is enough to fulfill the minimum that the teacher requires and, using the means of information and communication technologies, pass the control of the acquired knowledge without leaving home at any convenient time.

Bachelor's, Master's and Specialist.

In the new academic year, namely from January 1, 2011, all Russian universities should switch to a two-level system of education (bachelor's and master's programs). For many, the transition to the European system of training specialists still raises a lot of questions. Where do legs grow from?

It is on this principle (first a bachelor's degree, and then, if desired, either a master's degree or employment) that students have long been studying in Western universities. When it came to the fact that Russia would join the Bologna process of creating a single European area of ​​higher education (and this is necessary in order for the diplomas of our universities to be recognized all over the world), the question arose of the need to transition our educational institutions to two-level education.

The bulk of young people in Europe receive a bachelor's degree. Practical foreigners have long understood that in order to start working life as a grass-roots manager or specialist, four years of study is enough. And then it all depends on the abilities of the person. Actually, the magistracy serves to train personnel for universities, research organizations and to form a reserve of the business elite, top managers of commercial organizations. Figuratively speaking, a bachelor is a journalist, and a master is a classic writer.

How many years to gnaw granite?

A bachelor's degree is a full-fledged basic higher education. A bachelor's degree entitles you to all positions for which a higher education is necessary. It is designed to study at a university after graduating from high school for 4 years.

A specialty is a traditional form of Soviet and then Russian higher education, which lasts at least five years. In practice, general professional training in bachelor's and specialist's programs is often the same.

Master's degree is two more years at the institute. It is intended for those who want to go into science or become a teacher. That is, to deepen knowledge in your field as much as possible. Both bachelors and specialists can continue education in the magistracy. AT current year in accordance with Russian legislation, the Ministry of Education explains, master's studies for specialists who have graduated from a university with a qualification of a "certified specialist" are not considered as obtaining a second higher education and therefore can be carried out both on a budgetary and paid basis.

It should be noted that in subsequent years, some Russian universities will retain the traditional five-year plan, or specialty. Diplomas of specialists will be issued where there are "specialties that ensure the security of the individual and the state." These are, for example, military and engineering educational institutions. Medical universities will also retain their special system of training specialists.

By the way, in addition to this layout (11 grades of the school - bachelor's degree - master's degree) there are others. For example, a boy or girl can, after the 9th grade, first go to college, and only then apply to a university. If a young person continues his studies at the university in the same profile as in college, he will have to study for a bachelor's degree not for four, but for only three years.

What do employers think?

For the employer, it is important, first of all, higher education as such. When posting a vacancy, few people indicate: "Masters are required" or "Bachelors are required." Employers, too, after all, far from everyone understands what a bachelor, master and specialist are. Therefore, when applying for a job, children with bachelor's degrees may experience certain difficulties. Possible solution to the problem: in the resume and at the interview, you can avoid the word "bachelor", just focusing on higher education.

At the same time, in modern, advanced companies, where the knowledge and experience of the employee they hire are highly valued, sometimes the line “master's degree” can play a decisive role in choosing one of the two applicants.

Problems of efficiency of higher education in Russia

The system of Russian higher education is currently in need of reform in a market economy. It cannot cope with the rapidly changing and growing economic state and public interest. The country cannot develop effectively without the presence of highly qualified specialists. Domestic higher education is currently a brake on the development of the Russian economy. One of the problems of Russian higher education is the problem of the effectiveness of the competitive system and the quality of curricula.

For the preparation of a good specialist important role plays a competent selection of applicants. To check for availability necessary knowledge and the applicant's abilities for a particular specialty, it is necessary to select the necessary array of entrance exams. This requirement is not always met: mathematics is often excluded from the examination subjects, which makes it impossible to test the level of analytical skills of applicants. This is typical for many managerial and economic specialties.

The competitive selection system is very complex, and it is not easy for an ordinary person to understand it. A broad preferential system reduces the real number of places for applicants, thereby violating the principle of equality and general accessibility of education, and universities are filled by just anyone.

Initially, poor preparation of students is further reinforced by a poorly thought out curriculum. Many items are placed in the wrong logical sequence. Sometimes the number of hours in core disciplines is reduced by adding other secondary subjects.

A separate revision is required for the system of obtaining a second higher education, when, for example, future economists are taught econometrics in the first year of study without prior study of mathematics. At the same time, when among the listeners there are people of completely different specialties far from deep mathematical knowledge.

Employment of graduates after graduation.

Many graduates, having left the walls of their native alma mater, are at a loss. Most of them are accustomed to live according to the schedule drawn up by the dean's office. Therefore, having received a diploma in their hands and complete freedom of action, they do not know where to go, where, and most importantly - HOW to look for a job. Yesterday's students are especially surprised by the employer's indifference to a red diploma. If there is a bold dash in the questionnaire opposite the "experience" column, "round" fives are absolutely useless. And even the name of a prestigious university is not a panacea for unemployment. Finding a professional job is very difficult. Studies have shown that in the country as a whole, only 50% of graduates of Russian universities are employed in their specialty. The rest work where and by whom they have to. Some of them seek to obtain additional, including a second higher education in a completely different specialty. But it is also additional time, money and nerves spent. One of the reasons for this state of affairs is the lack of career guidance and reliable information among young people about supply and demand in the Russian labor market.

The most common reasons why university graduates find it difficult to get a job:

· Big competition.

· Lack of experience

Lack of skills

Lack of connections

Wrong resume

Lack of interview skills

Lack of benefits

Lack of initiative

Lack of communication skills

Recently, researchers have noted changes in the requirements of employers for university graduates, which is largely due to the development of new trends in the content and structure of jobs. An employer who wants to meet new challenges seeks to provide greater flexibility in wage labor through job rotation, diversity of work operations, increased adaptability, diversity of work skills, lifelong learning, the introduction of flexible working hours, etc. According to experts, the third professional revolution is taking place, when global competition brings to the fore highly educated people of free professions. Such people are recognized to be called transprofessionals.

Transprofessionals are specialists who must be prepared, through their thinking and ways of organizing activities, to work in various professional environments.

Under these conditions, the employer makes ever higher demands on the quality of the workforce, including graduates. A modern graduate should have the so-called project type of thinking, which is not based on the desire for a stable and gradual career within one organizational structure, but interest in a particular project and recognition among professional colleagues.

In modern conditions, trends are emerging that are manifested in the transition: from narrow specialization and limited liability to broad professional responsibility; from a planned career to a flexible choice of the path of professional development; from the responsibility of managers for the development of personnel - to the responsibility of the employees themselves for their own development.

The extent to which the Russian employer follows the noted trends can be judged, in particular, by the results of the study "Priorities of the Modern Employer". In a ranked form, the requirements of employers for university graduates are as follows:

1) work experience (86.6%);

2) higher education (80.4%);

3) the presence of the necessary connections (70.5%);

4) knowledge and work skills (60.4%);

5) motivation to further education (57,4%).

Ideally, the hired university graduate is a specialist with some work experience and the right connections. At the time of admission, his working qualities are of secondary importance, but in the future the task of his retraining or retraining arises.

In general, the discrepancy between the level of development of the labor potential of graduates to the criteria of modern competition, the poor preparedness of young specialists for self-survival in the new conditions (and often the lack thereof) reduce the level of competitiveness of university graduates in the labor market. At the same time, the long-term absence of a professional and personal perspective affects not only the standard of living of young people, it most directly affects their psychological state: an increase in a sense of uncertainty, uncertainty about the future, and a weakening of self-esteem.

In 2010, there was a "heroic" work to create a draft of a new law "On Education". The first version of the project did not withstand any criticism and was sent for revision. But the question arises: why, in general, is it necessary to correct what is disastrous for Russian education?

From December 1, 2010 to February 1, 2011, a finalized draft law was put up for public discussion on the Internet. The first thing that struck me was the volume, 240 pages, a medium-sized novel. Well, not "War and Peace", but "Fathers and Sons", not from Turgenev, of course. Why is there a novel, a draft law contrived to surpass even the Criminal Code of the Russian Federation. In the Criminal Code of the Russian Federation, there are 48,000 less printed characters (a computer is without (c) passionate in counting characters)! Imagine: the list of all crimes committed by Russians, with their definitions, punishments, etc., is smaller than the draft law on education! And in fact, a significant part of its text could be presented in two articles:

Article 1 The Ministry of Education and Science can do anything if it wants to.

Article 2. For those who do not understand, see Article 1.

The specific embodiment of these grandiose plans in the field of education is known as the "Bologna Process", which started in 1988, when the so-called "Universal Charter of the Universities" was adopted, proclaiming completely harmless things - the autonomy and equality of universities, as well as the inextricable link between educational and research processes.

But the potential of the document was appreciated by the European neo-liberals, who immediately took control of the process into their tenacious hands. Under their strict guidance, the emphasis placed in the "Charter" gradually shifted. While maintaining the general benevolent professorial tone, the concepts of “mobility of citizens with the possibility of their employment for the general development of the continent” and “competitiveness of the European system of higher education”, as well as the idea of ​​two-stage education (joint statement of the European Ministers of Education, 1999) became key.

The mobility of the labor force, which should be ensured by the standardization of training programs and knowledge assessment (the former "equality and cooperation of universities"), is extremely important in a global market. Without it, it is impossible to freely move production to regions of “economically favored” (cheap labor and low social and labor guarantees), as well as the movement of capital from industry to industry in pursuit of higher profits. Both require the ability to quickly and without retraining (or with minimal retraining), i.e. at no additional cost, recruit a sufficient number of qualified employees at any time and in any place. The competitiveness of educational services in translation from politically correct to intelligible means:

1. The transformation of educational institutions into full-fledged capitalist enterprises, producing the most popular goods with minimal costs.
2. Decrease in wages, cancellation of scholarships, reduction of the material base, closing of "unprofitable" faculties and, most importantly, tuition fees. "Nothing extra".

Under this unspoken motto, higher education is divided into two cycles: undergraduate and graduate.

In 2003, Russia officially joined the Bologna process. Everyone is aware of the zeal, worthy of a better use, with which our government seeks the WTO. The results in domestic policy are evident.

In 1997, 2002, 2005, an agreement on loans for the modernization of education was signed between the Government of the Russian Federation and the International Bank for Reconstruction and Development (IBRD). The strategy for the development of education included: the weakening of state influence and the orientation of education to the requirements of the labor market. Here are some of the IBRD's priority recommendations: “close pedagogical institutes”; "close vocational schools"; enter “per capita financing of schools”; “do not increase the share of spending on higher or secondary vocational education in total GDP”; "eliminate" the injustice and inefficiency of the examination system.

According to the recommendations of the IBRD, the school should become a tool in the fight against morality and spirituality in Russia. It was proposed to establish "minimum standards of citizenship", which were reduced by the authors of the report to "the ability to read maps correctly, to explain in a foreign language, to correctly fill out tax returns ... this list may also include the ability to perceive Russian art and literature, as well as tolerance for other social groups".

In December 1999, the Center for Strategic Research was established on the basis of the HSE. G. Gref became its president, E. Nabiullina became its vice president. In 2001, on the initiative of Yaroslav Kuzminov, the husband of E. Nabiullina, the Russian Public Council for the Development of Education was created. In 2004, Ya. Kuzminov, rector of the Higher School of Economics, presents a report on improving the structure of education in Russia. The three most important principles of education - universality, free of charge and fundamental nature - were subjected to a complete revision as unprofitable. According to Kuzminov, our country is too educated: “... 98.6% of teenagers aged 16 study in impoverished Russia,more is spent on secondary education than on higher education..

By 2010, a number of measures were implemented to reform Russian education:

1. 40 pedagogical institutes have been closed;
2. The system of vocational schools is actually destroyed;
3. The Russian school is already moving towards “minimum standards of citizenship”;
4. The unfair” examination system was replaced by the Unified State Examination.

In 2003, the Accounts Chamber of the Russian Federation conducted audits of the effectiveness of public spending in the implementation of IBRD projects. As is clear from the Bulletin of the SP RF for 2008, “ for the entire period of using borrowed funds in the field of education, the Russian side did not evaluate the effectiveness of any of the IBRD projects”. I note that the repayment and servicing of loans was carried out at the expense of the federal budget.

In 2001, the Ministry of Education "had" to spend all its funds on the introduction of the Unified State Examination, GIFO (State Named Financial Obligations) to ensure multi-channel financing of educational services, restructuring rural schools, etc. At the same time, as evidenced by the materials of the Accounts Chamber, the Russian Academy of Education was actually removed from the development of the main directions for the development of education: "the development of scientific projects was entrusted to organizations ... that do not have the scientific potential necessary for such a level of development." According to the materials of the Accounts Chamber, all educational experiments were carried out with numerous legislative violations (Civil Code, Tax Code, Budget Code, etc.).

Education reform is one illegal experiment for which no one is responsible, this is what Russian reformers are trying to hush up all the time. But on the other hand, the amounts invested by the IBRD in Russian education ended up in the “right” hands.

This reform will shake up the entire education system, from preschool education to universities. Already at the school level, the first stage of social division will take place. The level of education of children will depend entirely on the availability of money in the pockets of their parents.

How will this look in practice?

1. Higher education will basically become paid. This happened due to inclusion in the Bologna process, training was divided into predominantly paid bachelor's degree (3-4 years) and exclusively paid master's degree. Also due to a general reduction in free (s) paid budget places and other state guarantees, due to an increase in the total cost of education in large cities in the best universities in the country (cost of living, connection with home, etc.).

The point is to destroy the type of higher education that has developed in Russian culture over 300 years. Our universities produced specialists adequate to our natural, cultural and economic reality. Now they will become inadequate. The Russian education system has always been the envy of Western scientific circles. The world scientific community cannot be deceived. Scientists all over the world at all times paid tribute to the highest potential of the Russian scientific school. Both the European royal courts and the democratic clans of bourgeois America hunted for Russian minds. The intellect of the nation is, perhaps, the only thing that our country managed to preserve even in the years of difficult hard times. It is thanks to the intellect that Russia has always been the greatest power in the world.

1. General secondary education is prepared for the introduction of paid education in high school.

The developers of federal state educational standards (FSES) identified six subject groups.

• The first group is the Russian language and literature, as well as the native language and literature;
• The second group - foreign languages;
• The third group - mathematics and computer science;
• The fourth group is the social sciences;
• Fifth group - natural sciences;
• The sixth is art or a subject of choice.

In each of the groups, according to the authors of the standard, the student will be able to choose one or two subjects, but there are three subjects for which variations will be impossible - the courses "Russia in the world", life safety and physical education will be mandatory for everyone. Thus, the number of subjects in the upper grades studied by the student will be reduced from 16-21 to 9-10. From now on, the school disappears as a multidimensional, main public institution for the development and formation of the child's personality, the school becomes a kind of market appendage for the provision of educational services to the population.

1. The network of preschool institutions will continue to shrink. Full-fledged programs of preschool education (nurseries and kindergartens) will be smoothly translated into various kinds of fragmented programs, such as services for temporary stay centers for children, etc. The cost of preschool education will rise significantly.
2. The same thing as with preschool education will happen with additional general education (creativity palaces, child development centers, etc.) and rural schools.
3. Purposefully and cynically, the system of creative schools, colleges, universities is falling apart. Music and art schools are equated with the standards of additional general education, and educational institutions are trying to drag them into the Bologna process and divide actors and musicians into bachelors and masters. According to the logic of the Ministry of Education and Science, it turns out that the skill of an actor does not depend on talent, but on the number of years spent at the university. I studied for five years - perhaps for the role of Hamlet, and if four years - sorry, you can’t rise above Kolobok in a provincial theater.
4. The Russian school ceases to be unified and finally stratifies in two directions:
   a) a narrow stratum of schools and universities for the "rich" and a mass school for the "poor";
   b) for schools and universities in metropolitan areas, as well as in non-subsidized regions and educational institutions in other regions and cities.
5. At all levels of education, from preschool to higher education, due to the reduction of educational places, there is a significant reduction in teaching and service personnel.
6. General education - the basis of the reproduction, development and basic security of the country - has become tied to the results of the test unified exam (USE). As a result, the fundamental nature of general education, which allows the formation of higher abilities (thinking, understanding, imagination) and other basic characteristics of consciousness and thinking, is destroyed.
7. The degradation of all “environments” surrounding the sphere of education is sharply increasing: scientific, cultural, advanced industrial (such as mechanical engineering, high-tech, etc.). In science, for example, a sharp reduction in the number of organizations and scientists is accompanied by a complete erosion of the status of scientific activity and the identification of science with any other, primarily commercial and trading activity.
8. The sphere of education will finally be tied to the “market”, i.e. to the existing level of development of industry and the social sphere. From the sphere of "production of the future" education turns into the sphere of "service of the present". World - class education will become inaccessible to the majority of the country 's population . In general, not only will there be no improvement in the quality of Russian education, another systemic failure will occur, degradation will take on an accelerated and irreversible character. The Russian school will become colonial, and Russia will become a third world country, a "banana republic", where bananas are our northern oil and gas. Behind the reforms stands a very definite image of Russia in the 21st century. And this is not an image of a world power, to the size and scale of which Russia should, obviously, curtail its power.

In total, over 10,000 comments and remarks were received during the two-month discussion of the draft law “On Education”.

Leonid Ivanovich Volchkevich - professor at Moscow State Technical University N.E. Bauman, Doctor of Technical Sciences, Honored Worker of the Higher School of the Russian Federation, in the article “A bag of instructions with a hidden bomb” (http://www.ng.ru/education/2011-02-01/8_zakon.html) says: “The first impression of the text of the draft law “On Education”, specifically Chapter 15 “Higher Education”, is exorbitant bloat, an abundance of self-evident and insignificant provisions, at the level of departmental instructions; just declarative, without semantic load. Why, for example, at the level of the law of the Russian Federation, to chew on the long-established procedures for extending the term of graduate school? If the authors of the draft law set out to reduce the regulation of higher education to the smallest detail, I propose the following addition: “Students are required to come to class in shoes and wipe them at the entrance.”

Jokes aside, the more carefully you read the texts of ch. 15, the more confidence grows that all this verbosity is a proven way to hide the most important between the lines. I cannot get rid of the feeling that in the texts of Ch. 15 hidden at least two "bombs" that can undermine the national higher education.

Bomb number one. Today there are about 600 public universities in the country with federal management and funding. However, Articles 133 and 135 directly state that only three categories remain under the jurisdiction of the Russian Federation: 1) Moscow State University. M.V. Lomonosov and St. Petersburg State University; 2) federal universities; 3) national research universities with a total of about fifty specific universities. What is the fate of the rest? Molchok.

True, in further texts one can “catch” such terms as “regional and municipal educational institutions”. But in ch. 15 - not a word about their status, organization, funding, quality assurance of training, etc., as is done for the mentioned three categories. Should it be understood that the state simply leaves 90% of the current state universities to the mercy of local authorities, from governors to village chairmen?

There is not a word in the law on the responsibility of regional and local authorities. As a result, after a certain period of stagnation and degradation, the current state universities may cease to exist or be transformed into commercial "offices for the sale of university diplomas." The unified state system of higher education, which was the pride of the Soviet country, authoritative throughout the world, will be “blown up”.

Bomb number two. Article 131 implies the legal equality of two-level (bachelor-master) and one-level (specialist) systems of higher education. Both have advantages and disadvantages, reasonable scope. So, a two-level system (colloquially - "bologna"), apparently, is rational for scientific specialties. And for technical ones, this is a sure means of strangulation. Since it is impossible to train a high-class designer, technologist, operator in 3.5-4 years, especially for the defense industries. This has been said and written so many times, and with evidence and examples, that I simply do not want to repeat myself. By the way! The deaf response silence of the Ministry of Education and Science cannot be interpreted otherwise than tacit agreement with criticism, apparently, there is nothing to say in response.

The draft law is silent about the main thing - who will have the right to choose educational trajectories for specific universities and specialties. In reality, everything can be in the power of nameless bureaucrats-managers who are not responsible for anything. The authors of the draft law "On Education" follow the beaten path. In 2006, the State Duma of the Russian Federation adopted the Forest Code, according to which the state threw off its worries about the country's greatest national wealth - forests. One of the results is last summer's national disaster. Will it not turn out that in a few years the broad masses of the people will realize that they have been excommunicated from high-quality higher education, and therefore from opportunities for worthy work and a worthy life. And then the country will blaze so that last year's fires will seem like the flickering of a candle.

And here is what Vasily Vashkov, head teacher of a Moscow school, writes about the draft law “On Education” (http://newsland.ru/news/detail/id/626967/cat/42/): “We have before us a draft law, which, no doubt, will be adopted and according to which we, starting from January 1, 2013, will have to live. I do not pretend to a full-fledged analysis, I will only allow some comments on the bill.

Article 8 The state ensures the realization of the right of everyone to education by creating an education system and appropriate socio-economic conditions .

What conditions? Will we raise wages or switch to subsistence farming? Will everyone be given a fountain pen or a laptop? Will they be sent to study in a barn or in a palace? Nothing concrete either here or further. Continuous declarations: the state guarantees, provides, promotes... What specifically guarantees, what provides, what does it promote?

Articles 10-14.

Five articles on education management, listing the powers of a variety of bodies. It turns out that OU (governing bodies) can command EVERYTHING! Almost three thousand words about authority, and NOT ONE ABOUT DUTIES AND RESPONSIBILITIES!

Article 22. Experimental and innovative activities in the field of education.

I don’t know about universities, but this is the most shameful thing that exists in schools today! Ten years ago there was no such thing. Quite rightly, it was believed that the work of a teacher in its essence is a constant search, an experiment. This is true: there are no two identical children, two identical classes and two identical lessons. But in the late 90s, this normal activity of the teacher began to be driven into official, bureaucratic, ugly forms. Excess funding, concentrated in the hands of officials, has led to the creation of countless experimental platforms, meaningless and stupid, generating only a wave of accountability and justifying the need for the existence of a host of bureaucratic posts. To date, many schools are involved in 3 - 5 sites at the same time. It is very, very worth it...

At a meeting in February 2010, the head of one of the districts of Moscow announced the amount spent by the district on this type of activity: 150 million rubles in 2009! At that moment, it seemed to me, she herself was frightened by the named figure. There are 10 districts in Moscow. 1.5 billion down the drain! With per capita funding, this is money for the education of 50,000 children during the year! But this is the number of schoolchildren in a city with a population of 400-500 thousand people! Now there is nothing to fear, it will all become legal.

Article 28. Management of an educational organization.

The sole executive body of an educational organization is the head of the educational organization ...

All other vague discussions about collegiate bodies (council, teachers' council...) without defining the powers of these very bodies are just a fig leaf covering up the shame of the absence of even a hint of democratization of management.

Article 31 Competence, rights, duties and responsibilities of the educational organization.

An educational organization does have rights and competencies, but the draft law interprets them in a very peculiar way, in fact, all of them, one way or another, come down to what the organization must DO, that is, to its duties. All in all,« she has the right to POW." As for the responsibility that the bodies listed in Articles 10-14 are deprived of, it is entrusted to the educational organization to the fullest extent. She is responsible not only for what she did herself, but also for what these bodies directed.

Chapter 5 Pedagogical, managerial and other employees.

The law establishes the need for these workers to meet the qualification requirements provided for by the Unified Qualification Handbook. Everything would be fine until you read what this manual requires. The director and the head teacher, for example, should not have a pedagogical, but a managerial education, the teacher should know the theory of management, be able to use browsers, but there are only three words about knowledge of their subject:« fundamentals of general theoretical disciplines...»

In fact, the law, together with the reference book, turns the school into an emasculated bureaucratic structure that has lost its original meaning.

If this is the state policy in the field of education, and not disclosed in Article 9, then its goal is the destruction of the school.

Article 73. Licensing of educational activities .

Hooray! Finally a perpetual license! But will it make life easier? I doubt. A few years ago, the procedure for attesting schools was officially abolished. But they rejoiced early! This procedure was simply quietly introduced into the state accreditation procedure. Officials were not reduced, they did not even bother to change the plates in the GSLA. So it hung two years after the cancellation of the procedure, the sign« Head of the department of attestation of schools. Will this happen again?

Article 74 State accreditation...

Good article. Accreditation for a school for twelve years is great, although why not an indefinite one, like a license? Removes a lot of bureaucratic insanity. But other articles make it easy to revive it.

Article 75 State supervision.

God, the same song again! The last (responsible) is always the educational organization. But what about those structures that are legally defined in articles 10-14? And if the organization followed their instructions? A year ago, during the licensing of our school, in response to the comments of experts, I repeatedly referred to direct instructions from the authorities (management and methodological center), to which I received an unambiguous answer:« By law, they can only recommend to you, and you decide. School Responsibility. It is, of course, so, but, I disobey these« recommendations”, it would not seem enough. Accounting, for example, refuses to fund a curriculum unless it is« agreed ”(read - approved) with the methodological service, which is even an advisory body under the current law.

I am afraid that the new law will not improve the situation. Yes, we agree to answer, we agree! But only for your work, and not for following other people's instructions! The project prepares the widest field for the manifestation of bureaucratic voluntarism.

Try not to participate in educational activities - you do not comply with the law, and if classes are disrupted as a result of participation, you are also violating. Because of the events, lessons are disrupted, but they have to be paid for - two violations at once! Just like in the old movie:« The whites will come and plunder, the reds will come and plunder... Where can the peasant go?”

BUT« rob” education for all and sundry. For example, the story of the certification of workplaces, carried out on the basis of the order of the Ministry of Health and Social Development of the Russian Federation dated August 31, 2007 No. 569. According to this order, a bunch of pieces of paper should be issued for each workplace (teacher's desk, for example). In practice, only specially created firms could do this. The cost of certification of one place cost about 2000 rubles. The school needs to certify about 50 such places. About 100 thousand rubles in cash. There are more than 1500 schools in Moscow. According to the most conservative estimates - 150 million.

Where did the schools get this money? (They are not in the estimate!) Let's keep silent about this. I can only say one thing: any director who has paid for certification can be safely fired for various financial violations. And they all paid for it.

What about kindergartens? What about universities? Colleges? The proposed draft law does not in the least protect against such robbery.

Chapter 9. Economics and Finance.

In principle, it’s normally conceived, it’s good that additional funding is provided for small rural schools, but there is no specifics, everything is at the mercy of the local bureaucracy, which today considers any expenditure of public funds not related to personal enrichment to be wasteful.

Additional funding for their development programs - the idea, it would seem, is a good one. But what happened in the process of its approbation within the framework of the national project« Education”, inspires, to put it mildly, some concerns. Getting the notorious million was instantly turned into a kind of competition between educational bureaucratic structures. The most advanced schools, and not the most needy, were nominated as participants. Getting a grant depended solely on how« beautifully ”the development program was written and how solid the rest of the papers looked. The evaluation of these programs was carried out by pedagogical theorists and officials. The requirements for the programs strongly resembled those for solid scientific research or doctoral dissertations. For the sake of victory, some schools simply hired the right ones.« specialists" in writing scientific treatises. As a result, the costs could exceed the grant. I am afraid that this law, which interprets this issue in a very vague way, will make it possible to turn this disgrace into the norm.

Article 88 Features of compensation for damage caused by poor-quality education.

Education is not yesterday's stew with sour sauce and subsequent diarrhea. Education cannot be GIVE, it can only be TAKE! The article is categorically harmful, a tribute to legal casuistry, an imitation of Americans distraught on this basis.

Chapter 10 Preschool education.

Somehow quite modestly, only a hundred lines. But the problem is burning! Kindergartens are sorely lacking, about 30 percent of today's children under the age of 7 will come to school without getting into kindergarten. The salary in kindergartens is not just small, but humiliatingly beggarly. The Moscow kindergarten, where my son goes, is looking for a nanny for 0.75 rates, with a salary of 5,000 rubles! And what is happening in the regions?! What, the drafters of the draft law do not even suspect about the existing problems? Or are they not going to solve them? Or did they only see children in pictures?

Chapter 11 General education.

It's funny, already in the third paragraph he signs in which cases it is possible to leave the child for the second year. Right after the phrase:« General education is compulsory.” Apparently, even for the drafters of the project, the causal relationship of these points is obvious. And what if this same fool, who, according to the law, must be left for the second year, according to Article 88 of the same law, accuses the school of giving him a poor-quality education? And who wants to deal with it? Probably, it was worthwhile to more clearly understand the responsibilities of students and their parents and replace the concept of compulsory general education with the right:« Any citizen of the Russian Federation has the right to receive free general education.

Chapter 12 Professional education.

« The priest missed the eggs when Easter passed, ”my grandmother used to say. Why did they tear everything apart so that now it can be rebuilt again? Where are you, UPC, where are you, highly professional masters, ready to teach children? However, it's good that you remembered.

Enough, perhaps, let me sum up some results:

1. In itself, the idea of ​​a law on education is not bad, but it was probably not worth collecting everything into this law, inflating it to such a size.
2. There are a number of sensible, necessary articles, the urgent need for which has long been felt by educators.
3. The vast majority of articles are declarative in nature, something like« Statements of intent."
4. Financial issues are discussed without specifying any specific values.
5. The law is extremely« bureaucratic” (sorry for the new, clumsy term). Its adoption in its current form will not only not lead to a reduction in the apparatus and duplicating bureaucratic structures, but will give rise to a lot of new ones. This is a law written by officials for the convenience of officials.

All these shortcomings are generated, most likely, by the fact that practices were removed from the drafting of the law. Those who TEACH! The draft of the new law does not even try to touch upon the burning issues, well-known to practitioners:

1. The real quality of knowledge is of no interest to anyone, officials only need good reports confirming the success of their leadership.
2. Profile education has failed miserably, it can only work if the high school is separated - to create separate educational organizations with a large number of different profiles. There is not even a word about it.
3. All the guarantees for teachers prescribed in the draft should be replaced by one - to recognize them as civil servants. (Who works for the state if not them?) Instead, they are reduced to the status of stupid executors of bureaucratic will.

There is another thing that is characteristic of our country - life is not according to laws, but according to concepts. For example, according to the law, even today Moscow schools sort of manage their own finances. According to concepts, this is done by centralized accounting departments. Before the New Year, the accounting departments of several districts announced that« I've run out of money, I'll have to cut something ... ". At the same time, most schools did not have overspending. Some kind of mystic:« Ugh! Your money is on fire! And you say the law ... "

Today, domestic education - from preschool education to higher education and science - most of all resembles the notorious "Trishkin's caftan". It's too late to patch: no matter where you poke - one continuous hole. Measures are required cardinal. The option proposed by the Government of the Russian Federation: the destruction of the education system as a social institution and the creation of a commercial institution under the same guise. Politically correct is called: "bringing the structure of the education system to meet the real needs of the economy". With this approach, Russian schools, formerly "sovereign children", get "free" to find their own source of funding. Free (c) paid education, proclaimed by the Constitution of the Russian Federation, inevitably turns into paid education.

As soon as the state transfers education from the sphere of its primary social and political functions to the category of commercial services, it will collapse. And no investments and no foreign loans will be able to raise it. A moral default is much worse than an economic one, because after it there will be no one to raise.

Never, at any time, education was not a subject of sale and purchase. This is a debt that the older generation always repays to the younger generation for the loan that they, in turn, received from their fathers and grandfathers. And the destruction of this chain can have tragic consequences for all mankind.

Every person in our country has an equal right to share in the greatest historical experience accumulated by the ancestors. And no official has the right to decide whether a child has the right to receive a decent education or not.

The main task of the state is to provide equal opportunities for obtaining the entire amount of knowledge for any citizen of the country. Therefore, the introduction of the concept of "educational services", for which a citizen must pay out of his own pocket, is a gross violation of human rights.

What are we seeing today?

For starters, preschool education ceases to be education as such. Classes are becoming a paid service, and speech therapists and psychologists are taken out of the state. Last summer, speaking about the problems with kindergartens, the President of the Russian Federation D. Medvedev for the first time uttered the words - "a group of supervision and care." This wording means that the Russian authorities are taking seriously the transformation of kindergartens into "storage chambers", where there is no place for education, intellectual or aesthetic development. There is no need for the state to educate smart citizens. Stupid people are easier to manage. The fact that, in addition to preparing children for school, kindergartens played a significant role in the liberation of a woman, giving her the opportunity to receive an education, work, and fulfill herself in society after the birth of a child, is suggested to be safely forgotten. Of course, childcare services will continue to be available, but on a commercial basis. This means that the blow will fall primarily on young families, single mothers, and female workers.

In secondary education, the curriculum will be significantly reduced. At the same time, all subjects “reduced” from the compulsory program will be introduced as paid electives. And if parents want to give their child a good education, they will have to fork out. The displacement of "peripheral" subjects from the curriculum will be accompanied by the introduction of specialized education: high school students will have to focus on studying those subjects that will be useful to them for entering a university of a certain profile.

In the field of higher education, the direction of work was outlined by V. Putin in his time, when in his Address of 2004 he said that there were too many students in the country, and the state of education did not meet the requirements of the labor market.

National universities will train highly qualified specialists and managers of a wide profile. Mostly people from wealthy families will study here - since it is they who will be able to pay for both preparation for admission and education, which will not be cheap. Federal higher education institutions will form a layer of narrow-profile specialists. This category will become an alma mater for people from the middle strata, as well as for the Lomonosovs, who will be poor but capable. The third group of universities are “commercial firms” that sell not so much knowledge as diplomas to those who have not made it to free (with) paid places or cannot pay for their studies in a more prestigious institution, but want to have at least some kind of education.

Education is a means of revealing and developing a personality, so it should be given to everyone and to the maximum so that everyone can find their talent and develop it. Russian education for many centuries has evolved as an integral fundamental system of knowledge, formed on the basis of the classical approach. This means that knowledge has always been considered from the point of view of not teaching a person any practical actions, but forming him as a PERSONALITY. The breadth of the spectrum of knowledge is necessary for a person to understand his place in this world, to comprehend the essence of his existence on Earth. Only such a system of education can fill a person's life with moral meaning, make him a Creator.

The consequence of the education reform will not only be a drop in the quality of education, a sharp reduction in the opportunity for the majority to gain knowledge, and the prospect of cultural degradation of Russian society as a whole. Consolidating the relations of domination and subordination, social inequality and competitive market struggle "all against all", the ruling class objectively begins a historical movement back to those times when Knowledge, the ability to independently Think and Create was the privilege of the few.

If we are still people and want to maintain respect for ourselves, we cannot allow the government to consider itself as a consumable for the defective economic system it created, which has long since become obsolete all over the world, not like in Russia. The fight to maintain affordable education today is a fight for a better future against the new barbarism. And the outcome of this struggle can depend only on ourselves!

Many people think that once the law is passed, nothing can be done. In fact, if you look at the practice of legislation, changing laws, amending them, repealing some laws is an ordinary legislative process in which there is nothing supernatural. The developers of orders from the Ministry of Finance themselves say: “What can be expected from the order if it was prepared in an emergency order before the new year?! Now it will be finalized, numerous changes will be made, etc.”

We must remember that our passivity can play a cruel joke on us. You will not sit out of the budget reform, you will not fence yourself off. Only an active life position can help the cause. It is necessary to massively demonstrate to the authorities that we, the people, really do not want these reforms!