Higher educational institution, its tasks and structure

1. A higher educational institution is an educational institution established and operating on the basis of the legislation of the Russian Federation on education, having the status of a legal entity and implementing educational programs of higher professional education in accordance with a license.

2. The main tasks of a higher educational institution are:

1) satisfaction of the needs of the individual in intellectual, cultural and moral development through obtaining higher and (or) postgraduate professional education;

2) the development of sciences and arts through scientific research and creative activities of scientific and pedagogical workers and students, the use of the results obtained in the educational process;

3) training, retraining and advanced training of workers with higher education and scientific and pedagogical workers of higher qualification;

4) the formation of a civic position among students, the ability to work and live in the conditions of modern civilization and democracy;

5) preservation and enhancement of the moral, cultural and scientific values ​​of society;

6) dissemination of knowledge among the population, raising its educational and cultural level.

3. Higher educational institutions are independent in the formation of their structure, with the exception of their branches, unless otherwise established by federal laws.

The status and functions of a structural subdivision of a higher education institution are determined by the charter of the higher education institution or in the manner prescribed by it.

Structural subdivisions of a higher educational institution may implement educational programs of primary general, basic general, secondary (complete) general, primary vocational and secondary vocational education, as well as educational programs of additional education if the higher educational institution has an appropriate license.

1. The following types of higher educational institutions are established in the Russian Federation: federal university, university, academy, institute.

1-1. The Federal University is a higher educational institution that:

implements innovative educational programs of higher and postgraduate professional education, integrated into the global educational space;

provides systemic modernization of higher and postgraduate professional education;

carries out training, retraining and (or) advanced training of personnel based on the use of modern educational technologies for the integrated socio-economic development of the region;

performs fundamental and applied scientific research in a wide range of sciences, ensures the integration of science, education and production, including by bringing the results of intellectual activity to practical application;

is a leading scientific and methodological center. (Clause introduced by Federal Law No. 18-FZ of February 10, 2009)

2. University - a higher educational institution that:

Implements educational programs of higher and postgraduate professional education in a wide range of areas of training (specialties);

Carries out training, retraining and (or) advanced training of highly qualified employees, scientific and scientific-pedagogical workers;

Performs fundamental and applied scientific research in a wide range of sciences;

It is a leading scientific and methodological center in its fields of activity.

3. Academy - a higher educational institution that:

Implements educational programs of higher and postgraduate professional education;

Carries out training, retraining and (or) advanced training of highly qualified employees for a certain area of ​​scientific and scientific-pedagogical activity;

Performs fundamental and applied scientific research mainly in one of the areas of science or culture;

It is a leading scientific and methodological center in the field of its activities.

4. Institute - a higher educational institution that:

Implements educational programs of higher professional education, as well as, as a rule, educational programs of postgraduate professional education;

Carries out training, retraining and (or) advanced training of employees for a certain area of ​​professional activity;

Conducts fundamental and (or) applied scientific research.

Questions for self-control

1. Define Higher professional education.

2. Describe the structure and forms of education at the university.

3. List the main periods for the implementation of higher education programs.

4. What are the challenges facing a higher education institution?

5. What types of universities exist in the Russian Federation?

here: three types of higher educational institutions that train students in psychological and pedagogical specialties: 1. Pedagogical higher educational institutions; 2. Universities and institutes that provide (including) training of students in psychological and pedagogical specialties; 3. Non-state universities with a license and accreditation. See also Non-State Universities, Pedagogical Higher Education Institutions, Universities

Great Definition

Incomplete definition ↓

HIGHER EDUCATIONAL INSTITUTIONS

Universities provide higher education and provide students with programs of various levels to meet the educational needs. needs of the individual and prof. training in different branches of culture, economics, healthcare, science; conduct research. work, retraining and advanced training of specialists.

To V. at. h. include high fur boots (including tech., medical, agricultural, ped.), in-you decomp. profile (engineering, agricultural, artistic, etc.), academies, conservatories. In some countries, universities include colleges. In many In addition to secular countries, there are spiritual V. at. h.

V.'s concepts at. h. were not equivalent in decomp. era and in different countries. Means. difference in higher levels education, in the methods and terms of training of specialists exists in modern. V. at. h.

The prototype of V. at. h. were the highest for their time philosophies. schools of the period of antiquity, in which teaching was guided by the comprehension of all known totality of theoretical. knowledge, and the forms of classes were lectures, conversations, disputes. Such an organization of education was inherited by medieval universities, which spread in Western-Heb. cities arr. from the 13th century In some of the high fur boots was known and uch. practice of higher Muslim uch. institutions (see article Muslim culture). With the development of cities, prof. schools, some of which accumulated means. method. teaching experience and became widely known: legal in Beirut (8th century), Constantinople (8th century) and Bologna (10th century), medical in Salerno (10th century), Montpellier (10th century). The social significance of higher education determined the attention to it from the church. and secular authorities, endowing high fur boots and some prof. schools with special privileges.

Un-you imposed Means. an imprint on the design of higher education and the appearance of V. at. h. the approval of the principles of the so-called. academic freedoms - the freedom of the student to independently build a program for studying the subject, the freedom of the teacher to independently conduct research and present their results to students, the election of governing bodies, the participation of students in self-government, etc. The formation of secular science (16-17 centuries) and associated with the demands of societies. production, the strengthening of the "real" direction in teaching led to the expansion of specialization in higher education. In high fur boots (even within the framework of traditional medical and legal f-t) and in addition to them, relatively independent ones began to arise. scientific and practical schools.

In the 18th century branch V. at. h. in many European countries have become an organic part of the state. education systems. Means. influence on the content of teaching in V. at. h. and his methods provided the ideas of W. Humboldt, implemented in the practice of the University of Berlin. Faculty organization V. at. h., connection with science and practice determined the activity and many others. tech. establishments, both public and private. For European countries of the 19th century development of hl is characteristic. arr. state medical, page - x. and tech. universities. This trend was reflected in the creation of higher education in Russia and the United States.

In con. 19th century N. began to arise - and. divisions not only in high fur boots, but also in medical, tech., page - x. etc. in-tah, etc. N.-i. V.'s activity at. h. often came into conflict with the pragmatic. production requirements. and other companies to specialists. In un-takh scientific. work often concentrated in spec. laboratories, departments, research institutes, moving away from the account. tasks. One of the important problems of V. at. h. was the preservation of the unity of scientific. work and teaching. Through the efforts of many scientists and teachers took shape specific. scientific sector of higher education, links to-rogo became the main. N.-i. centers in many countries.

In the conditions of scientific and technical. revolution from the 2nd half. 20th century the types of high fur boots and universities of university status have diversified, a tendency has emerged to increase the number of multidisciplinary universities that combine into a single organization. and adm. whole several relatively independent areas of training, which made it possible to rationally distribute the study of decomp. disciplines by students of similar specializations, to avoid duplication of account. courses. They are close to multidisciplinary in terms of the principles of work and the nature of teaching dec. creative V. at. h., only on the subject of training allocated to a special group. The majority of branch V. at. h. focuses on the transfer of sound knowledge and skills of prof. activities and does not put special. the task of conducting scientific research by students, although the programs themselves and uch. courses of these V. at. h. regularly updated with the latest scientific knowledge. data and practice requests.

V. at. h. pl. countries are usually divided into categories of state, municipal, and private (spiritual higher education institutions also belong to this group). Both paid and free education is practiced. In the 60-70s. 20th century there was a tendency to strengthen the role of the state in determining the content of education, its profiling. For this purpose, developed decomp. state systems. accreditation V. at. h. and management of the system of universities in the interests of a unified scientific and technical. and educate. politicians. Specials are being created. state bodies for the coordination of science and higher education.

Uch. plans and organization process in higher education in each country have their own characteristics. The general trend was the strengthening of general cultural and general scientific. preparation and increase in specific gravity are independent. student work. Much attention is paid to the organization of practice. learning. Developed evening and distance learning. Great importance is attached to the so-called. postgraduate education, advanced training of specialists, there is a constant search for ways to improve the account., Scientific. and prof.-practical activity of V. at. h. and ensuring the continuity of education. process.

In conditions of continuous education, the work of V. at. h., the possibility of their influence on science, production, cultural life depends on the content and level of general secondary education. In many countries legislatively fixed the possibility of admission to V. at. h. after the completion of the full cf. education with a total duration of school. education 12-13 years. The concept has spread, according to which all training received after the end of the full cf. schools (in the USA, for example, the corresponding educational institutions are classified as post-secondary). In these conditions the majority of V. at. h. conducts active work on recruiting contingents of its students, including making high demands on the knowledge of applicants. Some researches. Universities provide for high selectivity in relation to applicants, screening out during the preliminary. tests, interviews and exams from 20 to 70% of those who expressed a desire to receive higher education. education at this university. At the same time, there are high fur boots and in-you, to-rye accept everyone. However, the diplomas of such V. at. z., as a rule, do not enjoy a high reputation. Promising is the increase in V.'s efficiency at. h. with the deepening of general education. and general scientific preparation of applicants for conclusions. stage of general secondary education. In a number of countries, some

V. at z. also moved to diff. options for the gradual acquisition of higher education by students on the basis of secondary vocational or secondary special education (eg, starting with a junior college with a two-year term of study).

Established in the 18-19 centuries. faculty system of building V. at. h. acquired in the 20th century. more free character. In connection with the expansion of the profile of specialist training, high fur boots and other universities have moved to the organization of multidisciplinary departments and departments, including intersectoral ones. Most of the leading modern V. at. h. - These are large educational and scientific productions. complexes that provide not only education. the interests of the student, but also the wide possibilities of the individual, and the collective scientific. work, rational use of account. time not only for theoretical, but also for practical. occupations in the chosen specialty. In many high school countries and some others. V. u. h. - main research. community centers values. The core of such centers can be a department, a problematic department or a department of specialists. a council that unites scientists, business leaders, etc. In most countries of the world, high fur boots and V. at. h. university status. This applies to both the number and quality of training of specialists.

Means. influence on the structure and direction of activity of modern. V. at. h. rendered the American model of university, which has developed in con. 19-1st floor. 20th century and using many V.'s achievements at. h. dec. countries, including Russia. This model was adopted by high fur boots of Japan and many others. other countries Main part of general education. and general scientific students receive training in academic. university colleges (with predominantly theoretical education for 3-5 years). After the first stage, they continue their education in prof. or explore. (post-graduate) schools of the same university or others. Upon completion of the academic college students receive the first academic degree - a bachelor's degree, which gives the right to study prof. activities and further education in higher education. school (in high fur boots - until obtaining a master's and doctoral degree). If the profile of education at the university is not actually scientific, but practical. character, then at the end of the second stage the graduate is issued a diploma of specialization. In the UK, on ​​their own. branch colleges the term of study is 3-4 years. Upon graduation, their graduates must work for a certain period (up to 2 years) in their chosen specialty and pass certification in prof. society or association. Preparation for the competition of scientific degrees is carried out in the system of the so-called. further education (Master - 2 years). The alternation of periods (from 3 to 6 months) of classes and practical training is widely used. work. Graduates of universities are issued state. diploma of completion of a two-year full-time course and the highest state. a diploma on the completion of a three-year course, and correspondence students - the corresponding state. certificates. Graduates of industry colleges receive the highest state. certificate.

French is also widespread. system of higher education, combining high fur boots and specialists. universities, among which a group of so-called. large schools (see Art. France). Graduates of general education are admitted to universities. cf. schools with a bachelor's degree. The course of study in universities is 4-6 years, divided into 3 cycles: prepare, (up to 2 years), general (with enrollment by competition; training lasts 3-4 years and ends with the award of a licentiate degree with obtaining an appropriate certificate and state diploma "general scientific knowledge") and special (lasts 1-2 years and ends with a final exam and a diploma of "higher scientific education", which gives the right to continue education until a further diploma of "in-depth knowledge" in a particular specialty is received, as well as degree of doctor in the specialty and doctor of the "third cycle"). In the specialized in-max full course of training 5-7 years (the diploma is equivalent to the university, i.e. at the level of the first stage of the third cycle; doctors are issued a doctoral diploma of the third cycle).

In the universities of most Spanish- and Portuguese-speaking countries, the step structure of education is less pronounced (except for Brazil). Main the training cycle is associated with the award of a licentiate degree (4-6 years, depending on the specialty). In a number of specialties, instead of awarding a degree, prof. diplomas with the assignment of the corresponding prof. ranks. Persons with a degree or a university degree can continue their education up to a doctorate degree (with an additional study period of 2-3 years). In Argentina and Colombia, the second degree is the master. In Brazil, bachelor's, licentiate (depending on the specialty - master's) and doctoral degrees can be obtained by students after completing the corresponding cycle of study

In Germany, in the system of higher education, a significant proportion of high fur boots and V. at. h. with university status (mining and medical academies, higher technical schools). Unlike other countries, there are no confessional high fur boots. Competitive enrollment is practiced only for medical, vet. and some other specialties, for which restrictions on admission are introduced. The education system is two-tier. The training lasts 4-6 years and ends with the defense of the thesis and the final exam. The acquisition of scientific degrees is attributed to Ch. arr. to postgraduate education.

The system that developed in the USSR was genetically linked to the priority development in Russia (since the 18th century) prof. schools - unlike European, predominantly university, nat. systems of higher education - and retained these features. In the USSR, high fur boots made up approx. 10% of the total number of universities. Owl system. V. at. h. formed Ch. sbr. in con. 20s and 30s. 20 century, during the period of industrialization, which played a role in providing industry and transport, and other industries. x-va qualified specialists. Under the conditions of the adm.-command system, higher education faced many problems. difficulties; V.'s development at. h. followed an extensive path, the growth in the output of specialists was not accompanied by a proper improvement in the quality of their training. The material base of V. at. systematically lagged behind the requirements of science and practice. h. Deep reform of the system of higher schools-ly, which began in late. 80s, continues from the beginning. 90s in sovereign states that were previously part of the USSR (see also articles about these states). In many of them V.'s structural reorganization at has begun to be carried out. h., to-paradise superior provides for a multi-level education system: the first level of higher education (4 years of study) provides basic higher education and ends with the award of a bachelor's degree in one of the areas of training; The 2nd level (1.5-2 years of study depending on the specialty) is provided by prof. training in this specialty and ends with the award of a master's degree; 3rd and 4th levels (duration 3 and 2 years respectively) provide scientific and ped. preparation and culminate in the completion and defense of a dissertation work with the award of the degree of candidate or doctor of science. In V. at. h. the principles of autonomy are being restored (including in the choice of a methodological system, the order of passing academic courses, etc., the rules for recruiting student contingents, etc.) and internal. self-government. State is envisaged. accreditation V. at. h. See also Art. Russia.

Lit. see at Art. Higher education. A. Ya. Saveliev.

Great Definition

Incomplete definition ↓

1. The following types of higher educational institutions are established in the Russian Federation: federal university, university, academy, institute.

(as amended by Federal Law No. 18-FZ of February 10, 2009)

(see text in previous edition)

1.1. The Federal University is a higher educational institution that:

implements innovative educational programs of higher and postgraduate professional education, integrated into the global educational space;

provides systemic modernization of higher and postgraduate professional education;

carries out training, retraining and (or) advanced training of personnel based on the use of modern educational technologies for the integrated socio-economic development of the region;

performs fundamental and applied scientific research in a wide range of sciences, ensures the integration of science, education and production, including by bringing the results of intellectual activity to practical application;

is a leading scientific and methodological center.

(Clause 1.1 was introduced by Federal Law No. 18-FZ of February 10, 2009)

2. University - a higher educational institution that:

implements educational programs of higher and postgraduate professional education in a wide range of areas of training (specialties);

carries out training, retraining and (or) advanced training of highly qualified employees, scientific and scientific-pedagogical workers;

performs fundamental and applied scientific research in a wide range of sciences;

is a leading scientific and methodological center in its fields of activity.

2.1. In relation to universities under the jurisdiction of the Russian Federation, equally effectively implementing educational programs of higher professional and postgraduate professional education and performing fundamental and applied scientific research in a wide range of sciences, the category "national research university" may be established. The category "national research university" is established by the Government of the Russian Federation for 10 years based on the results of the competitive selection of university development programs aimed at staffing priority areas for the development of science, technology, technology, economic sectors, the social sphere, the development and introduction of high technologies into production. Regulations on the competitive selection of university development programs (including the procedure and conditions for their financing) are approved by the Government of the Russian Federation. The list of indicators, criteria and frequency of evaluating the effectiveness of the implementation of such programs are established by the federal executive body responsible for developing state policy and legal regulation in the field of education. Based on the results of the assessment of the effectiveness of the implementation of development programs, the University may be deprived of the category "national research university" by the Government of the Russian Federation.

(Clause 2.1 was introduced by Federal Law No. 18-FZ of February 10, 2009)

3. Academy - a higher educational institution that:

implements educational programs of higher and postgraduate professional education;

carries out training, retraining and (or) advanced training of highly qualified employees for a certain area of ​​scientific and scientific-pedagogical activity;

carries out fundamental and applied scientific research mainly in one of the areas of science or culture;

is a leading scientific and methodological center in the field of its activities.

4. Institute - a higher educational institution that:

implements educational programs of higher professional education, as well as, as a rule, educational programs of postgraduate professional education;

educational institution

At present, in Russian, the concept of "educational institution" is more common in relation to institutions of secondary and higher professional education (college, university, university, etc.) and is included in the conceptual apparatus of legislation on vocational education. (See, for example, the Federal Law dated August 22, 1996 N 125-FZ "On higher and postgraduate education")

School and education

17th century

Since 1621, the first hand-written newspaper, Chimes, was published for the tsar, consisting mainly of translated articles from foreign publications, which was written by translators of the Posolsky order. Printed products produced at the Moscow Printing Yard come into use. Grammar and arithmetic manuals are published in mass editions: Vasily Burtsev’s printed primer (“ABC”) was published in 1634, then it was reprinted several times, and when it was sold in Moscow in 1651, 2400 copies were sold in one day; in 1648 the “Grammar” of Meletius Smotrytsky was published in 1682 the multiplication table appeared on sale - “Counting is convenient for those who buy or sell”; at the end of the 17th century, an illustrated primer by Karion Istomin appeared, as well as handwritten manuals on arithmetic. "Psalters" and "Books of Hours" were also published.

Children were taught literacy either in the family or by clergy, deacons and clerks. The issue of organization of training became urgent.

In 1621, a school was opened in Nemetskaya Sloboda (now the area of ​​Baumanskaya Street) in Moscow, where foreign languages ​​were studied - Latin, German.

Boyarin F.M. Rtishchev arranged a school for young nobles at the Andreevsky Monastery, where they taught Greek, Latin, rhetoric and philosophy.

In 1632, monk Joseph arrived from the Patriarch of Alexandria. He was persuaded to stay in Moscow and was instructed to translate Greek polemical books against Latin heresies into Slavonic, as well as " in the teacher's yard to teach little children the Greek language and literacy". But soon Joseph died and things did not work out.

Near the patriarchal court (in the Miracle Monastery), a Greek-Latin school was established, which was run by the Greek Arseny, but he was soon exiled for "unbelief."

In 1665, a school was opened at the Zaikonospassky Monastery in Moscow, which prepared clerks for orders. The school was headed by Simeon Polotsky. Grammar and Latin were studied.

In 1680, a school was opened at the Printing House, where 232 students studied. The main subject was Greek.

The Aptekarsky Prikaz trained pharmacists and doctors.

18th century

The 18th century brought changes to the learning process: new approaches to education appeared.

Theology began to be taught only in diocesan schools, where the children of the clergy studied. There were 46 diocesan schools.

In 1701, the School of Mathematical and Navigational Sciences was founded in Moscow in the building of the former Sukharev Tower. In the same 1701, the Artillery School was opened; in 1707 - Medical School; in 1712 - Engineering School. In 1715, the senior classes of the School of Mathematical and Navigational Sciences were transferred to St. Petersburg and transformed into the Naval Academy (now the Higher Naval Academy).

By the end of the first quarter of the XVIII century. by decree of 1714, 42 digital schools with 2,000 students were opened in the provinces. The children of soldiers studied in garrison schools.

At metallurgical plants in the Urals and in the Olonets region, the government organized the first mining schools that trained mining specialists.

The foundations were laid for the development of a system of closed estate schools that had developed by the middle of the 18th century.

In 1732, the Corps of Cadets was established or Land gentry (noble) corps. After graduating from this educational institution, noble children received officer ranks.

From the 30s. it was widely used to enroll young children in the regiment, incl. these children, by the time they came of age, received an officer's rank by seniority.

Under Anna Ioannovna (1730 - 1741), the Naval, Artillery and Page Corps were established.

Under Elizabeth (1741-1762), military schools were reorganized. In 1744, a decree was issued to expand the network of primary schools. The first gymnasiums were opened: in Moscow (1755) and in Kazan (1758). In 1755, on the initiative of I.I. Shuvalov founded Moscow University, and in 1760 - the Academy of Arts.

In the second half of the XVIII century. there are two trends in education: the expansion of the network of educational institutions and the strengthening of the principle of class.

1782 - 1786 - school reform.

In 1782, the Charter of public schools was approved. In each city, main schools with 4 classes were established, and in county towns - small public schools with 2 classes. Introduced subject teaching, unified dates for the beginning and end of classes, a classroom lesson system; teaching methods and unified curricula were developed. In carrying out this reform, a Serbian teacher F.I. Jankovic de Mirievo. By the end of the century, there were 550 educational institutions with 60-70 thousand students.

Schools, gentry townships, noble boarding schools and gymnasiums at Moscow University - formed the structure of secondary education in Russia.

The system of closed educational institutions was developed by Catherine II together with the president of the Academy of Arts and the director of the Land Gentry Corps I.I. Betsky.

19th century

To the beginning 19th century the general education school was represented by 2- and 4-class public schools located in the cities. There were general education gymnasiums in Moscow, St. Petersburg and Kazan. There were specialized educational institutions: soldier's schools, cadet and gentry corps, various types of religious schools. Moscow University was a higher educational institution.

Under Alexander I (1801 - 1825)

In 1803, a new regulation on the organization of educational institutions was issued.

New principles in the education system:

1. classlessness of educational institutions,
2. free education at its lower levels,
3. continuity of curricula.

Structure of educational institutions:

• one-class parochial school,
• 3-class county school,
• 7-year gymnasium in the provincial city,
• university.

The entire education system was in charge of the Main Directorate of Schools.

There were 6 universities: in 1802 - Dorpat, in 1803 - Vilensky, in 1804 - Kharkov and Kazan; and the St. Petersburg Pedagogical Institute, opened in 1804, was transformed in 1819 into a university. In 1832 Vilna University was closed, and in 1834 Kyiv University was founded. The territory of Russia was divided into 6 educational districts, which were headed by trustees. Above the trustees were academic councils at the universities.

In 1804, the University Charter was issued, which granted the universities considerable autonomy: the election of the rector and professors, their own court, non-interference of the higher administration in the affairs of the universities, the right of universities to appoint teachers in the gymnasium and schools of their district.

In 1804, the first censorship charter was also issued. Censorship committees were created at universities from professors and masters, subordinate to the Ministry of Public Education.

The first privileged secondary university institutions appeared - lyceums: in 1811 - Tsarskoselsky, in 1817 - Richelievsky in Odessa, in 1820 - Nezhinsky.

Under Nicholas I (1825 - 1855)

Under Nicholas I, education took on a closed class character: parochial schools for peasants; county schools for the children of merchants, artisans, and other city dwellers; gymnasiums for children of nobles and officials.

In 1827, a decree and a special circular were issued prohibiting the admission of serfs to gymnasiums and universities. The basis of public education was the principle of class and bureaucratic centralization.

In 1828 - the school charter, according to which primary and secondary education was divided into 3 categories:

1. for children of the lower classes - one-class parish schools (the 4th rules of arithmetic, reading, writing and the "law of God" were studied).
2. for the middle classes, i.e. philistines and merchants - three-year schools (geometry, geography, history).
3. for the children of nobles and officials - seven-year gymnasiums (there they prepared for admission to the university).

In 1835 a new University charter was issued. It limited the autonomy of the universities, banned the university court, and effectively led to the establishment of police surveillance of students.

In the beginning. 19th century There were 5 cadet corps. K ser. 19th century there were 20 of them.

If in the beginning 19th century there were 35 Orthodox seminaries and 76 bishops' schools (lower theological schools), then in 1854 there were 48 and 223, respectively.

In 1832, the Imperial Military Academy was established, which trained officers of the General Staff. In 1855, the Artillery and Engineering Academies arose.

The network of industrial and technical educational institutions expanded: in 1828 the Technological Institute was established, in 1830 - the School of Architecture, and in 1832 - the School of Civil Engineers (in 1842 both of these schools were merged into the Construction School), in 1842 In Belarus, the Gorygoretsky Agricultural School was opened, which was transformed in 1848 into the Agricultural Institute, in 1835 the Land Survey Institute was founded in Moscow. In addition, the Institute of Railway Engineers, the Forest Institute, the Practical Polytechnic Institute, the Mining Institute, the Practical Commercial Academy, the Agricultural School, the private Mining School, and the Technical School appeared. Veterinary schools are springing up in the provinces.

Under Alexander II (1855-1881)

In 1863 a new University charter was issued. He returned the former autonomy to the universities, in accordance with the Charter of 1803, liquidated by Nicholas I in 1835. The independence of the universities was restored in solving administrative, financial, scientific and pedagogical issues.

In 1864, the "Charter of Gymnasiums" and the "Regulations on Public Schools" were published, which regulated primary and secondary education. An accessible all-class education was introduced. Appeared along with the state zemstvo, parish, Sunday and private schools. Gymnasiums were divided into classical and real. They accepted children from all classes able to pay for education.

In 1869, the first women's educational institutions were created - the "Higher Women's Courses" with university programs.

Educational institutions in Russia before 1917

• Military educational institutions- military academies, military schools, cadet schools, cadet corps, military gymnasiums, (military schools), etc. The first military educational institution in Russia was created under Peter I, who in 1700 founded the "School of Mathematical and Navigational Sciences" in Moscow to prepare for service in artillery, engineers and the navy. The first military school was opened in 1795 in Gatchina.
• Volost schools- elementary schools in Russia in the 19th century, which trained clerks for the chambers of state property and for rural administrations.
• Sunday Schools- private or public general education, vocational or religious educational institutions, in which education is held on Sundays. In Russia in the second half of the 19th and early 20th centuries, such general educational institutions were established by the intelligentsia for illiterate and semi-literate workers, peasants, artisans, employees, as well as working children and adolescents.
• Higher Primary Schools- Primary schools in Russia in small towns. Until the middle of the 19th century, they were called county schools, since 1872 - city schools, since 1912 they were renamed into higher primary schools.
• Higher Women's Courses- women's higher education institutions. They arose with the permission of the government since 1869 (the first institutions of this type arose in Moscow and St. Petersburg).
• Gymnasiums- secondary general educational institution. The first secular secondary general education gymnasium in Russia was founded in St. Petersburg in 1726 at the Academy of Sciences under the name Academic Gymnasium (it existed until 1805). In accordance with the charter approved in 1864, classical gymnasiums and real gymnasium.
• Theological Academy- Higher religious (Orthodox) educational institution. The Moscow Theological Academy is the first higher educational institution in Russia, opened in 1685 (until 1814 it was called the "Slavic-Greek-Latin Academy"), closed in 1919, revived in 1943.
• Theological Seminary- an Orthodox educational institution that trained clergy in Russia
• Zemstvo schools- Primary schools opened by zemstvos (and under their jurisdiction) in rural areas.
• - secular higher educational institutions, which trained mainly specialists in the technical and natural sciences. There were polytechnic and technological institutes, institutes of railway transport engineers, commercial, agricultural, pedagogical, medical institutes. In 1802-1804 the first in Russia teacher's institute at Saint Petersburg University.
• - secondary educational institutions of a closed type with full board, mainly for daughters from noble families.
• Cadet corps- Primary military school with full board.
• commercial schools- Secondary educational institutions that prepared students for commercial activities.
• Public schools are secondary educational institutions that trained teachers for elementary educational institutions. The first institution of this type was opened in St. Petersburg in 1783 and lasted until 1804.
• Courses- paid secular higher educational institutions, a synonym for "institute".
• Real gymnasiums- a secondary general educational institution with a focus on subjects of the natural and mathematical cycle, some of which at the end of the 19th century received the status of real schools.
• Real school- a secondary educational institution that paid more attention to the study of subjects of the natural and mathematical cycle.
• Universities- secular institutions of higher education. The first secular university in Russia was called the Academic University, opened in 1724 and existed until 1766. By the beginning of the 20th century in Russia (with the exception of Finland) there were the following universities: Moscow (since 1755), Derpt, or Yuryevsky (1802), Kazan (1804), Kharkov (1804), Petersburg (1819), Kyiv St. Vladimir (1833), Novorossiysk (in Odessa, 1864), Warsaw (1869), Tomsk (1888).
• Teachers' seminaries and schools- educational institutions that trained teachers (teachers) for city, county and elementary schools.
• schools- estate secondary educational institutions in Russia, mentioned since the 17th century. . In 1828, the Committee for the Organization of Educational Institutions decided to create two types of schools: district schools(for the children of merchants, artisans and city dwellers), as well as parochial schools(for children of peasants). There were also public schools that trained teachers for elementary schools.
• Church schools- elementary schools run by the clergy. The first educational institutions of this type were opened in Russia at the beginning of the 18th century. In accordance with the “Spiritual Regulations” (1721) approved in 1721 under Peter I, it was ordered to establish all-class schools at bishops’ houses (bishops’ schools) and monasteries. Since 1864, they were transferred to the jurisdiction of the Synod and were opened at church parishes with a term of study of 3-5 years, mainly in rural areas.
• Schools- the collective name in Ancient Russia and in the Russian Empire of general educational institutions. The first state school arose under Prince Vladimir in the 10th century, more than 300 students studied there. Under his son Yaroslav the Wise, schools arose in Novgorod, Pereyaslav, Chernigov, and Suzdal.

By 1914, there were about 700 general educational institutions in the Russian Empire (more than 400 gymnasiums and 276 colleges), 9 universities.

Which is better: state or non-state university? Why are universities sometimes called universities, sometimes academies, sometimes institutes?

What do the explanations in the names of universities mean: “national research” and “federal”? Let's finally figure this out.

State vs non-state university

There are several malicious myths about this classification of universities, in particular: 1) a state diploma can be obtained only at a state university; 2) budget places and scholarships can only be in a state university; 3) public universities provide higher quality education than non-state ones. Is it really?

Myth 1: a state diploma is given only at a state university

"State" in the name of the educational institution means only the form of ownership. The state can merge a university with another, liquidate it, allocate a larger or smaller budget for certain areas of activity, that is, it can dispose of its educational organization (or partially dispose of it).

However, the form of ownership and the right to issue a state diploma are two completely different things. A private university may also have such a right if it receives state accreditation.
Conclusion: the state diploma can be issued by all universities, regardless of the form of ownership. It all depends on the availability and type of accreditation.

Myth 2: You can enter the budget only at a state university

Until 2012, this was the case, but now all universities with state accreditation are participating in the competition for the distribution of state-funded places among higher educational institutions. If the directions and specialties are in demand and the qualifications of teachers are beyond doubt, the state does not care which university to transfer funds to train the necessary professionals - state or non-state.
If you're only considering free higher education, keep this old myth in mind and don't limit your options.

Myth 3: State universities provide a higher quality education than non-state ones

The roots of this myth must be sought in a time when all education in our country was public. We are accustomed to such an educational world order, this understanding was passed on to our children. In addition, news about the refusal of accreditation to certain private universities regularly flashes in the media.
Still, it is worth noting that the low quality of education does not depend on the form of ownership. Everything rests again on accreditation and the established reputation of the university. State accreditation guarantees the student that he will be trained not lower than the federal state educational standard (FSES). And an excellent reputation guarantees that the university will not be limited only by the standard and will try to give a greater amount of knowledge and skills.

Universities, academies, institutes

In simple terms, it makes no difference to the student which of these statuses the educational institution has. Just the word "university" indicates that the university is large and conducts training in many and fundamentally different areas of training. "Academy" says that the set of areas and specialties is tailored to a specific industry: the national economy, art, construction, etc. "Institute" specializes in one scientific or practical area. Sometimes special faculties in universities are called institutes.
Whatever the scale of the university may be, from the point of view of the law, they all provide a full-fledged higher education.

"National research" and "federal": what kind of animals?

These are special categories of state universities that are entitled to create their own educational standards (above the requirements of the Federal State Educational Standard). In addition to them, this right is traditionally possessed by Moscow State University. M.V. Lomonosov and St. Petersburg State University, as well as a special list of universities, which is periodically updated and published by the Government. In this, national research and federal research are similar, but there are also differences.

National research universities

This category is not permanent and is given to the university only for 10 years. What is important for applicants is that universities receive this status in a competitive struggle, which means that the prefix “NIU” in the name can be safely considered as a guarantee of the quality of education. And "NRU" says that the programs of the university are thoroughly saturated with research and science (integration of education and science).
There are currently 29 national research universities in Russia. This category must be indicated in the name of the university.

Federal Universities

Very large universities that were created from smaller ones to improve the personnel and socio-economic situation in the regions. Of course, these universities are also actively involved in science, but their goal is still broader.
The “federal” category is awarded by the Government out of competition, so it does not directly indicate that the university has succeeded in something. It shows that the university has many opportunities to succeed, many resources and that it has high goals for improving life in the region.

So, when choosing a university for admission in 2017, remember:

1. The right to issue a state diploma does not depend on the form of ownership of the university (state or non-state (private), but depends on the state accreditation of the university and accreditation of the direction of training / specialty.
2. You can also apply for a budget at a non-state (private) university.
3. The quality of education does not depend on the form of ownership of the university (state or non-state (private), but depends on the state accreditation of the university and accreditation of the direction of training / specialty, as well as on reputation.
4. Universities, academies, institutes are concepts that speak of the breadth of areas and specialties within one educational institution, and not about the quality of higher education.
5. National research and federal universities have the right to teach according to their own educational standards (higher than the requirements of the Federal State Educational Standard).
6. National research universities receive their status for 10 years in the course of a competition (selection).
7. Federal universities were created as a result of the merger of many universities to improve the personnel and socio-economic situation in a particular region.