What levels of general education are established in the Russian Federation. What are the types of education in the Russian Federation

Unfortunately, in the modern world, most people do not reach the possible level of development, and because of this, a person himself, other people, the state, and society lose a lot.

The right to education - a fundamental and natural human right - aims to satisfy a person's need for information and directly in training and education. The need for information and education is on the same level with the primary needs of a person: physiological, to ensure safety and security.

The legal definition of education is given in the preamble of the Law of July 10, 1992 N 3266-1 "On Education", where it is understood as a purposeful process of education and training in the interests of a person, society, state, accompanied by a statement of the achievement by a citizen (student) of educational levels established by the state (educational qualifications). It follows from the above definition that education is characterized by the presence of two components (processes) - education and training, as well as confirmation of the achievement of the appropriate educational qualification by the student.

It can be noted that education should be a unity of learning processes, upbringing and results.

A more extended concept of education is contained in the draft Concept of the Model Educational Code for the CIS Member States.

In it, education is understood as the process of upbringing and education in the interests of the individual, society, state, focused on the preservation, improvement and transfer of knowledge, transmission of culture to new generations in order to ensure sustainable socio-economic and spiritual development of the country, continuous improvement of the moral, intellectual, aesthetic and the physical state of society.

Education is understood as "a purposeful process of education and training in the interests of a person, society, state."

Education in Russia is a system. In Art. 8 of the Law "On Education" states that education in the Russian Federation is a system. Any system is a form of organization of a certain number of elements, "something whole, which is a unity of regularly arranged and interconnected parts."

System (from the Greek. systema - a whole made up of parts; connection) - a set of elements that are in relationships and connections with each other, forming a certain integrity, unity. In modern science, the study of systems of various kinds is carried out within the framework of a systems approach, general systems theory, and various special systems theories.

The provision of the Law on the systematic nature of Russian education is one of the key ones. Only in the interrelation and consistency of all links of this system is it possible to get rid of unnecessary duplication, "gaps" and inconsistencies between the various levels and educational programs of the educational system of Russia and, ultimately, to make the educational service of high quality, and the process of its provision to the population - effective.

In this regard, the remark of V.B. Novichkov that the legislator recklessly did not include individuals in the "set of interacting elements" of the education system of individuals, because it is the person, and not society, not the state, that is the root cause, the starting point, the central link of the entire education system, in the absence of which the system itself cannot be conceived . The humanistic orientation of the entire legal system of modern Russia, obviously, in the near future will lead to the inclusion of a person in the educational system as an independent subsystem. The introduction of this fourth subsystem will make it possible to more accurately define the rights, duties and responsibilities of all parties involved in educational legal relations.

One way or another, at present the Russian education system includes three subsystems (or three elements of the system):

content subsystem. This concept traditionally includes state educational standards and educational programs, since it is these elements that represent the content side of education in a particular country. The presence of detailed and clear standards in all segments of the educational system, as a rule, indicates a high systemic nature of education in general in a given country. According to this indicator, Russia is far from the first place.

functional subsystem. This subsystem of Russian education includes educational institutions that implement educational programs and state educational standards, regardless of the form of ownership, type and kind.

Organizational and managerial subsystem. The organizational and managerial subsystem in Russia is in the vast majority of cases three-tiered, since responsibility for managing the continuous process of implementing state educational standards is usually divided between three main governing entities - federal government bodies, regional government authorities and local government educational institutions (administrations of educational institutions). Moreover, such a three-tier management subsystem is fair in relation, among other things, to private educational institutions operating in the Russian Federation. The exception is municipal educational institutions - in this case, the organizational and managerial subsystem is a four-tier one: in addition to the three above-mentioned managing entities, municipal educational authorities are added, which, within their competence, have the right to give mandatory instructions to the administrations of municipal educational institutions, as well as exercise other powers (Art. 31 of the Law on Education) .

In its structural aspect, education, as well as training, is a triune process, characterized by such aspects as the assimilation of experience, the development of behavioral qualities, physical and mental development. Thus, education is determined by certain ideas about the social functions of a person.

According to the Law of the Russian Federation "On Education", Russian education is a continuous system of successive levels, at each of which there are state, non-state, municipal educational institutions of various types and types:

preschool;

general education;

Institutions for orphans and children left without parental care;

Professional (initial, secondary special, higher, etc.);

Institutions of additional education;

Other institutions providing educational services.

Pre-school education is not compulsory and usually covers children from 3 to 6-7 years old.

General secondary school. Education from 7 to 18 years. There are different types of schools, including special schools with in-depth study of certain subjects and for teaching children with developmental disabilities.

Primary education usually forms part of secondary education, except in small villages and outlying areas. Primary school or the first level of general secondary school covers 4 years, most children enter school at the age of 6 or 7 years.

Basic general education. At the age of 10, children finish primary school, move to secondary school, where they study for another 5 years. After completing the 9th grade, they are issued a certificate of general secondary education. With it, they can apply for admission to the 10th grade of a school (lyceum or gymnasium), or enter, for example, a technical school.

Complete general education. After studying for another two years at school (lyceum or gymnasium), the guys take final exams, after which they receive a certificate of complete secondary education.

Higher education. Represented by universities, academies and higher institutions. According to the federal law of August 22, 1996 No. 125-FZ "On higher and postgraduate professional education", the following types of higher educational institutions are established in the Russian Federation: university, academy, institute. Graduates of these educational institutions receive either a specialist diploma (training period - 5 years), or a bachelor's degree (4 years), or a master's degree (6 years). Higher education is considered incomplete if the period of study is at least 2 years.

Professional education. Vocational education represented by educational institutions of primary, secondary and higher professional education.

Primary vocational education. Such education can be obtained in professional lyceums, technical schools or other institutions of primary vocational education after finishing the 9th or 11th grade.

Secondary vocational education. The institutions of secondary vocational education include various technical schools and colleges. They are accepted there after 9th and 11th grades.

Higher professional education. System of post-higher education: postgraduate and doctoral studies.

Modern reforms in the field of education, carried out against the background of the globalization of the economy and Russia's desire to enter a single educational space, are subordinated to the interests of a united Europe, which determines the dependence of states in various areas of public life.

Among the main documents aimed at creating a unified European educational system is the Bologna Declaration, signed in 1999 by the Ministers of Education of 29 countries.

The Bologna Declaration was based on the University Charter Magna Charta Universitatum (Bologna, 1988) and the Sorbonne Declaration - "Joint Declaration on the Harmonization of the Architecture of the European Higher Education System" (1998), which put forward the ideas of the fundamental principles of a single European space and a single higher education zones for the development of the European continent.

The Bologna Declaration of 1999 (signed by Russia in 2003) defines integration not only in the education systems of European states, but also in other areas. At the same time, education itself acts as a powerful factor in the rapprochement of national states and the formation of transnational public-state systems.

As can be seen, plans to create a unified educational environment largely determine the goals of not only educational, but also cultural, scientific, economic integration of the states of the European region, and in the future - the construction of supranational states of a homogeneous type of management.

Russia's entry into the Bologna process is one of the elements of global influence on the domestic policy of the state and at the same time a factor in the transformation of the Russian education system.

In the processes of globalization, Russia's interests in the European region can be significantly opposed to similar interests of European states. Moreover, in the available statements, Russia's intentions by the end of the first decade of the 21st century. to become part of the common European system of higher education are bound by political barriers, in which equal partnership in this area can only be granted to the countries of the European Union.

On the way to a free educational space, Russia is experiencing a lot of obstacles, not only external, but internal. The problems lie in the search for an education reform model adequate to a certain historical moment, taking into account not only world processes, but also the interests of Russia's sustainable development in the short and long term.

The task of the national education system in modern conditions is to go through the transition period quickly, competently and efficiently, to equip Russian citizens with such fundamental and practical knowledge that they need not only today, but will also be required in the future.

The development of the education system in Russia is determined by the world trends of globalization. Socio-economic changes in the country that have taken place in the last 15 years have led to an internal crisis in the educational system.

Russia takes an active part in the creation of a unified international educational space. Since the 1990s, a broad modernization of the Russian education system has been carried out, aimed at its democratization and development "as an open state-public system."

Article 10. Structure of the education system

1. The education system includes:

1) federal state educational standards and federal state requirements, educational standards, educational programs of various types, levels and (or) directions;

2) organizations engaged in educational activities, teachers, students and parents (legal representatives) of underage students;

3) federal state bodies and state authorities of the constituent entities of the Russian Federation exercising state management in the field of education, and local government bodies exercising management in the field of education, advisory, advisory and other bodies created by them;

4) organizations providing educational activities, assessing the quality of education;

5) associations of legal entities, employers and their associations, public associations operating in the field of education.

2. Education is divided into general education, vocational education, additional education and vocational training, which ensure the possibility of exercising the right to education throughout life (lifelong education).

3. General education and vocational education are implemented according to the levels of education.

ConsultantPlus: note.

On the correspondence of educational and educational qualification levels in the Republic of Crimea and the federal city of Sevastopol, see Art. 2 of the Federal Law of 05.05.2014 N 84-FZ.

4. The following levels of general education are established in the Russian Federation:

1) preschool education;

2) primary general education;

3) basic general education;

4) secondary general education.

5. The following levels of vocational education are established in the Russian Federation:

1) secondary vocational education;

2) higher education - bachelor's degree;

3) higher education - specialty, magistracy;

4) higher education - training of highly qualified personnel.

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

7. The education system creates conditions for continuous education through the implementation of basic educational programs and various additional educational programs, providing the opportunity for the simultaneous development of several educational programs, as well as taking into account existing education, qualifications, and practical experience in obtaining education.

The education system in the Russian Federation is a set of interacting structures, which include:

EDUCATIONAL SYSTEM: CONCEPT AND ELEMENTS

The definition of the concept of the education system is given in Art. 8 of the Law of the Russian Federation "On Education". It is a set of interacting subsystems and elements:

1) state educational standards of various levels and directions and successive educational programs;

2) networks of educational institutions implementing them; 3)

bodies exercising management in the field of education, and institutions and organizations subordinate to them; 4)

associations of legal entities, public and state-public associations carrying out activities in the field of education.

The system-forming factor in this case is the goal, which is to ensure the human right to education. The system under consideration is a certain integrity, orderliness and interconnection of various parts of the structure of such a complex phenomenon as education. If education is understood as a process of education and training in the interests of a person, society and the state, then the education system in its most general form can be represented as an ordered set of relations between the subjects of the educational process. The main subject of the educational process is the student. It is no coincidence that in the definition of education given in the preamble of this law of the Russian Federation, human interests are put in the first place. All these elements of the education system are designed to ensure their implementation.

There are three subsystems in the education system: -

functional; -

organizational and managerial.

The content subsystem reflects the essence of education, as well as the specific content of education at a particular level. It largely determines the nature of the relationship between the other subsystems and elements of the education system. The elements of this subsystem are state educational standards and educational programs. The functional subsystem covers educational institutions of various types and types that implement educational programs and directly ensure the rights and interests of students. The third subsystem includes educational authorities and institutions and organizations subordinate to them, as well as associations of legal entities, public and state-public educational associations. Obviously, in the context of this legal norm, we mean not educational, but other institutions that are under the jurisdiction of educational authorities (specialists use the term “subordinate educational infrastructure” to designate them). These can be scientific and research institutes, printing companies, publishing centers, wholesale depots, etc. They play a rather important role in the education system, organizationally ensuring its effective functioning.

The inclusion in the education system of various types of associations that operate in this area reflects the state-public nature of education management, the development of democratic institutions and principles of interaction between the state, municipalities, public associations and other structures in the field of education in order to most effectively implement the right of the individual to development through raising the educational level.

2. Forms, types, levels of education (Articles 10 and 17)

2. The concept of "education".

The term "education" can be considered in different meanings. Education is one of the most important areas of public life. Education is a branch of the social sphere and a branch of the economy. They often talk about education as a qualification requirement when filling certain positions, when concluding an employment contract.

Education is understood as a purposeful process of 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.

Thus, education is a process that meets the following criteria:

1) purposefulness;

2) organization and manageability;

3) completeness and compliance with quality requirements.

3. Levels of education.

In educational legislation, the concept of "level" is used to characterize educational programs (Article 9 of the Law of the Russian Federation "On Education"), educational qualifications (Article 27). In Art. 46 provides that the contract for the provision of paid educational services should, among other conditions, also determine the level of education.

The educational level (educational qualification) is the minimum required volume of the content of education, determined by the state educational standard, and the permissible limit of the lower level of mastering this volume of content.

The Russian Federation has six educational levels (educational qualifications):

1. basic general education;

2. secondary (complete) general education;

3. initial vocational education;

4. secondary vocational education;

5. higher professional education;

6. postgraduate professional education (clause 5, article 27 of the Law of the Russian Federation "On Education").

7. additional education.

The achievement of one or another educational qualification is necessarily confirmed by the relevant documents. Mastering a certain educational level is a prerequisite for continuing education in a state and municipal educational institution of a subsequent educational level. The presence of professional educational qualifications is a condition for admission to certain types of activities, to occupy certain positions.

It can be concluded that the level of education is determined by the level of the implemented educational program. General educational programs are implemented at such levels of education as preschool, primary general, basic general, secondary (complete) general, and professional educational programs - at the levels of primary, secondary, higher and postgraduate education. Additional educational programs (Article 26 of the Law of the Russian Federation "On Education") are carried out within each level of professional education.

Preschool education (Article 18 of the Law of the Russian Federation "On Education") pursues the goals of educating young children, protecting and strengthening their health, developing the individual abilities of children and preparing them for schooling.

General education includes three stages corresponding to the levels of educational programs: primary general, basic general and secondary (complete) education. The tasks of primary general education are the upbringing and development of students, teaching them to read, write, count, basic skills of educational activities, elements of theoretical thinking, the simplest skills of self-control, a culture of behavior and speech, as well as the basics of personal hygiene and a healthy lifestyle. Primary general education is the basis for obtaining basic general education, which should create conditions for the upbringing, formation and formation of the personality of the student, for the development of his inclinations, interests and abilities for social self-determination. It is the basis for obtaining secondary (complete) general education, as well as for primary and secondary vocational education. Secondary (complete) general education should develop in students an interest in knowing the world around them, their creative abilities, and form the skills of independent learning activities based on the differentiation of learning. At this stage of education, additional subjects are introduced at the choice of the student himself in order to realize his interests, abilities and opportunities. Thus, the primary professional orientation of schoolchildren is carried out.

Primary vocational education (Article 22 of the Law of the Russian Federation "On Education") provides training for skilled workers (workers and employees) in all major areas of socially useful activity on the basis of basic or complete general education.

Secondary vocational education (Article 23 of the Law of the Russian Federation "On Education") is aimed at training mid-level specialists, meeting the needs of the individual in deepening and expanding education. The basis for obtaining it can be basic or complete general and primary vocational education. Secondary vocational education can be carried out at two educational levels - basic and advanced. The basic one is implemented according to the main professional educational program that provides training for mid-level specialists, which should include general humanitarian, socio-economic, mathematical, general natural sciences, general professional and special disciplines, as well as industrial (professional) practice.

The term of study on the basis of basic general education is at least three years. An increased level of secondary vocational education ensures the training of mid-level specialists with an advanced level of qualification. The main professional educational program at this level consists of two components: a training program for a mid-level specialist in the relevant specialty and an additional training program that provides in-depth and (or) extended theoretical and (or) practical training in individual academic disciplines (cycles of disciplines). The term of study in this case is at least four years. In the document on education, a record is made of the passage of in-depth training in the specialty.

Higher professional education (Article 24 of the Law of the Russian Federation "On Education") is aimed at training and retraining specialists of the appropriate level. It can be obtained on the basis of secondary (complete) education or secondary vocational education.

The main educational programs of higher education can be implemented continuously and in stages.

The following levels of higher education have been established:

Incomplete higher education;

Undergraduate;

Training of graduates;

Master's degree.

The minimum terms of study at these levels are two, four years, five and six years, respectively. The first level is an incomplete higher education, which must be carried out as part of the main educational program. Completion of this part of the program allows you to continue higher education or, at the request of the student, to receive a diploma of incomplete higher education without final certification. The second level provides for the training of specialists with a bachelor's degree. It ends with a final certification and the issuance of an appropriate diploma. The third level of higher education can be carried out according to educational programs of two types. The first of them consists of a bachelor's degree program in a specific area and specialized research or scientific and pedagogical training of at least two years and ends with a final certification, which includes a final work (master's thesis), with the qualification "master", certified diploma. The second version of the educational program involves preparation and state final certification with the qualification of a specialist (engineer, teacher, lawyer, etc.), which is also confirmed by a diploma.

Postgraduate professional education (Article 25 of the Law of the Russian Federation "On Education") provides an increase in the level of education, as well as scientific and pedagogical qualifications on the basis of higher education. It can be obtained in postgraduate, postgraduate and doctoral studies, created in educational institutions of higher professional education and scientific organizations. It can also be conditionally divided into two stages: preparation and defense of dissertations for the degree of candidate of science and doctor of science in the specialty.

Vocational training should be distinguished from vocational education (Article 21 of the Law of the Russian Federation “On Education”), which has the goal of accelerating the acquisition of the skills necessary for the student to perform a certain job. It is not accompanied by an increase in the educational level of the student and can be obtained in educational institutions of primary vocational education and other educational institutions: in interschool educational complexes, training and production workshops, training areas (workshops), as well as in educational departments of organizations that have the appropriate licenses, and in the order of individual training from specialists who have passed attestation and have the appropriate licenses.

Additional education forms a special subsystem, but it is not included in the structure of education levels, since it is designed to provide additional educational needs of citizens, society and the state.

4. Forms of education.

Defining education as a purposeful process of training and education in the interests of a citizen, society and the state, it is necessary to take into account that it can be obtained in various forms that best meet the needs and capabilities of the subjects of the educational process, primarily the student. The form of education in the most general sense can be defined as a way of organizing the educational process. The classification of forms of education is carried out on several grounds. First of all, depending on the method of participation of an educational institution in the organization of the educational process, education is distinguished in an educational institution and outside it.

In an educational institution, training can be organized in full-time, part-time (evening), part-time forms. The differences between them are mainly in the volume of the classroom load, more precisely, in the ratio between the classroom load and the student's independent work. For example, if in full-time education, classroom work should account for at least 50 percent of the total volume of hours allotted for mastering the educational program, then for full-time students - 20, and for part-time students - 10 percent. This also determines other features of the organization of the educational process in different forms of education (in particular, determining the number of consultations, methodological support, etc.).

In recent years, in connection with the development of information technologies (computerization, Internet resources, etc.), distance learning technologies are becoming more widespread. Educational technologies implemented mainly with the use of information and telecommunication technologies with indirect (at a distance) or incompletely mediated interaction between the student and the teacher are called remote (Article 32 of the Law of the Russian Federation "On Education"). It provides access to education for those citizens who, for some reason, do not have the opportunity to receive education in traditional forms (those living in remote areas, suffering from certain diseases, etc.). Distance educational technologies can be used in all forms of education. The procedure for using distance learning technologies was approved by order of the Ministry of Education and Science of the Russian Federation dated May 6, 2005 No. 137. Along with traditional information resources, specialized textbooks with multimedia support, educational videos, audio recordings, etc. are used to support the distance learning process. Current control and intermediate certification can be carried out by traditional methods or using electronic means that provide personal identification (digital electronic signature). Mandatory final certification is carried out in the form of a traditional exam or thesis defense. The students go through the production practice as usual, while the training can be organized using remote technologies. The ratio of the volume of educational, laboratory and practical classes conducted using distance technologies or through direct interaction between a teacher and a student is determined by the educational institution.

Outside the educational institution, family education, self-education and external studies are organized. In the form of family education, only general education programs can be mastered. This form of education is relevant for certain categories of students who may experience difficulties in mastering educational programs under normal conditions. It is also possible to receive the help of teachers working on a contractual basis or parents. In any case, the student passes the intermediate and state final certification in an educational institution.

In order to organize family education, the parents (other legal representatives) of the student conclude an appropriate agreement with the general education institution, which may provide guidance on the development of the general education program by the teachers of the institution, the conduct of individual lessons in all or several subjects by the teachers of this institution or their independent development. According to the contract, the educational institution provides the student with free textbooks and other necessary literature for the period of study, provides him with methodological and advisory assistance, provides the opportunity to perform practical and laboratory work on the available equipment and carries out intermediate (quarterly or trimester, annual) and state certification. The work of teachers, whom an educational institution engages to work with a student under this form, is paid on an hourly basis based on the teacher's tariff rate. The procedure for accounting for the classes conducted is determined by the educational institution itself.

Parents together with the educational institution are fully responsible for the development of the educational program by the student. Parents should be paid additional funds in the amount of the cost of education of each student at the appropriate stage of education in a state or municipal institution. The specific amount is determined based on local funding standards. Payments are made in accordance with the agreement from the savings fund of the educational institution. Additional expenses of parents for the organization of family education,

exceeding the established standards are covered by them at their own expense. Parents have the right to terminate the contract at any stage of education and transfer the child to another form of development of the educational program. An educational institution also has the right to terminate the contract if the student fails at the end of two or more quarters in two or more subjects, as well as in case of failure at the end of the year in one or more subjects. At the same time, re-mastering the program in this form is not allowed.

Self-education is an independent development of the educational program by the student. It acquires legal significance only in combination with an externality. External study refers to the certification of persons who independently master the educational program. External study is allowed both in the system of general and in the system of vocational education. The regulation on receiving general education in the form of an external study was approved by order of the Ministry of Education of the Russian Federation dated June 23, 2000 No. 1884. Any student has the right to choose an external study as a form of education. To apply for an external study, you must submit an application to the head of the educational institution no later than three months before the certification and submit the available certificates of intermediate certification or a document on education. The external student is provided with the necessary consultations on academic subjects (including pre-examination) in the amount of at least two hours, literature from the library fund of the institution, the opportunity to use subject rooms for laboratory and practical work. External students pass an intermediate certification in the manner determined by the institution. If they passed the certification for the full course of the transfer class, they are transferred to the next class, and at the end of a certain stage of education they are allowed to the final certification.

According to a similar scheme (albeit with some peculiarities), professional educational programs are implemented in the form of an external student. For example, the Regulation on external studies in state, municipal higher educational institutions of the Russian Federation, approved by order of the Ministry of Education of the Russian Federation of October 14, 1997 No. 2033, provides the right to receive higher education in this form to persons with secondary (complete) general or secondary vocational education. Admission and enrollment in universities are carried out in a general manner. In addition to a student card and a record book, an external student is issued an attestation plan. It is provided free of charge with exemplary programs of academic disciplines, assignments for control and term papers, and other educational and methodological materials. The current certification of external students includes taking exams and tests in the disciplines provided for by the main educational program in the chosen field of study or specialty; reviewing control and term papers, reports on production and undergraduate practice; acceptance of laboratory, control, term papers and practice reports. The examinations are administered by a commission of three full-time professors or associate professors, appointed by order of the dean of the faculty. The passing of the exam is recorded by the members of the commission. Written responses and other written material accompanying the oral response shall be attached to the protocol. Other types of current certification are carried out orally. The assessment is set in a special attestation sheet, which is signed by the members of the commission and endorsed by the head of the department. Positive assessments are then put down by the chairman of the commission in the record book. The final certification of external students is carried out in accordance with the generally established procedure and provides for the passing of state exams and the defense of a graduation project (work). Certification can be carried out both in one and in several universities.

In the system of vocational education, the right of students to choose individual forms of education may be limited, taking into account the specifics of training in certain specialties. For example, Decree of the Government of the Russian Federation of April 22, 1997 No. 463 approved the List of specialties, the receipt of which in part-time (evening) form and in the form of external studies in educational institutions of secondary vocational education is not allowed; Decree of the Government of the Russian Federation of November 22, 1997 No. 1473 approved the List of areas of training and specialties for which it is not allowed to receive higher professional education in correspondence form and in the form of external studies. In particular, such lists include some specialties in the field of healthcare, transport operation, construction and architecture, etc.

Educational legislation allows a combination of various forms of education. At the same time, for all its forms, within the framework of a specific basic educational program, there is a single state educational standard.

5. Conclusion.

Thus, education as a system can be considered in three dimensions, which are:

– social scale of consideration, i.e. e. education in the world, country, society, region and organization, state, public and private education, secular and clerical education, etc.;

- the level of education (preschool, school, secondary vocational, higher vocational with different levels, institutions for advanced training, postgraduate, doctoral studies);

- profile of education: general, special, professional, additional.

Non-state educational institution

additional professional education

"Center for Social and Humanitarian Education"

ESSAY

The modern education system in the Russian Federation

Tyunina Elena Vladimirovna

Professional retraining program

"Education and Pedagogy"

Head: Larionova I.E.

Teacher of the highest category

The work was approved for defense "__" ____ 2015.

Grade: ____________________________

Kazan, 2016

CONTENT

INTRODUCTION

The abstract examines the modern education system in the Russian Federation, as well as existing problems and methods for solving them, and touches upon an innovative approach to learning. This makes this work interesting and relevant.

Object of study: the education system in the Russian Federation

Purpose of the study: based on legislative acts, to analyze the education system of the Russian Federation.

Research objectives:

To identify the main features of the education system of the Russian Federation;

Determine the main problems of education in Russia and possible ways to overcome them;

Consider innovations in the education system of the Russian Federation;

Formulate, on the basis of the legislation of the Russian Federation in the field of education, the principles of educational policy, as well as priority goals and directions for the development of the education system;

In the process of developing this work, the following methods were used: document analysis, statistical analysis, system analysis, comparison.

1.1 The education system in the Russian Federation:

The Federal Law "On Education" offers the following definition: "Education is a single purposeful process of upbringing and training, which is a socially significant good and is carried out in the interests of a person, family, society and the state, as well as a set of acquired knowledge, skills, values, experience activities and competencies of a certain volume and complexity for the purpose of intellectual, spiritual, moral, creative, physical and (or) professional development of a person, meeting his educational needs and interests. According to the Constitution of our country, every citizen of the Russian Federation has the right to free education, regardless of his race and religion.

In accordance with the above Federal Law withThe education system includes the following elements:

1) federal state educational standards and federal state requirements, educational standards, educational programs of various types, levels and (or) directions;

2) organizations engaged in educational activities, teachers, students and parents (legal representatives) of underage students;

4) organizations providing educational activities, assessing the quality of education;

5) associations of legal entities, employers and their associations, public associations operating in the field of education.

In the Russian Federation, education is divided into general, vocational, and additional education. It also highlights vocational training, which ensures the possibility of realizing the right to education throughout life (continuing education).

General education and vocational education are implemented by levels. The following levels of general education are established in the Russian Federation:

1) preschool education;

2) primary general education;

3) basic general education;

4) secondary general education.

5. The following levels of vocational education are established in the Russian Federation:

1) secondary vocational education;

2) higher education - bachelor's degree;

3) higher education - specialty, magistracy;

4) higher education - training of highly qualified personnel.

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

1.2 Principles of the state policy of the Russian Federation in the field of education

Education today is one of the means of solving the most important problems not only of society as a whole, but also of individuals. As in any state, in Russia the nature of the education system is determined by the socio-economic and political system, as well as cultural, historical and national characteristics. Society's requirements for education are formulated by a system of principles of state educational policy. Its goal is to create favorable conditions for citizens to exercise their rights to education that meets the needs of the economy and civil society.

Public policyand legal regulation of relations in the field of education are based on the followingprinciples :

1) recognition of the priority of education;

2) ensuring the right of every person to education, inadmissibility of discrimination in the field of education;

3) the humanistic nature of education, the priority of human life and health, the rights and freedoms of the individual, the free development of the individual, the education of mutual respect, diligence, citizenship, patriotism, responsibility, legal culture, respect for nature and the environment, rational use of natural resources;

4) the unity of the educational space on the territory of the Russian Federation, the protection and development of ethnic and cultural characteristics and traditions of the peoples of the Russian Federation in a multinational state;

5) creation of favorable conditions for the integration of the education system of the Russian Federation with the education systems of other states on an equal and mutually beneficial basis;

6) the secular nature of education in state, municipal organizations engaged in educational activities;

7) the freedom to choose education according to the inclinations and needs of a person, the creation of conditions for the self-realization of each person, the free development of his abilities, including the provision of the right to choose the forms of education, forms of education, the organization that carries out educational activities, the direction of education within the limits provided by the education system, as well as providing teaching staff with freedom in choosing forms of education, methods of education and upbringing;

8) ensuring the right to education throughout life in accordance with the needs of the individual, the adaptability of the education system to the level of training, developmental characteristics, abilities and interests of a person;

9) autonomy of educational organizations, academic rights and freedoms of teachers and students, provided for by this Federal Law, information openness and public reporting of educational organizations;

10) the democratic nature of education management, ensuring the rights of teachers, students, parents (legal representatives) of minor students to participate in the management of educational organizations;

11) the inadmissibility of restricting or eliminating competition in the field of education;

12) a combination of state and contractual regulation of relations in the field of education.

Every year, as part of ensuring the implementation of a unified state policy in the field of education, the Government of the Russian Federation submits to the Federal Assembly of the Russian Federation a report on the implementation of state policy in the field of education and publishes it on the official website of the Government of the Russian Federation in the Internet information and telecommunication network.

The fundamental point is the principle of the humanistic nature of education. Accordingly, each child must be recognized as a person, regardless of his social status, level of development, and so on. These general methodological principles should be concretized through organizational-pedagogical and activity-functional principles.

In general, in the modern world, the trends of changing value priorities are becoming more and more obvious. Among the main criteria for assessing the development of society, education occupies a central place. And the refrain highlights the fundamental recognition of the main criterion of educational reforms: the emerging model of education must have mechanisms for dynamic self-development.

Unfortunately, the traditional mass school still retains an uncreative approach to the assimilation of knowledge. Previously, the goal of the secondary school was only to give the student the minimum set of knowledge necessary for a person in everyday life.

However, modern scientists have proven that any student is capable of creative activity. Consequently, the teacher needs to instill in the child the desire and ability to learn, to organize such activities in the classroom that would encourage each student to reveal his creative abilities.

Today, the state in the field of education has a priority goal: to ensure the high quality of Russian education in accordance with the changing demands of the population and the long-term tasks of the development of Russian society and the economy.

At the same time, the main tasks of the state are:

Formation of a flexible, socially accountable system of continuing professional education that develops human potential and meets the current and future needs of the socio-economic development of the Russian Federation;

Development of infrastructure and organizational and economic mechanisms that ensure the most equal accessibility of services for preschool, general, additional education for children;

Modernization of educational programs in the systems of preschool, general and additional education of children, aimed at achieving the modern quality of educational results and the results of socialization;

Creation of a modern system for assessing the quality of education based on the principles of openness, objectivity, transparency, social and professional participation.

The new education system is oriented towards entering the global educational space. The dominant trend of our time is the integration of national education systems. Today Russia actively participates in many international projects, is involved in the exchange of students, professors and teachers.

The system of relations between the institute of education and religious institutions is being transformed. Theological faculties, Sunday schools are being opened, additional programs are being implemented in secondary schools with the consent of parents and the teaching staff.

Radical changes in the Russian education system affect all its elements and links. So, at the beginning of the new millennium, a project was launched for the state final certification (general state exam) for graduates of grade 9 and a unified state exam for graduates of grade 11. Despite all the disputes and disagreements around the Unified State Examination, it should be noted that this form of the exam brings the Russian education system closer to the European one. In addition, in the case of gaining the required number of points, the USE allows you to enter any university, in some cases without additional entrance exams.

Another key change in the education system of the Russian Federation is the testing of alternatives to state educational institutions (for example, private ones), variable forms of education (gymnasiums, lyceums, colleges, specialized classes, etc.). In all links - from kindergartens to universities - in parallel with the system of free education, there is a paid one. The state makes sure that the budgetary financing of educational institutions and projects is transparent, controllable, and that each student's tuition from the budget is paid individually. Attracting investment in education acquires the status of state policy.

In a word, there is a direct connection between education and the political sphere. The activity of educational institutions directly depends on it. The principles of state policy in the field of education are based on constitutional norms, being basic not only for the preparation of legal acts, but also for direct implementation in individual educational institutions.

1.3 Actual problems in the field of education and ways to overcome them

The fate of any state directly depends on the state of the education system. If the state strives for development, the leadership of any country should set the development of literacy and education of the population as a priority goal and task.

The modern education system is going through quite difficult times. The Soviet school is collapsing, European trends are coming to replace it. Sometimes the introduction of innovations occurs on unprepared ground, or innovations are not adapted to the Russian mentality. This often leads to the formation of various kinds of difficulties. Currently, the following problems can be identified in the Russian education system:

The crisis of the old education system.

Excessive theoretical orientation of education.

Lack of proper funding;

Low level of communication between the stages of education;

Corruption;

Let's consider each of these problems and possible or practical ways to solve them in more detail.

So, when studying the problem of the crisis of the former education system, in higher education, a way out was found in the transition to the bachelor's and master's programs. But secondary schools and vocational schools remained uncovered. The recently passed law on education is designed to solve this problem. Modern society is at a level of development when it is time to move away from learning as memorization of facts. It is necessary to teach children to extract information, understand it and apply it in practice. And this requires colossal work to prepare not only new textbooks for students and manuals for teachers, but also the teaching staff themselves.

The second problem of education in Russia is its excessive theoretical orientation. By educating a theoretical scientist, we create a huge shortage of narrow specialists. Having received a good theoretical background, few people can apply knowledge in practice. Therefore, having got a job, new employees experience a serious adaptation associated with the inability to compare their knowledge with practical activities.

The third problem is typical not only for education - it is insufficient funding. The lack of funds is the reason for the shortage of personnel in the education system as a whole in the country. In addition, in order to keep up with the times, it is necessary to introduce new technologies and upgrade obsolete equipment. The educational institution does not always have the funds for this. Here, the solution is to attract additional sources of funding, including private ones.

The problem that school graduates begin to feel especially acutely is the low level of communication between the stages of education. So, now, in order to enter a university, parents often hire a tutor to pass the exam, since the level of requirements that were presented at school differ greatly from the level required for studying at a university.

Of course, one cannot ignore such a problem as corruption. You can find many advertisements for the sale of diplomas of higher education on the Internet. Corruption can also be attributed to monetary extortion at school, bribes for exams (tests), theft of funds from the budget. However, at present, the Prosecutor's Office of the Russian Federation has a practice of a "hot line" where parents can apply in case of unlawful extortions and bribes, and the new laws adopted are designed to toughen the punishment for such phenomena. In addition, classrooms in schools where state examinations are held are equipped with a video surveillance system, which also helps to eliminate the element of corruption during the examination.

In conclusion of this section, one can note such a problem as the decline in the prestige of vocational schools and technical schools. This leads to a shortage of workers in enterprises and in the service sector. To solve this problem, the Government of the Russian Federation is promoting "working" professions, providing certain benefits, social guarantees, as well as increasing the level of wages at factories and other enterprises among such specialists.

1.4 Experimental and innovative activities in education

In the light of the ongoing modernization of education in Russia, the topic of conducting experimental and innovative activities in the field of education is relevant.

Innovations mean the introduction of something new in the goals, content, methods and forms of education and upbringing, the organization of joint activities of the teacher and the student. Innovations do not arise by themselves, but are the result of scientific research, the practical experience of individual teachers and entire teams. In such conditions, the teacher often faces the problem of pedagogical risk. Risk implies the experimental application of some technology that is not widely used in practice, but, nevertheless, in theory, which is promising in terms of learning.

In understanding the essence of these two concepts, there are two main problems of modern pedagogy: the problem of studying, generalizing and disseminating advanced pedagogical experience and the problem of implementing the achievements of innovative teachers. Thus, innovation and pedagogical risk should lie in the plane of combining two interconnected phenomena, usually considered separately, i.e. the result of their synthesis should be new knowledge, allowing the teacher to use innovations in everyday practice, calculating the possible consequences.

In order to determine the main goals and objectives of introducing innovative technologies in the field of education, one should refer to Article 20 of the Federal Law "On Education". This article reads: “Experimental and innovative activities in the field of education are carried out in order to ensure the modernization and development of the education system, taking into account the main directions of the socio-economic development of the Russian Federation, the implementation of priority areas of the state policy of the Russian Federation in the field of education. Experimental activities are aimed at the development, testing and implementation of new educational technologies<...>. Innovative activity is focused on improving the scientific and pedagogical, educational and methodological, organizational, legal, financial and economic, personnel, logistics support of the education system and is carried out in the form of the implementation of innovative projects and programs by organizations engaged in educational activities and others operating in the field of education. organizations and their associations. When implementing an innovative project, the program must ensure the observance of the rights and legitimate interests of participants in educational relations, the provision and receipt of education, the level and quality of which cannot be lower than the requirements established by the federal state educational standard, federal state requirements, educational standard.

Today, there are a huge number of methods, programs and methods that allow you to work with all categories of children, using the latest developments in the technology sector, original exercises, authentic, modern and interesting audio and video materials, as well as interactive learning tools. But the main reason for the invariability of the monotony of the life of an ordinary student is the unwillingness to introduce them.

CONCLUSION

The supreme laws of the Russian Federation guarantee every citizen of the Russian Federation the right to education. The system of Russian education creates conditions for continuous education through the implementation of basic educational programs and various additional educational programs.

In the modern international world, in order to be successful, one has to adapt to international trends, which naturally leads to all sorts of changes, including in the field of education. Such changes are often the cause of a number of large and small problems. The Law "On Education" is an attempt to solve a number of urgent problems in the modern education system. But for the full development of the nation, it is necessary to take a number of measures in the field of education.

The main goal of education today is to create conditions for the development of the natural qualities of a person. Possession exclusively of a stock of academic knowledge is becoming less and less important indicator of the quality of education. The state is faced with the task of not only bringing the level and system of education closer to international standards, but also making sure that it fully meets the country's needs for qualified specialists and highly educated citizens.

The new education system is oriented towards entering the global educational space. The dominant trend of our time is the free movement of resources, people, ideas across national borders. Today Russia actively participates in many international projects, is involved in the exchange of students, professors and teachers. Traditions and norms of world education freely penetrate our country. The cultural transformation of society is expressed both in globalization, the internationalization of culture, and in the desire to preserve its originality. Television, the Internet as a means of audiovisual communication, the popularization of the English language blur the boundaries in the cultural space. At the same time, ways of preserving cultural identity are being worked out. The harmonization of these multidirectional trends is a condition for the sustainable development of the education sector.

At the conclusion of the study

1. The education system includes:

1) federal state educational standards and federal state requirements, educational standards, educational programs of various types, levels and (or) directions;

2) organizations engaged in educational activities, teachers, students and parents (legal representatives) of underage students;

4) organizations providing educational activities, assessing the quality of education;

5) associations of legal entities, employers and their associations, public associations operating in the field of education.

3. General education and vocational education are implemented according to the levels of education.

4. The following levels of general education are established in the Russian Federation:

1) preschool education;

4) secondary general education.

5. The following levels of vocational education are established in the Russian Federation:

3) higher education - specialty, magistracy;

4) higher education - training of highly qualified personnel.

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

Commentary on Art. 10 of the Law "On Education in the Russian Federation"

The commented provisions are not new for domestic educational legislation, since the norms on the structure of the education system contained the system-forming acts of educational legislation: and the law on higher education (Article 4). Meanwhile, in the article under consideration, the relevant provisions of these normative acts are somewhat revised and synthesized into normative material, taking into account the multi-level nature of education.

1. The commented law proposes a new approach to the definition of the education system, taking into account changes in the system of educational relations in general. It lies in the fact that:

Firstly, the education system includes all types of existing sets of mandatory requirements for education: federal state educational standards, federal state requirements, as well as educational standards and educational programs of various types, levels and (or) directions.

In order to ensure the quality of education, the legislator provides for: federal state educational standards for basic general education and professional programs, including for preschool education, which was not previously provided. However, this does not mean the need for certification for students at this level. The law introduces a ban on both intermediate and final certification of students in preschool educational organizations;

federal state requirements - for additional pre-professional programs;

educational standards - for educational programs of higher education in cases provided for by the commented law or a decree of the President of the Russian Federation. The definition of the educational standard is given in paragraph 7) of Art. 2 of Law N 273-FZ, however, we find a more accurate interpretation of it in Art. 11 of the Law (see).

Educational programs are also included in the education system, since they represent a set of basic characteristics of education and organizational and pedagogical conditions. Their allocation is due to the fact that if either federal state educational standards, or federal state requirements, or educational standards are developed, the educational program is drawn up on their basis. In the event that these are not available (for additional general developmental and with certain characteristics, for additional professional programs * (14); vocational training programs are developed on the basis of established qualification requirements (professional standards), educational programs are the only set of requirements for obtaining this kind of education .

Secondly, the education system includes, along with organizations engaged in educational activities, also teachers, students and their parents (legal representatives) (up to the age of majority of the student), which makes them full participants in the educational process. Of course, such a position should be supported by specific rights and guarantees for such subjects. To this end, the legislator introduces Chapter 4, dedicated to students and their parents, and dedicated to pedagogical, managerial and other employees of organizations engaged in educational activities (and).

Thirdly, the education system includes, along with the bodies exercising management in the field of education at all levels of government, advisory, advisory and other bodies created by them. The sign of jurisdiction is not singled out; instead, the sign of the creation of a body by the body exercising management in the field of education is introduced. Such a replacement does not bear fundamental differences. At the same time, the former wording "institutions and organizations" could not allow attributing, for example, public councils to the education system.

Fourth, the education system includes organizations that provide educational activities and assess the quality of education. The above is explained by the need to understand the education system as a single inseparable process of the movement of knowledge from the teacher (educational organization) to the student. This process also includes settlement centers for information processing, and attestation commissions, etc. This circle does not include individuals (experts, public observers, etc.).

Fifthly, in addition to associations of legal entities and public associations, the education system includes associations of employers and their associations operating in the field of education. This position is due to the activating direction of the integration of education, science and production; understanding of education as a process culminating in employment and orientation in this regard to the demands of the world of work. Employers take part in the work of educational and methodological associations (), are involved in the state final certification for basic professional educational programs, in the qualification exam (the result of vocational training) (,); employers, their associations have the right to conduct professional and public accreditation of professional educational programs implemented by an organization engaged in educational activities, and draw up ratings on this basis ().

Paragraph 3 of the commented Article 10 of the Law on Education in the Russian Federation introduces a system of types of education, subdividing it into general education, vocational education, additional education and vocational training.

Vocational training, despite the seemingly absent "effect" of educational activities - increasing the educational qualification of the student, also implies the need to master the educational program of secondary general education, if it is not mastered.

This system should make it possible to realize the educational needs of a person throughout life, that is, not only the opportunity to get an education at any age, but also to get another profession (specialty). To this end, a variety of educational programs are being introduced.

The system of education levels is being changed, according to which the structure of general education in accordance with the Law includes:

1) preschool education;

2) primary general education;

3) basic general education;

4) secondary general education;

In the structure of vocational education:

1) secondary vocational education;

2) higher education - bachelor's degree;

3) higher education - training of a specialist, magistracy;

4) higher education - training of scientific and pedagogical personnel.

The main innovation is that: 1) pre-school education is included as the first level of general education; 2) initial vocational education is not singled out as a level; 3) higher professional education absorbs the training of scientific and pedagogical personnel (previously carried out within the framework of postgraduate professional education).

The change in levels of education is caused by the prescriptions of the Bologna Declaration, the International Standard Classification of Education.

The question arises: what are the consequences of changing the system of educational levels?

Modernization of the system of levels of education affects the system of educational programs and types of educational organizations.

Changes in educational programs repeat the corresponding changes in the levels of education.

At first glance, the introduction of preschool education into the system of educational levels looks frightening. As a rule, this implies the existence of federal state educational standards with confirmation of the results of the development of a preschool educational program in the form of a final certification. However, in this situation, the Law provides for a "big" exception to the rule, which is justified given the level of psycho-physical development of children at such an early age. The development of educational programs of preschool education is not accompanied by intermediate certification and final certification of students. That is, confirmation of the fulfillment of the requirements of federal state educational standards should not be expressed in the form of testing the knowledge, skills, abilities of pupils, but in the form of reporting by employees of a preschool educational organization on the work done, aimed at implementing the requirements of the standard. Pre-school education is now the first level of education, but the legislator does not make it compulsory.

Law N 279-FZ now provides for primary general education, basic general education and secondary general education as separate levels of education. In the former Law N 3266-1, they were the stages of education.

Since the level of initial vocational education "falls out", it is replaced by two programs introduced into secondary vocational education, which are a successful combination of instilling skills in the field of initial vocational education with the knowledge and skills necessary to perform jobs that require the level of secondary vocational education. As a result, the main programs of secondary vocational education are divided into programs for the training of skilled workers and programs for the training of mid-level specialists.

The change in the higher education system leads to its division into several sublevels:

1) undergraduate;

2) specialist training, magistracy;

3) training of scientific and pedagogical personnel.

The term "professional" itself is no longer applied to higher education, although the latter is still included in the system of vocational education.

The bachelor's, master's and specialist's degrees, which have already become familiar to us, retain their legal significance, now side by side with the training of scientific and pedagogical personnel. A specialty, as an educational program, is provided where the standard period for mastering an educational program in a particular area of training cannot be reduced.

It should be noted that in the system of levels of education, the allocation of sublevels is dictated by different tasks. If we talk about secondary school, here the receipt of primary education is considered as incomplete education and parents are obliged to ensure that their children receive primary, basic general and secondary general education. These levels are compulsory levels of education. Students who have not mastered the basic educational program of primary general and (or) basic general education are not allowed to study at the next levels of general education. The requirement of obligatory secondary general education in relation to a particular student remains in force until he reaches the age of eighteen years, if the corresponding education was not received by the student earlier.

The allocation of sublevels in higher education is dictated by the need to indicate the independence of each of them and self-sufficiency. Each of them is evidence of higher education without "subjunctive moods". Judicial practice in this regard, based on the law on education of 1992, in contrast, approaches the assessment of the bachelor's degree as the first level of higher education, insufficient for occupying positions that require high professional training, for example, a judge. This approach has been implemented in the entire system of courts of general jurisdiction, including the Supreme Court of the Russian Federation * (15).

Hence, the concept of incomplete higher education can only refer to the fact of an incomplete normative term for mastering one or another educational program of a certain level of education. Therefore, when the educational program in a specific area of training is not fully mastered, it is impossible to talk about passing a specific level of education with the issuance of a document on education, which is also confirmed by judicial practice * (16).

It should be noted that in the regional legislation there are examples of ranking depending on the "level" of education (specialist, master), for example, wage rates. This practice is recognized as inconsistent with the law, since in this case the provisions of Part 3 of Art. 37 of the Constitution of the Russian Federation, art. and 132 of the Labor Code of the Russian Federation, which prohibit discrimination in the sphere of labor, including discrimination in the establishment and change of wage conditions.

Following the logic that each of the "types" of the level of higher education, whether it be a bachelor's degree, a specialist's degree or a master's degree, confirms the completed education cycle, characterized by a certain single set of requirements (Article 2 of the Law, "Basic Concepts"), then no restrictions can be set for one species over another.

However, this statement requires clarification: certain restrictions are already provided for by the Law itself. What regulations do this follow from? We find the answer in Art. 69 "Higher education", which says that persons with a secondary general education are allowed to master undergraduate or specialist programs (types are equated).

Persons with higher education of any level are allowed to master the master's programs. This emphasizes the higher position of the magistracy in the hierarchy of higher education.

However, further we see that the training of scientific and pedagogical personnel in graduate school (adjuncture), residency, assistantship-internship is possible by persons who have an education not lower than higher education (specialist or master's degree). That is, in this case, we see that the specialist "at the finish line" corresponds in terms of the level of his training to the master's program. But the training of scientific and pedagogical personnel is already the next level of higher education.

Thus, the education system, according to the law on education, is a single system, starting with preschool education and ending with the training of scientific and pedagogical personnel, as the necessary level of education for engaging in certain types of activities or certain positions (for example, residency).

The change in the levels of education led to a change in the types of educational organizations: the expansion of opportunities to create various types of organizations that provide training. In addition to the educational ones themselves, organizations that have educational units in their structure are actively involved in the education system, according to the Law.

Additional education is a type of education and includes such subtypes as additional education for children and adults and additional vocational education. Each of them involves the implementation of individual educational programs.

Additional educational programs include:

1) additional general education programs - additional general developmental programs, additional pre-professional programs;

2) additional professional programs - advanced training programs, professional retraining programs.

The allocation of various types of educational programs, including those within the framework of additional education, makes it possible to ensure the continuity of education throughout life. The proposed system of educational programs provides the possibility of simultaneously mastering several educational programs, taking into account existing education, qualifications, practical experience in obtaining education, training in an abbreviated training program.

The education system in the Russian Federation

According to the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation", the education system includes 2 main types - general and professional education, which in turn are divided into the following levels:

General educationconsists of four levels:

preschool education is provided by licensed institutions for children up to the age of 6 - 7, that is, before they officially go to school.

Primary general education for children aged 7 to 10 includes grades 1-4.

Basic general (incomplete secondary) education for children aged 11 to 15 takes 5 years and includes grades 5-9.

Average total (complete secondary) education students receive in the upper grades of secondary school for 2 years of study - grades 10-11 - and complete it at the age of 17-18 years.

The program of secondary general education is compulsory and is considered mastered after completion of education in 11 grades and passing by each student of the state final certification. Certification is carried out in the form unified state exam (USE) in Russian language and mathematics (mandatory exams), as well as in additional subjects from the list established by law (from 1 or more) at the choice of the graduate. The results of passing are accepted as entrance tests for admission to the university. Graduates who successfully pass the exam receive certificate of secondary general education , and to obtain a certificate, it is enough to pass the exam in the Russian language and mathematics. This gives the holder the right to continue education at the level of secondary vocational education. Access to higher education is provided based on the results of the Unified State Examination with elective exams - the number and subjects are determined by the applicant, depending on the requirements of the university in the chosen direction.

Professional education includes 5 levels:

Secondary vocational education can be obtained through two types of programs:

Training programs for qualified workers and employees;

Training programs for mid-level specialists.

Graduates of secondary vocational educational organizations after graduation receive a diploma of secondary vocational education.

After completing the educational program of the first type, graduates are granted access to the labor market, as well as the right to continue their studies in the programs of the second type and higher education (subject to obtaining secondary general education).

Educational organizations that implement programs of the second type can be both independent educational organizations and structural divisions of the university. As a rule, in this case, the programs are well coordinated with the programs of universities in the relevant areas.

Currently in Russia there is a multi-stage system higher education , as a subspecies of vocational education, consisting of the following levels:

Higher education - bachelor's degree (240 credits). The bachelor's degree is awarded after completing a 4-year study program. Bachelor's programs are developed in various areas. The bachelor's degree provides applied education, since the holder receives a sufficient amount of professional knowledge, skills and abilities for employment in positions requiring higher education (without specifying the level). However, a bachelor's degree is a condition for admission to master's programs. The state final certification includes the defense of the thesis and the passing of the state final exams. After successfully passing the certification, a bachelor's degree is issued.

Higher education - specialty (300-360 credits). The qualification of a specialist in Russia is a legacy of the former single-stage system of higher education and, in its essence, corresponds to a master's degree. Holders get the opportunity for professional activities that require a higher level of higher education than a bachelor's degree. And they are also given access to master's programs in areas other than those already received in the specialty, and to training programs for highly qualified personnel (postgraduate education). The term of study for obtaining the qualification of a specialist is at least 5 years. The state final certification for obtaining the qualification of a specialist includes the defense of a project or thesis and the passing of state final exams. Obtaining the qualification of a specialist is confirmed by a diploma of a specialist. The level of higher education - specialty is equivalent to the level of higher education - magistracy.

Higher education - magistracy (120 credits) is a two-year course of study, focused mostly on research activities (up to 50% of the student's workload) compared to the specialist's programs. But, first of all, the magistracy is an in-depth training in analytical and professional-practical activities in a specific area, including the development of elements of scientific and pedagogical work. The State Educational Standard defines only the general requirements for master's degree programs, without establishing requirements for the content of education. Universities have the right to independently make decisions on the content of master's programs depending on the specialty, and also independently establish the admission procedure for applicants (conducting exams, interviews, etc.). Access to master's programs is available to holders of a bachelor's degree, as well as specialist qualifications. Holders of higher education degrees who wish to enter a master's program in another specialty must pass additional examinations that reflect the requirements for passing the chosen master's program. The state final certification for obtaining a master's degree includes the defense of a master's thesis and the passing of state final exams, the results of which are issued a master's degree.

Higher education - training of highly qualified personnel (postgraduate education) is carried out based on the results of mastering the programs for training scientific and pedagogical personnel in graduate school (adjuncture), residency programs, assistantship-internships. The duration of training is determined by the relevant program and is 3-4 years. The training ends with the passing of candidate examinations and the preparation of a candidate's dissertation. The holders receive an appropriate diploma. Obtaining this level of education does not automatically lead to the award of the degree of Candidate of Sciences, but only increases the level of knowledge, skills and abilities of the owner and provides an opportunity for a deeper and more qualified approach to the creation of a scientific qualification work (dissertation) for the degree of Candidate of Sciences. Also, the development of this level of higher education provides an opportunity to work in positions for which Russian legislation defines mandatory requirements (high school teacher, researcher, etc.).

Degrees

The assignment of academic degrees is regulated by the Federal Law of August 23, 1996 No. 127-FZ “On Science and State Scientific and Technical Policy” and other by-laws. Academic degrees are not included in the education system, because are the result of official recognition by the state and society of the achievements of the owner in the scientific and research fields of activity. At the same time, the condition for obtaining a scientific degree is the presence of a previous higher education, so they act as a logical continuation of increasing the level of education of the holder and are closely related to the educational system of Russia.

Traditionally, there are two levels of academic degrees in Russia: PhD and PhD . A scientific degree is awarded to persons who have defended a scientific qualification work (dissertation). Based on the results of a successful dissertation defense, a diploma is issued conferring the degree of candidate of science or doctor of science.

For a degree PhD usually requires 3-4 years of postgraduate study (adjuncture, etc.) after obtaining a specialist or master's degree, preparing a dissertation, and then defending it and awarding a degree. However, obtaining a PhD degree is possible without postgraduate studies. To do this, the holder of a higher education (specialist or master's degree) can be transferred to the appropriate scientific positions and must prepare a dissertation within no more than 3 years. After defending his dissertation, he is awarded the degree of Candidate of Sciences.

Academic degree PhD is awarded after receiving the degree of Candidate of Sciences and can be obtained in two ways, as well as the degree of Candidate of Sciences - by continuing doctoral studies for up to 3 years and preparing a doctoral dissertation, and then defending it and conferring a scientific degree, or without completing training, provided employment in relevant scientific positions for the preparation of a doctoral dissertation for no more than 2 years, its subsequent defense and the award of a doctoral degree.

Portal for the student. Self-training

INTRODUCTION

1.1 The education system in the Russian Federation:

1.3 Actual problems in the field of education and ways to overcome them

1.4 Experimental and innovative activities in education

CONCLUSION

Commentary on Art. 10 of the Law "On Education in the Russian Federation"

RELATED ARTICLES