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 appear. 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 ↓
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. The main tasks of a higher educational institution are: meeting the needs of the individual in intellectual, cultural and moral development through higher and (or) postgraduate professional education; 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; training, retraining and advanced training of workers with higher education and scientific and pedagogical workers of higher qualification; formation of a civic position among students, the ability to work and live in the conditions of modern civilization and democracy; preservation and enhancement of the moral, cultural and scientific values of society; dissemination of knowledge among the population, raising its educational and cultural level. Higher educational institutions may have their own structural subdivisions and branches. 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. Branches of higher educational institutions are separate structural subdivisions located outside its location. Branches of higher educational institutions undergo licensing and certification independently, and state accreditation - as part of a higher educational institution. Admission to higher educational institutions is carried out on the basis of applications from persons with secondary (complete) general or secondary vocational education, on a competitive basis based on the results of entrance examinations or in another manner determined by the founder (founders) of the higher educational institution. Citizens of the Russian Federation with a higher professional education are admitted to postgraduate studies at higher educational institutions (scientific institutions or organizations), as a rule, on a competitive basis. Citizens of the Russian Federation who have a Ph.D. The following types of higher educational institutions are established in the Russian Federation: university, academy, institute. The status of a higher educational institution is determined depending on its type, organizational and legal form, the presence or absence of state accreditation. The status of a higher education institution is included in its name. The name of a higher educational institution is established at the time of its creation and is changed without fail when its status changes. If a special name (conservatory, higher school and other names) is used in the name of a higher education institution, the type of higher education institution shall be indicated along with it.
Higher education is education obtained in the process of studying in higher educational institutions, as well as in special courses. Institute, university, academy - higher educational institutions that implement educational programs of higher professional education, as well as educational programs of postgraduate professional education. External studies - independent study of disciplines by students in accordance with the main educational program of higher professional education in the chosen area of training (specialty) with subsequent current and final certification in a higher educational institution.
The levels of higher professional education are bachelor, graduate and master. Those who pass the final certification are assigned the appropriate qualification.
The structure of the system of higher professional education is a set of state educational standards and educational programs for higher and postgraduate education; having licenses of higher educational institutions and educational institutions of the corresponding additional higher professional education; scientific, design, industrial, clinical, preventive medical, pharmaceutical, cultural and educational enterprises, institutions and organizations that conduct scientific research and ensure the functioning and development of higher professional education; management bodies of higher professional education, as well as enterprises, institutions and organizations subordinate to them; public and state-public associations: creative unions, professional associations, scientific and methodological councils and other associations.
Correspondence form of higher education
This form of education, or a form of self-education, is regulated and implemented by the state on the basis of a single national educational standard. At the same time, students study twice during the academic year in the classrooms of the university at the installation sessions. They give lectures to students, give consultations, test results.
For part-time students, special teaching aids, teaching and control materials have been developed. There are very original methods for managing the process of self-study - part-time students spend 70% of their study time away from the teacher.
The development of correspondence education is seen as a peaceful revolution that can radically change the entire process of education and training, because it is it that is distinguished by the individualization of education, accessibility for various segments of the population, economic profitability, speed of mastering knowledge, and practical activities. Correspondence education was originally introduced only for those who could not regularly attend regular educational institutions. Correspondence students, like diaries, have a common curriculum for all, common deadlines for passing control tests Computerization brings distance education closer to distance education.
The structure of higher education in the Russian Federation
At present, in the structure of higher technical, for example, education in Russia, there are three stages, as shown in the figure.
higher professional education
The first stage is an incomplete higher education, the receipt of which allows you to continue education at the next levels.
The second stage with a term of study of at least 4 years provides for obtaining an academic degree of a bachelor of science in the chosen direction. All graduates of the bachelor of science degree can continue their education to obtain a qualification or degree corresponding to the third stage.
The third stage of higher education allows you to acquire the qualification of an engineer in a chosen specialty or a master's degree in science in a field.
Receiving education in accordance with the master's program, each student has the right to simultaneously, having completed the required tasks and the graduation project, receive an engineering diploma.
In other cases, studying for the purpose of obtaining a diploma in the presence of a diploma of third-level education is considered as obtaining a second higher education and can be carried out on a paid basis.
The versatility of ways to obtain higher technical education requires the development of clear norms and requirements for graduates and educational programs.
Higher education institution - (abbreviated university) is an educational institution that provides higher professional education.
There are public and private universities. The university may have branches and representative offices in other localities.
classic status
Today in Russia there are three types of higher educational institutions that correspond to a certain accreditation status, where you can get higher professional education: institute, academy and university.
For the status of “institute”, it is enough for an educational institution to train students in at least one specialty and conduct scientific work.
The university covers a wide range of specialties from different fields. For example, a technical university or a classical university. Research activities are carried out, as a rule, in several areas and constitute a significant part of the activities of the university. It is the universities in Russia that are the main centers for the development of scientific schools and directions.
The Academy differs from the university in a narrower range of specialties, as a rule, for one branch of the economy. For example, Samara State Agricultural Academy, Samara State Academy of Culture and Arts. The academy pays considerable attention to research activities in the profile direction.
Different university statuses imply completely different educational paths and opportunities. One and the same university, especially if it is very strong, can have several diverse statuses. And it depends on the students how reasonable they will be able to use the resources of the university when they receive an education. The current situation in the market of educational services is such that there are a lot of universities operating on it. Many of them are considered weak, they are waiting for a scheduled inspection and are afraid of closing. Also, the demographic situation is not the best: if the university does not recruit freshmen, it may cease to exist. Therefore, in order to survive, universities want to unite into something university-like. That is, simultaneously with such a spontaneous process, new statuses of universities arise.
Autonomous university
This status will be given to a significant part of Russian universities; it implies freedom and the right to dispose of extrabudgetary funds. Such universities will be managed by a supervisory board, one third consisting of representatives of the university itself, and the remaining two thirds - of employers, officials and the public. The rector will be equated with a hired manager. The idea is that at the output the employer should get a specialist who exactly meets the requirements of a modern enterprise.
academy
Stay tuned for updates from the Ministry of Education and Science: academies are about to be redefined.
Institute
So only 150 universities of regional significance will be called. Since, according to officials' forecasts, only the best universities will receive state funding in the future, the possibility of getting state-funded education at institutes remains in question. Although they say that the number of state-funded places in universities throughout the country as a whole will not decrease.
Master's University
This is a university specializing in the preparation of masters. The State University - Higher School of Economics is planning to become the first master's university in Russia.
Scientific and educational center
These are only two universities - Moscow State University and St. Petersburg State University. They have recently gained the right to develop their own curricula.
National Research University
This status was invented by the founder of Stanford University (USA), but in Russia they started talking about national research universities only in 2008. These are Moscow State University, St. Petersburg State University, Federal Technological University on the basis of MISiS, Federal Nuclear University on the basis of MEPhI. The entire list has not yet been formed. Rector of Moscow State University V. Sadovnichiy suggests that MSTU im. N. E. Bauman, and also the Polytechnic and Mining Universities of St. Petersburg. It is recommended to enter these universities for those who plan to be involved in serious scientific work from the first year of study, by the end of their studies at the university they want to become the author of several dozen scientific articles, and throughout their career they will conduct research that is important for Russia. This will make it possible to create a strong scientific school (or a number of schools) of the university and its programs formed on a scientific basis.
Olympic University
The Russian International Olympic University (RIOU) will open in 2012 in Sochi. This information may be useful to current applicants already for the second higher education, if there are plans to become professionals in the field of international sports management.
A particularly valuable object of cultural heritage of the peoples of the Russian Federation
This status was originally invented not for universities, but nevertheless 10 of them have it. Three of them are in Moscow (Moscow State University, Moscow State Technical University named after Bauman, Russian State Agrarian University (MSHA named after K. A. Timiryazev), four are in St. Petersburg (St. Petersburg State University, Military Medical Academy named after Kirov, Russian State Pedagogical University named after A. I. Herzen , St. Petersburg State Mining Institute named after
G. V. Plekhanov), one - in Kazan (university) and two - in Tomsk (university and polytechnic university). The territory of such universities is under state protection. Here the walls help to learn.
Applied Bachelor
Introduced from the upcoming academic year on the basis of secondary educational institutions (see the heading "Desk of the journal" BULLETIN APPLICANT "). This is an option for those who, perhaps, do not have enough stars from the sky, but want to have a higher education, a serious profession and a high salary. Already in the very idea of such a status of educational institutions lies the desire to offer a worthy answer to the request of industrial enterprises that need highly qualified employees. Which? Today, let's say, welders with knowledge of modern work technologies are in short supply.
University
Soon there will be about 450 fewer. And to the question of what a university is, there will be a new answer - a new one, since new rules are being developed that will distinguish between universities, academies and institutes. Those who are going to any university, the name of which is not given on these pages, should consider the option that you will enter, maybe at the university, but graduate - perhaps already from the institute.
Federal university
There are only two of them - Moscow State University and St. Petersburg State University. They may not be subject to state standards for education. They will be able to create enterprises, launch innovative projects - and these, if you think about the future, are unique jobs. Over time, about 55 universities will become federal, which will receive maximum state financial support.
Federal University
They were invented by President Medvedev - and news agencies have already called them new types of educational institutions. The idea is as follows: one federal university per federal district.
And each university "sticks together" from a classical university and, say, a technical one. The Siberian Federal University in Krasnoyarsk was created by combining four universities, Yuzhny in Rostov combined two. These are real universities, they already exist, you can go there. Next in line is the creation of the Far Eastern State University in Vladivostok. Voronezh, Yekaterinburg, Kazan and Kaliningrad would also like to create such universities. It is expected that in 2015 training programs will receive international accreditation, and diplomas of graduates - international recognition.
In the Russian Federation, there are the following main types of higher educational institutions: institutes, academies, universities. The differences between these types of universities are specified in Article 9 of the Federal Law on Higher and Postgraduate Professional Education.
Clarifying comments on this article are tabulated:
|
Universities |
academies |
Institutes |
|
Provide training in a wide range of specialties |
Implement training of specialists in certain areas, primarily scientific and scientific-pedagogical |
Provide training for practitioners in specific areas |
|
Conduct fundamental and applied scientific research in a wide range of sciences |
Perform basic and applied research, however, in a specific area of science or culture |
Conduct fundamental and (OR) applied scientific research |
|
They are leading scientific and methodological centers in their fields of activity |
In the field of its activity, the academy should be the leading scientific and methodological center |
They are not leading scientific and methodological centers |
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;
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 the receipt of 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?
