Pros and cons of modern education. Modern education system

Education in Russia is no longer free. And if you have to pay for it, then the investment should pay off, right? The diploma should expand the prospects of its owner, that is, provide a guarantee of employment with a higher level of wages. It is no secret that wages in Russia are lower than in the West. But a good diploma implies the possibility of employment around the world.

Russian universities have switched to a two-level system of education - bachelor's and master's degrees. The requirements of the Bologna Club have been satisfied: formally, Russian diplomas should now be recognized in the West. Indeed, Russian graduates will no longer have to complete their studies at foreign universities in order to confirm their qualifications. But does the West recognize the quality of training specialists in Russia? Do study programs in Russia meet international standards? After all, not only Russian diplomas are recognized, but also diplomas from Eastern Europe, some states of Southeast Asia and Africa (that is, all countries in which the higher education system formally meets the requirements of the Bologna Club).

There is no universal and objective criterion for assessing the quality of education. It is possible to evaluate a university in terms of its academic character (the number of scientific publications, the number of Nobel laureates, and so on). Or in terms of the comfort of teaching students (quality of infrastructure). Or from the position of employers (correspondence of curricula to their needs and requirements). All these points of view are taken into account when compiling international rankings, which take into account many parameters, up to the number of volumes in the library. And if the goal of education is successful employment, then the results of these ratings will have to be heeded, because it is on them that personnel officers around the world rely when selecting candidates. If we analyze the data of this ranking, then the reasons for the not very good positions of Russian universities are as follows:

1. The almost complete lack of practical value of scientific work carried out by Russian universities. Research and implementation are the main activities of Western universities. For example, the British government, having set the task of supporting the national economy through the trade in knowledge, made the size of the budget of a particular university dependent not on the number of its students, but on the success of scientific developments. The same is true in the USA, for this reason, American and British universities are in the forefront of the best universities in the world. It is in the USA that there is a degree of the Master of Professional Sciences (Professional Science Master's - PSM), which implies 2 years of postgraduate training in technical specialties and additional study of such disciplines as business processes, project management, intellectual property, economics and finance. After all, it is not enough to create an innovative development, it must also be sold profitably. Russian universities are still engaged in theory at best. And accordingly, this is the second reason for the low rating of Russian education in the world.

2. Very modest budgets. For example, Harvard University with its 2 billion dollars a year can afford any specialist and the most modern material and technical base. The modest funding of Russian universities only allows them to maintain their existence.

3. Lack of a training program in English. In multilingual Europe, virtually every university has programs in English. Moreover, English-language programs appear more and more often in Asia, this region is actively increasing its positions in international rankings. Thus, 3 goals are achieved at once: the budget of educational institutions is replenished at the expense of foreign students, the employment prospects of their own students are expanding, the prestige of the educational institution is increasing due to the possibility of attracting foreign professors. Transacademicism is the main goal of the Bologna process. We don't have anything like it in our country. And the level of teaching a foreign language remains unsatisfactory, which significantly reduces student mobility and the international competitiveness of our diplomas. As a result, Russian-language educational programs today can only attract students from Central Asia, and they are unlikely to replenish the budget of Russian universities.

4. Lack of flexibility, static training programs. We live in a rapidly changing world. Technologies are developing rapidly, and the labor market instantly reacts to them: new skills and abilities are required, new specialties and professions appear. Western educational institutions are very quickly adapting to the demand from the labor market, opening up new areas of training and discipline. Thus, one in four of the 60,000 disciplines offered in England have appeared in recent years: for example, "new media" (a combination of music, three-dimensional graphics and animation), "information technology for health care", "gear" - a specialist in relations with government agencies and so on. The programs of Russian universities are extremely difficult to modernize, specialists who have mastered new technologies and areas do not seek to work in universities. The low level of salaries contributes to the fact that the basis of the teaching staff in Russian universities are professors of the Soviet era, the younger generation is not interested in such low-paid work.

5. Unpreparedness of graduates of Russian universities for practical work. In Russian universities, the lion's share of the teaching staff is employed full-time. In the West, the situation is completely different: there teachers are practicing specialists who lecture at universities. This means that the course of study includes not only theory, but also the most modern practice.

6. Lack of a clear distinction between professional higher education and academic. It's no secret that in Russia higher education is rather a sign of "status", success, or even a way to avoid military service, but not a level of education and qualifications. Most freshly minted economists and lawyers work as secretaries and sales managers. Sometimes it doesn’t matter for both students and their parents where exactly to study. In fact, any university is called a university or, at worst, an academy. In the West it is different: there is a clear division into colleges and universities. The former provide narrow professional training, the latter provide fundamental academic education. There are few universities in the West, and the requirements for students are very strict.

7. Low level of infrastructure and service development. A modern world-famous educational institution must be convenient for students: have a comfortable hostel, sports complexes, leisure facilities, a catering network, and so on. Today it is difficult to imagine a university without direct online communication between students and teachers, without access to virtual libraries and lectures via the Internet. Is it similar to domestic universities?

Alas, all this does not yet characterize Russian universities. Of course, one can hope for a breakthrough in the future, but the only question is: will our children live to see this happy day?

After the first publication of the “Collegium of Chief Editors of Russia” on the topic of renovation, the editors of “World of News” received a lot of feedback about the importance and necessity of this joint project of the Union of Journalists of the Russian Federation and our newspaper.

Chief editors from other regions of Russia have begun to join the initiative, and we are pleased that we are receiving the approval of the professional community.

WHILE THE LIGHT IS BURNING?

We all came out of September 1 - the beautiful and memorable Day of Knowledge for many generations. On the eve of the next holiday, we asked our experts important questions about the quality and problems of education in the country.

We remind you that the goal of the project "Board of Chief Editors of Russia" is not just to discuss the problem on the pages of the newspaper. We, as an association of experts with great informational and organizational strength and capabilities, want to achieve the formation of a consolidated public opinion on complex and important issues.

WHAT'S IN THE TEACHER'S POCKET?

Preparing our material, we could not do without official figures. It is sad that every fifth teacher in the country (22%, according to the Levada Center) is dissatisfied with his job. First of all, because of the salary (dissatisfied - more than 65%).

According to our experts, in the Smolensk region the average salary of teachers in 2016 amounted to 23,482 rubles, and it coincides with the average for the region.

In Voronezh, according to data for May, the average salary of school teachers in the region was 25,161 rubles, which is 7.5% higher than the average monthly income in the region.

“Following the results of the first half of the year, teachers in the Kemerovo region received a salary of 32,907 rubles. The average salary in Kuzbass is 35,077 rubles,” journalists from Kuzbass write to us.

Colleagues from Ryazan believe that "... in the region, salaries in education are about 8 percent higher than the average regional level." It is reported from Perm that “... on average, teachers in the region earn 25,000 rubles a month. Teachers in rural schools receive about 15,000 rubles. Young professionals - in general, about 10 thousand.

Of course, it is difficult to establish an accurate picture of teachers' incomes in Russia. But one thing is clear: formally, salaries have gone up everywhere, of course. However, given the sharp rise in the cost of products and services, everything looks rather dull.

“There is a very wide range of salaries for teachers: from 15 to 28 thousand. On average, respectively, it turns out to be around 20 thousand,” colleagues from the Volgograd region write to us.

With such income, a sincere desire to teach children can probably only be found among rare ascetics.

REDUCE FOR QUALITY?

Quite a few polemical copies have been broken in recent years around the question: is it worth cutting down ungraded schools in small villages? We looked at the official data.

Number of schools in Russia:

1991 - 69,700

2000 - 68,100

2015 - 44,100

Source: Rosstat.

At the same time, 150,000 more first-graders will go to schools in 2017 than last year. And there aren't enough places.

“There is an old proverb: “The school has died - the village has died,” recalls Alexander Belyavtsev, editor-in-chief of the newspaper "Coast" (Voronezh).

“From time to time, pockets of “social tension” flare up, caused precisely by the liquidation of rural schools. This summer it was in the Kirzhachsky, Kameshkovsky and Murom regions, ”writes us editor-in-chief of the newspaper "Call" Nikolay Livshits from Vladimir.

“Of course, the closed school calls into question the prospects of the village. But economically it profitable, and the level of education is getting higher. Transport is being organized to deliver children to schools, ”says Valery Kachin, editor-in-chief of the regional newspaper "Kuzbass".

BUT editor-in-chief of the newspaper "Ryazanskiye Vedomosti" Galina Zaitseva answered that this problem “... is not significant for our region - it was solved much earlier, 10-15 years ago. But more often they closed the school where there were almost no students left and their number was not expected to grow. Today, schools are being built in the region, both in the regional center and in the countryside.”

NOT THE USE ONE?

The country's education system has been "plowed up" for a long time with the help of the Unified State Examination, and the debate on the topic "better - it got worse" does not subside.

“The one who is successful will not criticize the exam, and the other camp is able to talk for a long time about stress, a broken psyche and disturbed family microclimate,” notes Konstantin Karapetyan, editor-in-chief of the Volzhskaya Pravda newspaper (Volgograd region).

“Before, the teacher was in many ways the mentor of the student. With the introduction of the Unified State Examination, the school returned to the times of the bursa, where dogmatism sometimes prevails over common sense. But this is not the fault, but the misfortune of the school, through which the armored train of the Unified State Examination walked very powerfully. As for educational standards, I don’t see any reason to talk about them, because, in my opinion, real life and the requirements that are laid down in them are in parallel planes,” he skeptically assesses the state of affairs Igor Krasnovsky, editor-in-chief of Smolenskaya Gazeta.

Nikolai Livshits writes about "the dictatorship of fragmentary knowledge, clip-likeness because of the Unified State Examination." And here is what our expert from Kemerovo, Valery Kachin, thinks:

“In the opinion of a student of the Soviet period, education, to put it mildly, has not improved. And the exam does not contribute to this. All kinds of reforms have not led to an increase in the quality of knowledge.”

This opinion, with reservations, is shared by Galina Zaitseva: “The systematic nature of obtaining knowledge that the Soviet school had was lost. Today they are trying to return something from the previous experience, including the relationship between the process of education and upbringing. But while the teacher will be a "paper soldier", mired in the reports and certificates that are required of him, it is difficult to talk about cardinal changes. The good thing is that there has been a departure from the test "guessing" at the exams.

A colleague from Dagestan.

“... The reformers take into account the previous invaluable experience, the methods of the Soviet school, and today they are confidently competing with European ones ... Today, our republic is among the successful regions in passing the Unified State Examination, and there is no need to be ashamed of the results, even if not very high ones” , - reflects.

Your view of the problem Natalia Kopylova, editor-in-chief of the Zvezda newspaper (Perm Territory): “I think that modern education is simply rebuilt for this new computerized generation. And, in my opinion, successfully rebuilt. My youngest daughter is 15 years old, so I speak firsthand. Test tasks for this generation are the most convenient form for taking exams. They think like this technically, point by point. And I think that in vain they scold the exam in vain. It shows the real level of knowledge of the student. You can’t get a good number of points on it by poking.”

CONCLUSION

In mid-summer, Minister of Education and Science Olga Vasilyeva announced another large-scale reform of school education in the country - the transfer of schools from municipal authorities to regional ones.

She complained that “... now schools are out of state guardianship and care... It is hard to imagine that 44,000 schools are in no way subordinate to the Ministry of Education and Science. They are also not subject to the region.” The vertical of education as a vertical of power? Oh well...

There are, of course, sane reforms. We recently decided to reduce excessive reporting, when educational organizations receive up to 20 requests per month, which require the collection and analysis of information. So not all is lost...

Prepared Evgeny Malyakin.

TASS/M. Metzel

The aim of the project "Board of Chief Editors of Russia" is not just to identify and discuss the problem on the pages of the newspaper - the task is much broader.

We, as an association of experts with great informational, intellectual and organizational strength and capabilities, want to achieve the formation of a consolidated public opinion on complex and important issues. Today on the agenda is the quality of education in the country, schools and teachers.

On the eve of the next Day of Knowledge, our project decided to ask its experts important questions about the quality and problems of education in Russia.

Galina Zaitseva, editor-in-chief of the Ryazanskiye Vedomosti newspaper, Ryazan

Have the standards of education improved enough and what about the USE? To what extent are the latest modern pedagogical methods, scientific and technical achievements introduced into schools and universities?

Has our education improved? This question cannot be answered unambiguously. In some ways, yes, it has become better: both the teacher and the student today have more opportunities in obtaining information, versatile knowledge. However, the systematic acquisition of knowledge that the Soviet school had was lost, for which it received recognition not only in our country.

Today they are trying to return something from the previous experience, including the interconnection between the process of education and upbringing. But while the teacher will be a "paper soldier", mired in the reports and certificates that are required of him, it is difficult to talk about cardinal changes.

The exam is also undergoing changes. And this form has its advantages. But the form of the exam does not have a significant impact on the quality of knowledge received by the student. The good thing is that there has been a departure from the test "guessing" in the exams. As for educational standards, they should probably be clearer and more uniform.

Increasing the income of teachers is real. If we take the statistics, this year (for half a year) in the region, salaries in education are about 8 percent higher than the average regional level of salaries.

But this is the average temperature. The salary of a teacher depends on many components: checking notebooks, class management, seniority, student achievements and their own victories, grade, additional rates, etc. And here the question arises: how to attract young teachers to the school, who need to collect all these components for more than one year “by grain”? The regions are trying to find their own answers to it, but again, the budgetary possibilities of, say, Moscow and Ryazan are incomparable.

Although, if a teacher in the capital receives an order of magnitude more than in Ryazan, this does not mean at all that he works with more efficiency than his Ryazan counterpart. And this “problem” cannot be solved independently by the regional authorities: the help of the Center is needed.

Today it is not essential for our region - it was solved much earlier, 10-15 years ago. But more often they closed the school where there were almost no students left and their number was not expected to grow. Today, schools are being built in the region - both in the regional center and in the countryside.

Konstantin Karapetyan, editor-in-chief of the city socio-political newspaper "Volzhskaya Pravda", Volgograd region

I would like to note that you captured too large a time range ... In the sense that it seems not entirely appropriate to “search for the truth” in comparing the two educational systems - Soviet and Russian. But, yes... You're right. Almost 30.

More precisely, 26 years, as Russian education is looking for its face. And if you form a personal (subjective!) position, start from its first steps, that is, the beginning of the 90s, and fix an intermediate finish now, then definitely: it has changed! Of course, for the better.

It's another matter that you ask a question to a "graduate" of a Soviet school who gets irritated in the evenings (to put it mildly!) while doing homework with his daughter, a sixth-grader. He gets annoyed with himself - for intemperance, with his daughter - for apathy, but with the compilers of the school curriculum (sorry!) and persons admitted to the formation of standards - for bullying ...

Actually, this is my answer to the question about educational standards (they are positioned as intuitive, but in reality they lack depth ... Moreover, the approach taken as a basis in many textbooks in the form of an easy dialogue format with students often looks like stupid, inappropriate, and even harmful) and whether the overall quality of knowledge of graduates has improved.

Well, in particular, the Unified State Examination ... I do not work in the education system, that is, I do not professionally analyze the data, so that later, here, I can argue objectively. And even more so to give an expert opinion ...

From the side (journalist), a strong impression is created “what, yes, I improved!”. But here we must understand that our perception of the topic is influenced by the first echelon of contacts and sources of information - these are specialists in the education system who, being in their right mind, of course, will not express their personal opinion regarding standards, the Unified State Examination and so on. “Corporate ethics” (and the fear that this will be interpreted as amateur performance) will not allow them.

Nevertheless, I must say that there is a second echelon of contacts and sources in journalism... These are parents and graduates themselves. And here their position is not unambiguous. Someone who is successful will not criticize the exam, and the “other camp” is able to talk for a long time about stress, a broken psyche and a disturbed family microclimate. Their opinion matters. This is the opinion of people directly involved in the topic ...

Does the increase in the income of teachers to the average (or higher) in the region, declared by the May 2012 Presidential Decrees, coincide with reality? What are the average incomes of teachers in the schools of the region today and is it possible to increase them by using only the regional budget? Do you expect anything from the federal center?

Yes. Teachers (and, in general, in the education system) have increased their incomes. Like doctors (and in the healthcare system), like policemen, like in the army ... But to a greater extent, I must admit that these are not conclusions that remain to be drawn after doing a lot of "research" work on duty. These are stereotypes. Hopefully not false.

I repeat, I cite my personal feelings based on professional interaction with the field of education, in this case, with teachers. It is rare when there is an informational reason to ask them directly about salaries... As a rule, more general topics in the field of education become the reason for a conversation in order to prepare material...

How much salary? There is a very wide range: from 15 to 28 thousand rubles ... On average, respectively, it turns out in the region of 20. This figure is drawn by the regional budget, but I think it will not be able to do more ...

There are no such problems in our region. If such a process occurs, it does not receive wide publicity. Not because something is hushed up, but because the topic has no resonant potential. That is, there is a merger, as they say, by mutual agreement.

In other words, there is an understanding in society that the word optimization in relation to the field of education does not always mean the need for savings, which is achieved in an unweighted staff reduction. In our case, we are really talking about optimization (rational use of resources) in the most direct sense of the word.

Alexander Belyavtsev, editor-in-chief of the newspaper "Bereg", Voronezh

But I do not agree with those who believe that over the past 30 years, school education in the country has drastically deteriorated. It just became different.

Yes, it is possible that the level of knowledge in “exact” disciplines has decreased. But modern humanities will give odds to Soviet schoolchildren: the study of literature, history, foreign languages has reached a completely different level.

The advent of the Internet provides unique opportunities for self-education. For example, today, in order to communicate with a native speaker of a foreign language, it is not necessary to go abroad - two or three clicks and hone your communication skills even with a Japanese, even with a representative of the Navajo Indian tribe.

Regarding the Unified State Examination: the introduction of the unified state exam system has made life difficult for everyone - schoolchildren, teachers, and parents. And did it have a positive effect? I doubt. As a result, we observe obsession with formalistics, standardization of thinking, and, in general, the "squeezing" of the student in the narrow framework of factology and the lack of freedom of expression.

It remains to add that today a colossal, sometimes excessive burden has been placed on the schoolchild. In order to conscientiously perform all homework, the child has to study at home for five to six hours. In fact, the modern education system steals childhood from a schoolchild.

Have the regions of the Russian Federation fulfilled the task of achieving decent wages for teachers, set by the head of state back in 2012?

The incomes of teachers in the Voronezh region are commensurate with the average salary in the region and in some periods even exceed it. According to May data, the average salary of school teachers in the Voronezh region amounted to 25,161 rubles, which is 7.5% higher than the average monthly income in the region. Of course, the income of each particular teacher depends on the workload.

Does the closure, merger, and optimization of rural schools in the regions of the Russian Federation lead to a lot of problems, and will any modern “Lomonosov” now be able to get from Kholmogor to St. Petersburg?

Yes, there is an old saying - "the school died - the village died." But when choosing where to study for a child - in a wrecked school with stove heating and three teachers, or in a modern educational center with a swimming pool, a fitness center and a full staff of qualified teachers, I will, of course, prefer the latter. Under the only condition: the availability of free transport for schoolchildren from remote villages.

Burliyat Tokbolatova, editor-in-chief of Dagestanskaya Pravda

What to hide, with memories of classical Soviet education, sometimes the heart aches. And melancholy overcomes not only with memories of a modest school uniform, but also understandable, by no means alternative textbooks, written in a clear, understandable and, most importantly, accessible form of presentation for a schoolchild.

Yes, we were proud of Soviet education. But other times have come. And the open world demanded from us new quality standards, new knowledge, new approaches to the education system itself.

Much had to be changed in the minds of the modern student. And today, the technological world is changing so rapidly that knowledge becomes obsolete, and the teacher becomes more of a student's partner than a teacher in the usual way. This largely changes the usual ideas, and this has its advantages. That is, a modern school allows you to gain knowledge that is in demand in a globalizing world.

Is it bad or good? Much that happens in the school of the new century is in demand by the existing political and economic realities, which require completely new standards for the quality of knowledge, and indeed life itself. The schoolboy in the former habitual representation looks like a boring anachronism. A modern teenager is no longer a student memorizing a lesson mechanically. A completely independent person, who knows exactly the scope of his forces. That is, the new educational standards give him the opportunity to decide already at the school stage in choosing a profession. And he is free in his will.

There is confidence that, despite the completely different guidelines for education, the very scheme of education reform, the reformers take into account the previous invaluable experience, the methods of the Soviet school, and today they are confidently competing with European ones, keeping the old innovations at the modern level.

Each of us, Dagestanis, remembers how the exam was taken in the republic. The falsification of knowledge has acquired such an impressive scale that it was time to sound the alarm. And it was oh so difficult to destroy the already established stereotypes.

However, sometimes our memory fails us, Dagestanis. And they, perhaps, are not always ready to remember how their children received false certificates, and the rectors of Moscow universities, where graduates with almost zero knowledge directed their ambitious eyes, expelled "southern excellent students" after the results of the first session.

This is due to the fact that today our republic is among the successful regions in passing the Unified State Examination, and there is no need to be ashamed of the results, even if not very high ones. But we have to remind ourselves of this, because others take it for granted. But what efforts did it cost the authorities not only to break the prevailing ideas, but also to change the psychology, the attitude of both parents and students to the procedure for passing the exam. Many then did not believe in a miracle, but it happened. And it is impossible to ignore this. So the republican August meetings from year to year acquire a new character of sound. These are no longer victorious reports, but a serious conversation about the future of the Dagestan school, the quality of knowledge and what needs to be done.

Natalia Kopylova, editor-in-chief of the Zvezda newspaper, Perm Territory

Has school education changed for the better in the last 20-30 years? In your opinion, did the USE improve the quality of knowledge of graduates? What is missing in the new educational standards?

Education has changed, but I belong to that group of people who do not beat in hysterics, do not ring all the bells with cries that the youth has degraded, and modern education just contributes to this.

I think modern education is just being rebuilt for this new computerized generation. And, in my opinion, successfully rebuilt. My youngest daughter is 15 years old, so I speak not by hearsay, but from experience.

Test tasks for this generation are the most convenient form for passing exams. They think like this technically, point by point. And I think that in vain they scold the exam in vain. It shows the real level of knowledge of the student. It is impossible to score a good number of points on it by the “poke” method, as they say.

It is necessary to know the subject so thoroughly from the same literature in order to answer the questions of the exam. And the questions are very specific - without knowing the text, you are unlikely to “surface”.

By standards, I don’t know, I didn’t deal with this topic deeply.

Have the regions of the Russian Federation fulfilled the task of achieving decent wages for teachers, set by the head of state back in 2012?

Probably the average salary and the same. But this is average, however, many teachers complain about low earnings. Although in our region, teachers in popular schools and gymnasiums receive 30,000 - 50,000 (despite the fact that the average salary in the region is 29,000).

Based on statistical data, we can say that, on average, teachers in the region have 25 thousand rubles a month. But this is the "average temperature in the hospital." Teachers of rural schools receive about 15,000 rubles. Young specialists in general are about 10,000.

Passions associated with the merger of rural schools in the Perm Territory have already subsided. Every school in the village already has a bus, children are taken from remote villages. And everyone is already used to it.

Another good innovation appeared a few years ago - the "mobile teacher". The teacher is given a car, and he conducts classes during the day at several schools in a particular rural area at once. This solves the problem of shortage of personnel. And children receive knowledge in all subjects.

And earlier it happened that in the schools of the villages there were no half of the subjects - there was no one to teach foreign languages, chemistry, biology (it used to be that agronomists taught). Now everything is more or less. Now there are still problems with the Internet and computerization in very remote schools (there are not many of them), computers are of the old generation, but they still exist.

Per capita funding worries teachers - there are few children in rural schools. That is why funding is scarce. But strong agricultural enterprises help (if there are any nearby), they buy sports equipment, furniture, etc. Well, those schools that do not have such support, of course, suffer.

Valery Kachin, editor-in-chief of the regional newspaper "Kuzbass", Kemerovo

Has school education changed for the better in the last 20-30 years? In your opinion, did the USE improve the quality of knowledge of graduates? What is missing in the new educational standards?

In the opinion of a student of the Soviet period, education, to put it mildly, has not improved. Including the exam does not contribute to this. All kinds of reforms have not led to an increase in the quality of knowledge. Perhaps, professional orientation in the senior classes should also be strengthened.

Decrees of the President set the vector of movement, which, in general, is maintained. According to the results of six months of this year, the salary of teachers in the Kemerovo region was 32,907 rubles. The average monthly wage in Kuzbass for the same period amounted to 35,077 rubles.

Within the framework of his competence, he is not ready to assess the possibilities of the regional budget, as well as the powers of the federal Center.

How serious is the problem of the reduction (merger) of rural schools and the resulting social and other problems in the countryside and town in your region? What is the solution to this problem.

Of course, the closed school calls into question the prospects of this village. But it is economically profitable, and the level of education is getting higher. Transportation is organized to deliver children to schools.

Nikolay Livshits, editor-in-chief of the newspaper "Prizyv", Vladimir region

A priori, the standards of education could not change for the better, given the processes that were taking place at that time in Soviet and Russian society.

Change of values in the 1990s, when the prestige of education fell sharply, as did respect for the profession of a teacher, when professionals in many industries became unclaimed (and this also indirectly detracted from the prestige of education), when material considerations became dominant - it was difficult to expect the flourishing of the sphere of education .

In the 2000s, the situation began to change for the better, but new systemic changes - the introduction of the Unified State Examination and other "digitization" of knowledge - brought their own negative. Even such a positive moment of the Unified State Examination as the graduates having a wide choice for entering universities cannot outweigh the obvious disadvantages in the form of replacing complex knowledge in subjects with “test” ones - clips. And, by the way, this dictatorship of fragmentary knowledge is facilitated not only by the USE, but also by the dominance of “testing” in school subjects in general.

I once tried to pass tests in my son's literature workbook - this is the 6th grade. A familiar work, familiar characters... But I couldn't answer many questions: what color was the hero's jacket, what word did he use in a particular dialogue.

After all, I remember the spirit, essence, style of the work, and not the nuances, details, which are still of secondary importance. And in the tests, it was the details that replaced the essence. And, on the other hand, attempts to introduce a conditional “complexity” into a number of academic subjects also perplex me personally.

When, for example, in "Social Science" one after another there are paragraphs about history, geography, nature, wildlife, the population of a particular region - this, in my opinion, also gives rise to clip art: what does a child study - history, geography, biology, etc.?

Have the regions of the Russian Federation fulfilled the task of achieving decent wages for teachers, set by the head of state back in 2012?

In the Vladimir region officially - yes. Another thing is that the figures are “average for the hospital”, but there are nuances in specifics.

According to the results of the first half of 2017, the average salary of general education teachers amounted to 30.7 thousand rubles, and in preschool institutions - 24.3 thousand rubles. This is government data. According to Vladimirstat, over the same period, the average accrued wages in the Vladimir region rose to 26,895 rubles.

But if we look at the statistics for the city of Vladimir (and this is one of the most well-to-do municipal formations in the region), then here, according to the mayor’s office, the average salary for school teachers was 24.3 thousand rubles a month, for kindergarten teachers - 22 thousand rubles, for teachers additional education - 23.7 thousand. To be honest, the amounts indicated in the report of the municipality seem to me closer to reality.

How serious is the problem of the reduction (merger) of rural schools and the resulting social and other problems in the countryside and town in your region? What is the solution to this problem.

The main shaft of reductions (mergers) of low-budget schools has already passed in the 2000s. Now this process is also observed, but not on the same scale as before.

From time to time pockets of "social tension" flare up, caused precisely by the liquidation - let's call a spade a spade - rural schools. Literally this summer it was in the Kirzhachsky, Kameshkovsky and Murom regions of the Vladimir region.

What are the ways to solve the problem? In my opinion, the main criterion in such a situation should be the compliance of the school with the modern level of education. If it is possible to introduce modern communication systems, computerization, etc. there. Now, first of all, the financial issue is taken into account: how expensive is the school, how much does it cost to train one student ...

But a school is not a commercial enterprise for which profitability and profit are important. It provides profit, but of a different kind - in the form of literate people, future professionals, it qualitatively forms the people. And this is the most important thing.

Igor Krasnovsky, Editor-in-Chief, Smolenskaya Gazeta, Smolensk

Has school education changed for the better in the last 20-30 years? In your opinion, did the USE improve the quality of knowledge of graduates? What is missing in the new educational standards?

Probably, I will not be original, but, in my opinion, school education has changed not for the better.

Before, after all, the teacher was in many ways the mentor of the student. Today, with the introduction of the Unified State Examination, the school has returned to the times of the bursa, where dogmatism sometimes prevails over common sense. But this is not the fault, but the misfortune of the school, through which the USE armored train passed very powerfully.

As for educational standards, I see no reason to talk about them, because, in my opinion, real life and the requirements that are laid down in them are in parallel planes.

Have the regions of the Russian Federation fulfilled the task of achieving decent wages for teachers, set by the head of state back in 2012?

In the Smolensk region, the increase in teachers' salaries in 2016 compared to 2012 amounted to:

for employees of preschool educational organizations - 189.8%;

for employees of educational institutions of general education - 157.6%;

for employees of additional education of children - 183.8%;

for teachers and masters of industrial training of educational institutions of primary and secondary vocational education - 152.4%;

teachers of higher professional education - 165.9%;

for teachers providing social services to orphans - 174.3%.

The May Decrees of the President, of course, the regional authorities are trying to fulfill as much as possible, because for it, as well as for the leadership of all regions, they are like the sword of Damocles. The average salary of teachers in 2016 is 23,482 rubles (the average for the region is 23,543 rubles).

In 2017, according to the adopted "road map" for the implementation of the May Decrees, the planned average salary of teachers should increase to 23,785 rubles and will already exceed the average salary in the region.

But! Compared to Moscow, which is only 400 kilometers from Smolensk and where the average salary of teachers is about 57,000 rubles, the difference is huge. The result is an outflow of personnel, especially young ones, to the capital.

Raising the salaries of state employees only at the expense of the regional budget in a subsidized region is impossible, this is an obvious fact. And - not only for the Smolensk region.

Why? Because “the constant growth of the debt burden of the regions over the past 10 years is primarily due to the fact that since 2004 the proportion of distribution of tax revenues between regional budgets and the federal center has been fundamentally revised, in which the largest proportion of tax revenues was sent to the federal budget.

The idea of the new proportion was to equalize all regions of the country in the rights to use natural rent, since until that moment the regions of oil and gas production received much more taxes than regions that did not have large enterprises or minerals on their territory ...

In addition, the obligation of regional authorities by law to direct attracted debt resources, including financing the social sphere, and not infrastructure or industrial projects, has an additional negative impact on the level and dynamics of public debt - social payments are not investments and cannot serve as a basis for the formation payment fund for public debt.

The main factors in the growth of the budget deficit of the regions will be the need to increase budget spending on the development of the social sphere and support of the economy, as the deadlines for achieving many of the target indicators of the "May Decrees" are approaching, as well as the impossibility of increasing tax revenues of the budget against the backdrop of a decline or stagnation in most sectors of the Russian economy .

In 2017, the situation with budget deficits may improve, but the public debt will continue to grow, albeit at a more relaxed pace.” (Conclusions of RIA Rating experts)

This is in the oil and gas regions and in the capitals, as they say, if it gets dark in one pocket, then the dawn breaks in the other. In our long-suffering Non-Chernozem region, from time immemorial, everything, unfortunately, was different, according to the principle - money is not chips, you can’t raise it on the floor.

They had to earn and have to sweat and blood. And, as you know, you can’t buy anything on the budget fig from reformers like Mr. Kudrin, during whose tenure as Minister of Finance the above-mentioned proportion of the distribution of tax revenues between regional budgets and the federal center was launched. Here also it is necessary to get into debts to raise salaries to state employees.

How serious is the problem of the reduction (merger) of rural schools and the resulting social and other problems in the countryside and town in your region? What is the solution to this problem.

This problem is very serious. One of the ways to solve it was found by the teachers of the Smolensk hinterland.

Back in 2006, in the village of Shapy, Demidov District, the question of closing the school came up. There were 6 students left (despite the fact that 200 inhabitants were registered in the settlement). The liquidation of the educational institution was only a matter of time. In order not to lose their jobs and hope for the revival of their native village, the teachers decided to take a desperate step - they took foster children into their families. At first it was five children from the boarding school.

Today, 90% of the children of this educational institution are adopted, taken for foster care by local residents. Moreover, as children grow older, foster parents continue this charitable mission and take more and more new pupils from boarding schools into their families. At the end of May this year, 37 children studied at the Shapovskaya school, 32 of them were adopted.

The case, of course, is both unprecedented and unique. And in the Smolensk region, and in other regions, several teachers tried to repeat this experience. But the uniqueness of Shapov's story is that here the charitable mission was supported not only by the teachers, but also by the majority of the villagers.

I understand that it is hardly possible to recommend this wonderful experience to everyone. But to think about the fact that the future of small rural schools depends not only on the decisions of the authorities, but also on the civil and human position of the teachers of these schools and the inhabitants of the hinterland, you must agree, it is probably worth it.

The Russian education system has undergone significant changes over the past ten years. The era of change began in 2003, when it was decided to “fit” the domestic system to European standards. Russia has become a participant in the Bologna process, the purpose of which is the formation of a single zone of European education. The consequences of this decision are controversial to this day.

However, Russian universities, in accordance with Western standards, are now graduating masters and bachelors. Despite all the changes, the quality of education has decreased significantly, the cost has increased, graduation from a university has ceased to be a guarantee of successful employment, and in most cases a Russian diploma abroad has to be confirmed. Graduates are increasingly faced with the question of the need to enter a university. For an answer to which, one should weigh all the advantages and difficulties of this type of training.

Benefits of Higher Education

Parents and teachers tell graduates about the importance and necessity of getting an education at a university, and this is not accidental. Such a diploma really increases the chances for a successful future, and for the following reasons:

Employment. Despite the fact that modern employers often value real experience and practical skills above theoretical knowledge, a diploma still gives a competitive advantage. This is an excellent indicator of a person's learning ability, not to mention systemic knowledge and a broad outlook. From the point of view of the employer, such an employee is more promising, and it will not be difficult to train him in the specifics of the work.

Choice of profession. For those who fundamentally do not want to spend five or six years of their lives reading textbooks, mastering theoretical training, access to some professional areas will simply be closed. First of all, it is, of course, medicine, pedagogy and jurisprudence. Without the necessary knowledge, it is difficult to become, for example, an architect or a biophysicist, to get the profession of an engineer or a diplomat.

Career. If we conduct a comparative analysis of a certain number of large companies, we can see that middle managers, and even more so top managers, have one, and more often several higher educations in various fields. And this is done not for prestige, but to gain knowledge that is simply necessary for competent business management in a highly competitive environment. It is quite difficult for an employee who does not have a diploma to move up the career ladder, since with the same level of professionalism, a promotion will be offered to a more “educated” colleague.

Favourite buisness. You can enjoy the daily routine only in case of great love for your work. The search for their direction and profession for some people continues for quite a long time, and higher education can help in this matter. Having one diploma in hand, it is much easier and faster to get another profession or to retrain.

Higher education. What are the downsides?

Despite the undeniable benefits, a person who decides to graduate from a university, however, will face certain problems and difficulties. First of all, of course, reduced availability of training due to high cost. You can study at public expense only once, having the required number of points for admission. In case of receiving a second education or an insufficient number of points, tuition will have to be paid. Moreover, getting into the commercial department of a state university is also not easy, the admission is also based on a competition.

The cost of educational services will depend on the chosen faculty, region and educational institution itself, however, recently the amounts have increased significantly. Students whose parents cannot fully pay for tuition are often forced to combine work and study, which is a serious burden. Another difficulty is the duration of training.

For several years spent within the walls of the university, a theoretical base is formed, but practical skills and experience are also necessary for employment, which forces students to get a job. Another disadvantage of the modern educational system in Russia is its quality. The number of private universities is steadily growing, few have a really high level of education and a good reputation.

As a result, having spent a decent amount and time on training, a graduate of such a university does not receive the necessary knowledge. Therefore, upon admission, it is important to pay attention to the state accreditation and license of the educational institution in question. Too low payment for the services provided and the location of the educational building should also alert future students and their parents.

Results

The pros and cons of higher education can be argued endlessly. As a result, everyone makes the final decision himself, depending on plans for the future. If there is a goal to make a career in a Russian or foreign large company, to master a serious profession or get an academic degree, obtaining a university diploma will be a necessary step towards this goal. Modern realities, however, are such that even with a great desire, not everyone now has the opportunity to receive this type of education.

With the support of

Prognostics is the science of predicting the future. Philosophy poses two problems of forecasting (futurology): the first - the future does not exist as an object, the second - forecasting as a study of development trends of being - is not a science. At the same time, any theory, any form of social consciousness involves thinking about the future, without hope for the future there is no meaning to the present.

Comments

The task was initially set incorrectly. Not only is the matter not in the amount of knowledge, but in the way of their presentation / control, which is increasingly at odds with reality and motivates the modern schoolchild to acquire this knowledge less and less. So also the requirements of this very reality to the volume of assimilated knowledge, on the contrary, GROW! And especially the requirements for breadth and a combination of different directions (the so-called generalism) are growing.

In general, it is a big mistake to try to copy Western or anyone else's experience from the current (or rather, yesterday's) reality, which has already been formed and, in a sense, has worked itself out, as a model for stupid imitation. While the real benefit can only be if we take this established experience as a basis and think about where it can be moved further. And you need to move to where no one has yet been!

About the "forgetting" school knowledge. They are not needed in their original form after decades. The important thing is what conclusions a person will make for himself at a time when this knowledge is being processed in his head. What values it will form, what goals it will set, etc. That's why we need Onegin's uncle and American cast iron. And if someone seriously believes that the criterion for the effectiveness of learning is the preservation in the head of as many of these facts as possible in their original form, then this person very seriously misunderstands something.

In general, this approach itself, based on “quantity”, is initially flawed here. Because it's not about quantity. The choice is between zero and infinity. Either a person forms in himself an internal culture of constant self-learning in the form and at the pace that brings him and the whole society the maximum positive return, or he turns into ballast and begins to degrade, becomes the maintenance of society.

I came across such articles in abundance, starting almost from the 1980s. I was in elementary school then. Someone enthusiastically wrote that they now have same-sex classes (akhtung?), Someone choked on the American “selective” system, where one deffko chose something like dancing, drama and some other humanitarianism. And now Barack Obama is calling for special attention to STEM aka matan, after the Chinese began to take Americans in strategically important industries for them. Finished with "freedom of choice of specialization."

Tell me, please, why the hell do we need to copy this whole system, with all its glitches? The fact that Americans are still excelling at some things is achieved not because of, but in spite of, the superficial approach to mass education. There are already voices about convergence, multispecialization, rethinking the role of the school as such - we still admire “practicality”. Practicality is good, but only if there is a strong theoretical base. Otherwise, you get another lost generation a la the 90s, but without a reserve from the past. Latin America or Africa.

In short, the system needs a total redesign and an extremely sober analysis of all the elements that can be introduced into it in finished form. Introducing financial literacy lessons is, in principle, not difficult and can give a very good effect of plugging a hole. It is more difficult with some politicized aspects of global literacy, such as world religions and cultures - here attempts are made to impose a view on this from the standpoint of individual cultures, which is fraught with the disintegration of society. As for the literacy of computer, biological, general scientific, creative thinking, there are still many challenges for the Western school, and here useful chips can certainly be found in the Soviet experience. As in European, American or Asian tigers. By the way, when these same tigers built their education virtually from scratch, they did not do what the West did - they did what no one else had done, and they began to go to them for experience. They also went to us - in the 1930s. When our great-grandfathers laid this system - I mean education-science-technology-economics, not politics - they did not focus on the contemporary reality of low-productive peasants without electricity, and Western workers were not a model for them either. They saw something different - an image of a high-tech and highly humane, in comparison with their time, future. And in general it was built. Another thing is that today you will not surprise anyone with this image, new ones are needed. They are now being created - Koreans, Chinese, Brazilians. And the Americans. Very closely at the same time studying our past achievements and failures.

Button accordion, of course, but well-written ... Read Robert Kiyosaki at your leisure - he writes interestingly on this topic.

Yes, yes, yes, a redesign is needed, everything needs to be changed, but this is simply UNREAL in modern realities = (Think about it, the computerization of schools has begun, and in many rural educational institutions there are still no computers, well, or there is one "monster" on the whole school... And what can we say about cardinal changes in the system itself? This is an overly difficult task for now... After all, it is necessary to change immediately and everywhere, and not so that in this school there is one type of education, and in this another... Eh...

Why remove subjects, you just need to give a choice of what to teach and what not. Russian, literature, mathematics, perhaps some history of Russia (superficial, a person should know at least a little the history of the country) and the world - a must. The rest is optional. Everything is complicated by the fact that we rarely become what we wanted to become in childhood. Therefore, it may happen that in the 9th grade a student suddenly realizes that he wants to become a chemist, but he does not know chemistry, because he wanted to be an astronaut.

PS: if I was given a choice, I would still go to all subjects. Now I may not remember something, but when I need it, knowledge will definitely come up. And they will be needed, I know.

"Unnecessary" knowledge is not so unnecessary. They form logical connections in the brain, put "anchors" for data sets. Yes, we no longer remember the rules for writing words regarding cases, but we write words correctly, because we have these words fixed on the “anchor” of the case.

Well, besides this, the ability to assimilate and process data is simply developed.

Knowledge is still needed. As a result, all knowledge is needed. And do not confuse knowledge and the ability to obtain it with a set of some facts. The task of education is not to drive a bunch of nonsense into the child's head (although this is also the case), but to raise his cultural and intellectual level to values acceptable to society. It is acceptable to society. Society needed space exploration in the 60s, so the circles of a young technician and a young radio amateur were almost in kindergartens. And then society suddenly needed humanitarians, and we are seeing the consequences of this today. And the students of small stoned Holland and China, which until recently was an illiterate agrarian country, are building robots and doing serious research. And what do most of our students do? And it is not necessary to say that we take first places in programming olympiads. 5-6 people who make up the winning team is very small on the scale of our country. It's practically nothing. And it is also interesting how many of them will remain working in Russia after graduation?

PS. I can still give answers to all those school questions that the author cites in his article :) And I'm not the only one. So we remember grandfather Lenin, who said: "Studies, studies, studies" :)

CONS OF EDUCATION

Although modern education provides versatile knowledge in various subjects, it still focuses primarily on general average standards, and not on the development of a particular child. The school does not always pay attention to the talents of the student, his abilities and inclinations. Many teachers consider their subject to be the main one, which interferes with the orientation of the child. From this, some subjects are given to schoolchildren quite hard. And all because during the school hour the teacher does not have time to convey to the children everything that is connected with the new topic. Therefore, students learn a lot on their own. But this independence is not possible for all students. Agree, if a student is at school until two o'clock, then in a section or in a circle, then when he comes home at six o'clock in the evening (or even later), study "does not come to his mind." And there are so many things to ask! And abstracts, and poems, and essays ...

Sometimes you think: do they really want to raise geeks from our children from the first grade, capable of assimilating new materials on the fly and in large volumes ?! On weekdays, when you come home from work, you immediately start teaching lessons with your child, it happens that you stay up until night. In the end, no housework. On weekends - the same picture: as we start to teach in the morning, so the whole day goes by. And when do children have a rest (and parents too)? After all, I want to take a walk on the street, and chat with friends, and watch TV. But children sorely lack time for this - lessons, lessons, lessons ... And schoolchildren grow up, literally loaded with endless solutions to tasks, not looking around, not seeing anything around them, forgetting about simple joys. In addition, most of what children learn and learn in school will not be useful to many of them in life. And so all eleven years. And then both parents and children are waiting for the exam. Here, everyone is already dissatisfied, since training is replaced by training and coaching (what if someone does not pass the exam, this is a stain on the school and teachers!).

The disadvantage is that the coveted "gold" medal does not give the graduate any privileges when entering higher educational institutions. Previously, I remember that we, the owners of medals, had only to successfully pass an interview in order to be enrolled in a university. Now the medalists do not have any advantages and benefits upon admission, they have been equalized with everyone else. Then why, one wonders, strain for eleven years, if you will still be “like everyone else”? That is why modern schoolchildren do not have a special craving for learning.

But not everything is so bad in modern education, there are also positive aspects. For example, the volume of school knowledge is quite diverse, which gives the graduate a relatively broad outlook. The child learns to work, build relationships and communicate in a team. The necessary communication skills are developed. Thus, it is embedded in the social system. In the process of learning, the child learns to communicate with people of his own and the other sex. School graduates have the opportunity to continue their education and get a good job in the future.

In addition, the study of a foreign language and a computer from the primary grades plays an important role. It is simply necessary for children to “swim” freely in the sea of modern technologies. An interactive whiteboard, computers, video and audio equipment are a great help in learning new material in a lesson, this was not the case in our time. For example, we studied a foreign language only from a textbook, however, sometimes the teacher let us listen to how another language sounds in the record on the record.

A big plus of modern education is the introduction of new methods of control over grades, for example, a single school journal or an electronic diary. Using an electronic diary, it becomes possible to control the student not only by the teacher, but also by the parents. Thanks to this innovation, we, parents, can at any time find out about the homework and progress of our child. Now he is unlikely to be able to say that there was no homework assignment. In addition, such a diary made it easier for the teacher to disseminate the necessary information. This applies to both school grades and parent-teacher meetings. It is enough to make a newsletter and warn about the date and time of the class meeting. In addition, we, parents, will be able to make our own adjustments to the topics of the meeting, put forward proposals and discuss exciting topics.

It is clear that modern education is a rather complex system aimed at the comprehensive development and education of the child. Maybe this is good: the student will learn to live in our diverse world with its frantic pace of life. But the main thing is that our children would not break under the “burden” of this all-round development. We parents can't take it anymore.

Portal for the student. Self-training

WHILE THE LIGHT IS BURNING?

WHAT'S IN THE TEACHER'S POCKET?

REDUCE FOR QUALITY?

NOT THE USE ONE?

CONCLUSION

Benefits of Higher Education

Higher education. What are the downsides?

Results

Comments

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