Preschool vocational additional education in the Russian Federation. Levels of education in the Russian Federation

On September 1, 2013, a new law “On Education” came into force in Russia (the Federal Law “On Education in the Russian Federation” was adopted by the State Duma on December 21, 2012, approved by the Federation Council on December 26, 2012). According to this law, new levels of education are established in Russia. The level of education is understood as a completed cycle of education, characterized by a certain unified set of requirements.

From September 1, 2013, the following levels of general education are established in the Russian Federation:

preschool education;
primary general education;
basic general education;
secondary general education.

Vocational education is divided into the following levels:

secondary vocational education;
higher education - bachelor's degree;
higher education - specialty, master's degree;
higher education - training of highly qualified personnel.

Let us dwell in more detail on the characteristics of each level.

Levels of general education

Preschool education is aimed at the formation of a general culture, the development of physical, intellectual, moral, aesthetic and personal qualities, the formation of prerequisites for educational activities, the preservation and strengthening of the health of preschool children. Educational programs of preschool education are aimed at the diversified development of preschool children, taking into account their age and individual characteristics, including the achievement by preschool children of a level of development necessary and sufficient for their successful development of educational programs of primary general education, based on an individual approach to preschool children and activities specific to preschool children. The development of educational programs of preschool education is not accompanied by intermediate certifications and final certification of students.

Primary general education is aimed at the formation of the student’s personality, the development of his individual abilities, positive motivation and skills in educational activities (mastery of reading, writing, counting, basic skills of educational activities, elements of theoretical thinking, simple self-control skills, culture of behavior and speech, the basics of personal hygiene and a healthy lifestyle life). Receiving preschool education in educational organizations can begin when children reach the age of two months. Receiving primary general education in educational organizations begins when children reach the age of six years and six months in the absence of contraindications for health reasons, but no later than they reach the age of eight years.

Basic general education is aimed at the formation and formation of the student’s personality (formation of moral beliefs, aesthetic taste and a healthy lifestyle, a high culture of interpersonal and interethnic communication, mastery of the basics of science, the Russian language, mental and physical labor skills, development of inclinations, interests, and the ability for social self-determination).

Secondary general education is aimed at the further formation and formation of the student’s personality, the development of interest in knowledge and the student’s creative abilities, the formation of skills in independent educational activities based on individualization and professional orientation of the content of secondary general education, the preparation of the student for life in society, independent life choices, continued education and the beginning of a professional activities.

Primary general education, basic general education, secondary general education are compulsory levels of education. Children who fail to complete the programs at one of these levels are not allowed to study at the next levels of general education.

Levels of professional education

Secondary vocational education is aimed at solving the problems of intellectual, cultural and professional development of a person and has the goal of training qualified workers or employees and mid-level specialists in all main areas of socially useful activities in accordance with the needs of society and the state, as well as meeting the needs of the individual in deepening and expanding education. Persons with an education of at least basic general or secondary general education are allowed to receive secondary vocational education. If a student in a secondary vocational education program has only basic general education, then simultaneously with his profession, he also masters the secondary general education program in the learning process.

Secondary vocational education can be obtained at technical schools and colleges. The standard regulations “On an educational institution of secondary vocational education (secondary specialized educational institution)” give the following definitions: a) technical school - a secondary specialized educational institution that implements basic professional educational programs of secondary vocational education of basic training; b) college - a secondary specialized educational institution that implements basic professional educational programs of secondary vocational education of basic training and programs of secondary vocational education of advanced training.

Higher education aims to ensure the training of highly qualified personnel in all main areas of socially useful activities in accordance with the needs of society and the state, satisfying the needs of the individual in intellectual, cultural and moral development, deepening and expanding education, scientific and pedagogical qualifications. Persons with secondary general education are allowed to study bachelor's or specialty programs. Persons with higher education of any level are allowed to study master's programs.

Persons with at least a higher education degree (specialist's or master's degree) are allowed to study programs for training highly qualified personnel (postgraduate (adjunct) studies, residency programs, assistantship-internship programs). Persons with a higher medical education or higher pharmaceutical education are allowed to study residency programs. Persons with a higher education in the field of arts are allowed to participate in assistantship-internship programs.

Admission to educational programs of higher education is carried out separately for bachelor's degree programs, specialty programs, master's programs, programs for training highly qualified scientific and pedagogical personnel on a competitive basis.

Admission to master's programs and training programs for highly qualified personnel is carried out based on the results of entrance tests conducted by the educational organization independently.

Bachelor's degree- this is the level of basic higher education, which lasts 4 years and is practice-oriented in nature. Upon completion of this program, the university graduate is issued a diploma of higher professional education with a bachelor's degree. Accordingly, a bachelor is a university graduate who has received fundamental training without any narrow specialization; he has the right to occupy all those positions for which the qualification requirements require higher education. Examinations are provided as qualifying tests for obtaining a bachelor's degree.

Master's degree- this is a higher level of higher education, which is acquired in 2 additional years after completing a bachelor’s degree and involves a deeper mastery of the theoretical aspects of the field of study, orienting the student towards research activities in this field. Upon completion of this program, the graduate is issued a diploma of higher professional education with a master's degree. The main objective of the master's program is to prepare professionals for a successful career in international and Russian companies, as well as analytical, consulting and research activities. To obtain a master's degree in a chosen specialty, it is not necessary to have a bachelor's degree in the same specialty. In this case, obtaining a master's degree is considered as a second higher education. Qualifying tests for obtaining a master's degree include exams and the defense of a final qualifying work - a master's thesis.

Along with the new levels of higher education, there is a traditional type - specialty, the program of which provides for 5 years of study at a university, upon completion of which the graduate is issued a diploma of higher professional education and is awarded the degree of certified specialist. The list of specialties for which specialists are trained was approved by Decree of the President of the Russian Federation No. 1136 of December 30, 2009.

Non-state educational institution

additional professional education

"Center for Social and Humanitarian Education"

ABSTRACT

Modern education system in the Russian Federation

Tyunina Elena Vladimirovna

Professional retraining program

"Education and Pedagogy"

Head: Larionova I.E.

Teacher of the highest category

The work was approved for protection “__”____2015.

Grade: ____________________________

Kazan, 2016

CONTENT

INTRODUCTION

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

Object of study: education system in the Russian Federation

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

Research objectives:

Identify the main features of the education system of the Russian Federation;

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

Consider innovations in the education system of the Russian Federation;

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

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

1.1 Education system in the Russian Federation:

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

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

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

2) organizations carrying out educational activities, teaching staff, students and parents (legal representatives) of minor students;

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

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

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

In the Russian Federation, education is divided into general, vocational, and additional education. Vocational training is also highlighted, which provides the opportunity to realize the right to education throughout life (lifelong education).

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

1) preschool education;

2) primary general education;

3) basic general education;

4) secondary general education.

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

1) secondary vocational education;

2) higher education - bachelor's degree;

3) higher education - specialty, master's degree;

4) higher education - training of highly qualified personnel.

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

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

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

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

1) recognition of the priority of education;

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

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

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

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

6) the secular nature of education in state and municipal organizations carrying out educational activities;

7) freedom of choice to receive education according to the inclinations and needs of a person, creating conditions for the self-realization of each person, the free development of his abilities, including the right to choose forms of education, forms of training, organizations carrying out educational activities, the direction of education within the limits provided by the education system, as well as providing teaching staff with freedom to choose forms of teaching, methods of teaching and education;

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

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

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

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

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

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

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

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

Unfortunately, the traditional mass school still retains an uncreative approach to the acquisition of knowledge. Previously, the purpose of high school was only to provide the student with the minimum set of knowledge necessary for a person in everyday life.

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

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

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

Formation of a flexible system of continuous professional education, accountable to society, developing human potential, meeting the current and future needs of the socio-economic development of the Russian Federation;

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

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

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

The new education system is focused on entering the global educational space. The dominant trend of our time is the integration of national education systems. Today Russia actively participates in many international projects and is involved in the exchange of students and teaching staff.

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

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

Another key change in the education system of the Russian Federation is the testing of alternatives to state educational institutions (for example, private), variable forms of education (gymnasiums, lyceums, colleges, specialized classes, etc.). At all levels - from kindergartens to universities - paid education operates in parallel with the free education system. The state makes sure that the budgetary financing of educational institutions and projects is transparent, controlled, and that the payment for each student’s education from the budget is carried out individually. Attracting investment in the education sector is acquiring the status of state policy.

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

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

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

The modern education system is going through quite difficult times. The Soviet school is being destroyed and European trends are taking its place. Sometimes the introduction of innovations occurs on unprepared soil, or innovations are not adapted to the Russian mentality. This often leads to all sorts of difficulties. Currently, the following problems can be identified in the Russian education system:

Crisis of the old education system.

Excessive theoretical orientation of education.

Lack of proper funding;

Low level of connection between stages of education;

Corruption;

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

Thus, when studying the problem of the crisis of the previous education system, in higher education a solution was found in the transition to a bachelor's and master's degree system. But secondary schools and vocational schools remained unattended. The recently issued law on education is intended to solve this problem. Modern society is at a level of development when it is time to move away from learning as memorizing facts. It is necessary to teach children to obtain information, understand it and apply it in practice. And this requires enormous work in preparing not only new textbooks for students and manuals for teachers, but also the teaching staff themselves.

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

The third problem is not unique to education - it is insufficient funding. Lack of funds is the reason for the shortage of personnel in the education system throughout the country. In addition, in order to keep up with the times, it is necessary to introduce new technologies and update outdated equipment. The educational institution does not always have the funds for this. Here the solution is to attract additional sources of financing, including private ones.

The problem that school graduates are beginning to feel especially acutely is the low level of connection between the stages of education. So, now, in order to enter a university, parents often hire a tutor to take the Unified State Exam, since the level of requirements that were presented at school and the level required to study at a university are strikingly different from each other.

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

In conclusion of this section, we can note such a problem as the decline in the prestige of vocational schools and technical schools. This leads to a shortage of workers at enterprises and in the service sector. To solve this problem, the Government of the Russian Federation is popularizing “blue-collar” professions by providing certain benefits, social guarantees, and also increasing the level of wages in factories and other enterprises among such specialists.

1.4 Experimental and innovative activities in education

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

Innovation means introducing something new into the goals, content, methods and forms of teaching and upbringing, and organizing the joint activities of teacher and student. Innovations do not arise on their own, but are the result of scientific research, practical experience of individual teachers and entire teams. In such conditions, the teacher often faces the problem of pedagogical risk. Risk implies the experimental use of any technologies that are not widely used in practice, but, nevertheless, in theory, are promising from the point of view of learning.

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

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

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

CONCLUSION

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

In the modern international world, in order to be successful, you have to adapt to international trends, which naturally leads to various kinds of changes, including in the field of education. Such changes often cause a number of large and small problems to arise. The Law “On Education” is an attempt to solve a number of pressing problems in the modern education system. But for the full development of the nation, it is necessary to take a number of more measures in the field of education.

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

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

At the conclusion of the study

Article 10. Structure of the education system

1. The education system includes:

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

2) organizations carrying out educational activities, teaching staff, students and parents (legal representatives) of minor students;

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

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

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

3. General education and vocational education are implemented according to educational levels.

ConsultantPlus: note.

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

4. In the Russian Federation, the following levels of general education are established:

1) preschool education;

2) primary general education;

3) basic general education;

4) secondary general education.

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

1) secondary vocational education;

2) higher education - bachelor's degree;

3) higher education - specialty, master's degree;

4) higher education - training of highly qualified personnel.

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

7. The education system creates conditions for lifelong education through the implementation of basic educational programs and various additional educational programs, providing the opportunity to simultaneously master several educational programs, as well as taking into account existing education, qualifications, and practical experience when receiving education.

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

EDUCATION SYSTEM: CONCEPT AND ELEMENTS

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

1) state educational standards of various levels and orientations and continuous educational programs;

2) networks of educational institutions implementing them; 3)

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

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

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

There are three subsystems in the education system: -

functional; -

organizational and managerial.

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

The inclusion in the education system of various types of associations that carry out their activities in the field under consideration reflects the state-public nature of education management, the development of democratic institutions and principles of interaction between the state, municipalities, public associations and other structures in the field of education for the most effective implementation of individual rights for development through raising the educational level.

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

2. The concept of "education".

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

Education is understood as a purposeful process of upbringing and training in the interests of an individual, society, and the state, accompanied by a statement of the achievement by a citizen (student) of educational levels (educational qualifications) established by the state.

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

1) purposefulness;

2) organization and controllability;

3) completeness and compliance with quality requirements.

3. Levels of education.

In educational legislation, the concept of “level” is used to characterize educational programs (Article 9 of the Law of the Russian Federation “On Education”) and educational qualifications (Article 27). In Art. 46 provides that the agreement on the provision of paid educational services must, among other conditions, also determine the level of education.

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

In the Russian Federation, six educational levels (educational qualifications) have been established:

1. basic general education;

2. secondary (complete) general education;

3. primary vocational education;

4. secondary vocational education;

5. higher professional education;

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

7. additional education.

Achievement of a particular educational qualification must be confirmed by relevant documents. Mastering a certain educational level is a necessary condition for continuing education at a state and municipal educational institution of a subsequent educational level. The presence of professional educational qualifications is a condition for admission to certain types of activities and to occupy certain positions.

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

Preschool education (Article 18 of the Law of the Russian Federation “On Education”) pursues the goals of raising young children, protecting and strengthening their health, developing children’s individual abilities and preparing them for school.

General education includes three levels corresponding to the levels of educational programs: primary general, basic general and secondary (complete) education. The objectives of primary general education are the education and development of students, teaching them reading, writing, counting, basic skills of educational activities, elements of theoretical thinking, simple self-control skills, culture of behavior and speech, as well as the basics of personal hygiene and a healthy lifestyle. Primary general education is the basis for obtaining basic general education, which should create conditions for the education, formation and formation of the student’s personality, for the development of his inclinations, interests and abilities for social self-determination. It is the basis for obtaining secondary (complete) general education, as well as for primary and secondary vocational education. Secondary (complete) general education should develop in students an interest in understanding the world around them, their creative abilities, and form the skills of independent learning activities based on the differentiation of learning. At this stage of education, additional subjects are introduced at the student’s discretion in order to realize his interests, abilities and capabilities. This is how the primary vocational guidance of schoolchildren is carried out.

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

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

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

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

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

The following levels of higher education have been established:

Incomplete higher education;

Bachelor's degree;

Training of certified specialists;

Master's degree.

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

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

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

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

4. Forms of education.

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

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

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

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

To organize family education, the parents (other legal representatives) of the student enter into an appropriate agreement with the general education institution, which may provide for the provision of guidance on the development of the general education program by teachers of the institution, the conduct of individual lessons in all or several subjects by teachers of this institution, or their independent mastery. According to the agreement, the educational institution provides the student with free textbooks and other necessary literature for the duration of his studies, provides him with methodological and advisory assistance, provides him with the opportunity to perform practical and laboratory work on existing equipment and carries out intermediate (quarter or trimester, annual) and state certification. The work of teachers whom an educational institution engages to work with students using this form is paid on an hourly basis based on the teacher’s tariff rate. The procedure for recording classes conducted is determined by the educational institution itself.

Parents, together with the educational institution, are fully responsible for the student’s mastery of the educational program. Parents must be paid additional money in the amount of the costs of education for each student at the appropriate stage of education in a state or municipal institution. The specific size is determined based on local funding standards. Payments are made in accordance with the agreement from the educational institution's savings fund. Additional expenses for parents to organize family education,

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

Self-education is the student’s independent mastery of an educational program. It acquires legal significance only in combination with external studies. External education refers to the certification of individuals who independently master an educational program. Externship is allowed both in the general and vocational education systems. The regulation on obtaining general education in the form of an external study was approved by order of the Ministry of Education of the Russian Federation dated June 23, 2000 No. 1884. Any student has the right to choose an external study as a form of education. To apply for an external study, you must submit an application to the head of the educational institution no later than three months before certification and submit existing certificates of intermediate certification or a document on education. External students are provided with the necessary consultations on academic subjects (including pre-exams) for at least two hours, literature from the institution’s library collection, and the opportunity to use subject rooms for laboratory and practical work. Externs undergo intermediate certification in the manner determined by the institution. If they have passed certification for the full course of a transfer class, they are transferred to the next class, and upon completion of a certain level of training they are allowed to take final certification.

According to a similar scheme (albeit with some peculiarities), professional educational programs are implemented in the form of external studies. For example, the Regulations on external studies in state and municipal higher educational institutions of the Russian Federation, approved by order of the Ministry of Education of the Russian Federation of October 14, 1997 No. 2033, grants the right to receive higher education in this form to persons with secondary (complete) general or secondary vocational education. Admission and enrollment in universities is carried out in accordance with the general procedure. In addition to the student card and grade book, the external student is given a certification plan. It is provided free of charge with sample syllabuses of academic disciplines, assignments for tests and coursework, and other educational and methodological materials. Current certification of external students includes taking exams and tests in disciplines provided for by the main educational program in the chosen field of study or specialty; reviewing tests and coursework, reports on production and pre-diploma internships; acceptance of laboratory, tests, coursework and practice reports. Examinations are administered by a commission of three full-time professors or associate professors, appointed by order of the dean of the faculty. The passing of the exam is recorded by members of the commission. Attached to the minutes are written responses and other written material accompanying the oral response. Other types of ongoing certification are carried out orally. The grade is given in a special certification sheet, which is signed by the members of the commission and endorsed by the head of the department. Positive grades are then entered into the grade book by the chairman of the commission. The final certification of external students is carried out in accordance with the generally established procedure and includes passing state exams and defending a diploma project (work). Certification can be carried out in one or several universities.

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

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

5. Conclusion.

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

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

– level of education (preschool, school, secondary vocational, higher vocational at various levels, institutions of advanced training, graduate school, doctoral studies);

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

The education system exists to realize the human right to education. Every person has a need for education, information, training. The activities of the education system are aimed at satisfying this need. The composition of the education system of the Russian Federation is defined in Article 8 of the Law “On Education” (Fig. 1).

Rice. 1. Structural elements of the Russian education system

Strengthening the role of knowledge and information, and their gradual transformation into fixed capital are fundamentally changing the role of educational institutions in the structure of social life of the modern world. In recent years, ideas and concepts of the information society have moved from the sphere of socio-economic, socio-philosophical and sociological research to the sphere of national and international projects for the formation of the information society. In each of them, the development of the education sector takes a central place. The prospects for social development in the modern world fundamentally depend on the structure of the education system, educational institutions, and their ability to satisfy the needs of the individual and society for high-quality educational services.

The Law of the Russian Federation “On Education” with the concept “education system” unites the following objects: a set of interacting educational programs and educational standards, a network of institutions and organizations implementing them, as well as their governing bodies. Thus, education system– this is a controlled network filled with meaningful (educational) activities, the educational process, regulated by programs, carriers of educational content, organization, motivation of teachers and process participants, their interaction; the result of the interaction of individual parts of the infrastructure and the achievement of educational goals.

A network of educational institutions is a set of diverse and interconnected forms, types and types of educational institutions that carry out educational activities on the basis of educational programs and standards to meet the diverse needs of people and society as a whole in education. The network of educational institutions is an important characteristic of the education system. Its main properties include: the composition of educational institutions, their functional purpose, the way institutions are interconnected into a single whole.

The network of educational institutions of the Russian Federation is large-scale and qualitatively diverse. In the 2000/2004 academic year, 140.4 thousand educational institutions operated in it, in which more than 5.7 million people worked and 33 million people studied. Thus, currently almost 39 million people work and study in educational institutions, which is more than a quarter of the total population of Russia.

Separate areas of educational activity, depending on the age of consumers of educational services and the level of education provided, are an integral part of the structure of educational institutions, forming sectors, or subsystems, of education according to age and level verticals: for example, the sector of general secondary education, higher education, preschool education, additional education , primary vocational education. At the same time, lifelong education presupposes the interaction of a number of sectors, the existence of a system-forming factor that determines the presence of a unified structure of such institutions. The problem of forming an integral structure of educational institutions in Russia is due to the need to preserve the basic parameters and continuity in the educational process - from kindergarten to postgraduate retraining. Such interaction and continuity is an extremely complex task, and its solution depends on the joint efforts of government bodies at all levels.

Until the 90s. XX century the structure of educational institutions developed in accordance with the goals and objectives of the planning and administrative system. Thus, in school education there were no socially active subjects of the humanitarian cycle, a foreign language was taught in very limited “portions”, computer science was taught at an extremely low quality level, sometimes even without the use of technology, while in schools in developed countries three blocks of subject areas were taught: communicative (native language, foreign languages, computer science); natural sciences (mathematics, physics, biology, chemistry, etc.); social and humanitarian (economics, law, political science, sociology, history, social anthropology). The third subject block of knowledge was practically absent in the Soviet school; only recently it began to be introduced step by step into the Russian school (social studies, fundamentals of economic knowledge). In general, in terms of its content, Russian education has inherited complete desocialization from Soviet education; it does not study the forms of human interaction (an individual, a group of individuals, individual communities, strata, society as a whole, the world community).

The educational institution carries out the educational process, i.e. works on one or more educational programs, provides maintenance and education of students and pupils.

Educational institutions, according to their organizational and legal forms, can be state, municipal, non-state (private, public and religious associations). The state status of an educational institution (the type, type and category of an educational institution, determined in accordance with the level and focus of the educational programs it implements) is established during its state accreditation.

The Civil Code of the Russian Federation classifies educational institutions as non-profit organizations, therefore their names must contain an indication of the nature of the educational activity.

Depending on the educational program being implemented, the following types of educational institutions are created:

– preschool;

– general education, which includes three levels: primary general, basic general, secondary (complete) general education;

– primary, secondary, higher and postgraduate professional education;

– additional adult education;

– additional education for children;

– special (correctional) for students and pupils with developmental disabilities;

– for orphans and children left without parental care (legal representatives);

– other institutions carrying out the educational process.

Species names institutions are determined in accordance with the levels of educational programs being implemented and areas of activity. So, preschool educational institution– type of educational institution working on educational programs of preschool education of various directions. It provides education, training, supervision, care and health improvement for children aged 2 months to 7 years. In accordance with this, preschool educational institutions are divided into the following types: kindergarten; a general developmental kindergarten with priority implementation of one or several areas of development of pupils (intellectual, artistic-aesthetic, physical); a compensatory kindergarten with priority implementation of qualified correction of deviations in the physical and psychological development of pupils; kindergarten for supervision and health improvement with priority implementation of sanitary, hygienic, preventive and health-improving measures and procedures; a combined kindergarten (a combined kindergarten may include general developmental, compensatory and health groups in different combinations); child development center - a kindergarten with the implementation of physical and mental development, correction and improvement of all pupils.

General educational institutions – institutions carrying out the educational process, i.e. implementing one or more educational programs and ensuring the maintenance and upbringing of students and pupils. The following types of institutions are being created: primary comprehensive school; basic secondary school; secondary school; secondary general education school with in-depth study of individual subjects (a specific subject may be indicated: foreign language, chemistry, physics and mathematics or humanities); lyceum; gymnasium; evening (shift) general education school; education Center; open (shift) secondary school; cadet school.

General education boarding schools– institutions created to assist families in raising children, developing independent living skills, social protection and the comprehensive development of children’s creative abilities. Such institutions primarily accept children in need of government support, including children from large and low-income families, and children of single mothers who are under guardianship. This type of institution includes: boarding school for primary education; boarding school of secondary (complete) general education; boarding school of secondary (complete) general education with in-depth study of individual subjects; boarding school; boarding lyceum; sanatorium-forest school; sanatorium boarding school.

The main tasks of educational institutions for orphans and children left without parental care are – this is the creation of favorable conditions, close to home, conducive to the mental, emotional and physical development of pupils; ensuring their medical, psychological and pedagogical rehabilitation and social adaptation; protection of the rights and interests of students. Based on the individual characteristics of children (age, disease diagnosis), the following types of institutions can function in the education system: orphanage (for children of early, preschool, school age, mixed); children's home-school; boarding school for orphans and children left without parental care; sanatorium orphanage; a special (correctional) orphanage for orphans and children without parental care with developmental disabilities; special (correctional) boarding school for orphans and children without parental care with developmental disabilities. In institutions of this type, the maintenance and training of pupils is carried out on the basis of full state support.

The nomenclature of educational institutions in Russia also includes such types of institutions as special educational institution for children and adolescents with deviant (socially dangerous) behavior. The types of such institutions also depend on the age and health status of the students: special comprehensive school; special (correctional) general education school for children and adolescents with developmental disabilities; special vocational school; special (correctional) vocational school for children and adolescents with developmental disabilities.

The training of qualified specialists with secondary vocational education is carried out by educational institutions of secondary vocational education (secondary specialized educational institutions). These include: technical colleges (colleges, schools); colleges; technical schools-enterprises. A distinctive feature of the college is that it provides an increased (compared to a technical school) level of qualifications for students. The technical school-enterprise provides educational and professional training for students.

The third stage of professionalization - higher vocational education - provides training and retraining of specialists at the appropriate level and satisfies the needs of the individual in deepening and expanding education on the basis of secondary (complete) general and secondary vocational education, which are carried out through training in higher educational institutions.

Institutions of higher professional education provide the individual’s needs for acquiring higher education and qualifications in the chosen field of professional activity. This type of institution is divided into: university– a higher educational institution whose activities are aimed at the development of education, science and culture through fundamental scientific research and training at all levels of higher, postgraduate and additional education in a wide range of natural sciences, humanities and other areas of science, technology and culture; academy; institute Academy, unlike a university, it trains highly qualified specialists and retrains leading specialists in a certain industry (mainly one of the fields of science, technology, culture). Institute is an independent higher education institution or a structural unit of a university (academy), working on professional educational programs in a number of areas of science, technology and culture. At the same time, the structure of education is changing, attempts are being made to move away from the traditional 5-year course of study, dividing it into two stages - bachelor's and master's degrees.

The main form of training of scientific and scientific-pedagogical personnel is postgraduate study on the basis of higher professional education. Persons who have received higher education are given the opportunity to receive postgraduate professional education to improve their level of education, scientific and pedagogical qualifications and obtain an academic degree. Postgraduate professional education can be obtained in graduate school, residency, and adjunct programs created at educational institutions of higher professional education and scientific institutions.

Adult education has become an important area of work for educational institutions and will clearly develop into an independent service sector, which has its own organizational, theoretical, scientific and methodological features. In most developed countries, adult education functions as a special and fairly independent structure. In recent years, distance education institutions have played an important role in adult education abroad. In Russia, for now, education and retraining of the adult population is carried out by a variety of educational institutions: evening schools, vocational schools, vocational training courses, correspondence and evening secondary specialized educational institutions; correspondence, evening and full-time universities; faculties and advanced training courses.

Institutions of additional adult education include primarily institutions of additional professional education - advanced training. The functional purpose of this type of institution is to increase the level of professional knowledge of specialists, improve their business qualities and prepare them to perform new job functions. Based on the educational programs being implemented (advanced training, internships, professional retraining), various types of institutions are created: academies; sectoral, intersectoral and regional institutes for advanced training, institutes for advanced training; advanced training courses (schools, centers); employment service training centers.

The main purpose institutions of additional education for children – development of personal motivation, mainly between the ages of 6 and 18 years, for knowledge and creativity, organization of meaningful leisure for children. The list of types of institutions belonging to this type is so large that they should be classified into larger groups: palaces, houses and centers of children's and youth creativity; stations for young technicians, tourists, naturalists; centers for additional education of children of traditional culture and folk crafts; schools for various types of arts; sports schools, including Olympic reserve; clubs for young sailors, border guards, parachutists, etc. In the 2003/2004 academic year, 8.7 thousand institutions of additional education for children operated in Russia, in which 9 million children studied and 203.6 thousand adults worked.

In addition to educational institutions, the education system also includes a wide network of institutions providing the educational process, the so-called other institutions. First of all, these are scientific and methodological centers, medical, psychological and pedagogical services, film and video libraries, centralized accounting departments, technical supervision services for the progress of major repairs and construction of educational facilities, services for the economic maintenance of buildings.

In every country, the educational process plays an undeniably important role in the formation of personality. The main goal of education is to educate and train a person, to acquire new knowledge and skills, experience and competence. Various types of education contribute to the professional, moral and physical development of the individual.

What types of education are there in Russia?

The Law “On Education” states that the educational process is a continuous, consistently connected level system.

The following main stages of education are distinguished:

preschool;
primary school;
basic school;
secondary school (complete).

Note: according to the Law “On Education”, from 09/01/2013. preschool education is part of general education, and the terms “general” and “school” have ceased to be equivalent (synonymous) concepts from a legal point of view.

2. Professional:

secondary vocational;
higher education (bachelor's, specialist's, master's degrees);
training of highly qualified personnel.

General education

Preschool (or preschool) education is intended for children under 7 years of age, the purpose of which is the upbringing, general development, education of children, as well as control and care of them. It is carried out in specialized institutions: nurseries, kindergartens, early development centers or at home.

Primary general school education lasts 4 years (from 1st to 4th grade), giving the child basic knowledge in basic subjects.

The main one is 5 years (from 5th to 9th grade), which involves the development of the child in the main scientific areas. After 9th grade, students undergo mandatory tests in the form of the Unified State Exam in certain subjects.

These two levels of school education are compulsory for all children according to their age. After grade 9, a student has the right to leave school and continue his studies at a selected secondary specialized educational institution (hereinafter referred to as SES) (responsibility for such a decision rests with parents or guardians).

Complete school education implies a further two-year study in high school, the main purpose of which is to prepare future graduates for entering a university.

Professional education

Special educational institutions are divided into technical schools and colleges. In educational institutions (state and non-state), students are trained in available specialties for 2-3 (sometimes 4) years. You can enter some secondary educational institutions after 9th grade, others after 11th grade (medical colleges).

In Russian universities, higher education can be mastered after receiving secondary school education (after 11 grades) in bachelor's and specialty programs. After successfully completing these programs, you can continue your studies in a master's program.

According to the Bologna education system, the specialty should soon cease to exist.

In addition to secondary vocational and higher education, there are types of education that prepare highly qualified personnel in postgraduate (or adjunct) and residency. There are also assistantship-internship programs for training highly qualified creative and pedagogical figures.