Education system in the Russian Federation - report. Distinctive features of the Russian education system
According to the law Russian Federation"On Education", Russian education is a continuous system of successive levels, at each of which there are state, non-state, municipal educational institutions of various types and types:
preschool;
general education;
Institutions for orphans and children left without parental care;
Professional (initial, secondary special, higher, etc.);
Institutions of additional education;
Other institutions providing educational services.
State and municipal educational institutions carry out their activities on the basis of standard provisions approved by the Government of the Russian Federation on the relevant types and types of educational institutions. Charters of educational institutions are developed on the basis of standard provisions.
Thus, the educational system combines preschool, general secondary, specialized secondary, university, postgraduate, additional education, educational institutions of which can be paid and free, commercial and non-commercial. All of them have the right to conclude agreements among themselves, unite in educational complexes (kindergarten- Primary School, lyceum-college-university) and educational, scientific and industrial associations (associations) with the participation of scientific, industrial and other institutions and organizations. Education can be received with or without interruption from work, in the form of family (home) education, as well as external studies.
Preschool education
Russian preschool educational institutions in their activities are guided by the Model Regulation on a preschool educational institution adopted in 1995. In accordance with the Model Regulation (1995), Russian preschool education and its institutions must solve a fairly wide range of tasks from protecting the life and health of children to introducing to spiritual and moral values in close interaction with the family in the interests of the full and harmonious development of the child.
Preschool institutions in Russia are characterized by multifunctionality, heterogeneity, freedom in choosing the priority direction of the educational process, the use of educational programs.
Contemporary preschool education Russia has the following types of preschool institutions: kindergarten; a kindergarten with the priority implementation of one or more areas of development of children (intellectual, artistic and aesthetic, physical, etc.); compensatory type kindergarten with priority implementation of qualification correction of deviations in the physical and mental development of pupils; kindergarten supervision and rehabilitation with priority implementation of sanitary-hygienic, preventive and health-improving measures and procedures; Kindergarten combined type(which may include general developmental, compensatory and recreational groups in various combinations); child development center - a kindergarten with the implementation of physical and mental development, correction and rehabilitation of all children.
Secondary (school) education
General secondary education is the central element of the education system in the Russian Federation, which includes: secondary schools; schools with in-depth study of individual subjects; gymnasiums; lyceums; evening schools; educational institutions such as boarding schools; special schools for children with disabilities in physical and mental development; out-of-school educational institutions (children's music and art schools, art schools, choral and choreographic studios, folklore ensembles, children's and youth sports schools, stations for young technicians, leisure centers, etc.).
High school graduates are the main contributors of students to higher education institutions. The expected significant decline in the number of students (until 2010) makes it possible to predict the possibility of introducing a new structure and content of general secondary education (Russia, unlike the Baltic countries, Ukraine, Belarus and Moldova, has not switched to 12-year complete secondary education)
Secondary vocational education
Secondary vocational education is aimed at training practitioners in more than 280 specialties and is implemented through two main professional educational programs: basic level and elevated level. After mastering the basic level program, the graduate is awarded the qualification L-technician. An increased level of secondary vocational education provides a deepening or expansion of training compared to the basic level (at the same time, the training period is increased by 1 year). With the deepening of training, the graduate is awarded the qualification L-senior technician, with the expansion of training - L-technician with additional training in the field - (indicating the specific field: management, economics, computer science, etc.).
The content of educational programs of secondary vocational education is regulated by the State Educational Standard of Secondary Vocational Education (SES SVE), which consists of 2 parts: a federal component that defines national requirements for a minimum content and level of training of graduates, and a national-regional component
The implementation of secondary vocational education is carried out in various forms: full-time, part-time (evening), part-time, external studies on the basis of basic general education (9 grades of a general education school) or secondary (complete) general education (11 grades of a general education school).
The term of study under the program of secondary vocational education of the basic level according to full-time on the basis of secondary (complete) general education is 2-3 years, depending on the profile of training. The term of study for full-time and part-time and correspondence forms increases by 1 year compared to the full-time study period. When implementing secondary vocational education on the basis of basic general education, the period of study is increased by 1 year compared to the period of study based on secondary (complete) general education.
There are two main types of secondary specialized educational institutions:
1) a technical school (college) that implements the basic professional educational programs of secondary vocational education at the basic level;
2) a college that provides professional educational programs secondary vocational education of basic and advanced level. The implementation of educational programs of secondary vocational education can also be carried out in higher educational institutions.
Persons with secondary vocational education of the relevant profile can receive higher vocational education under reduced accelerated programs: for 1 year - with a basic secondary vocational education; for 1-2 years - in the presence of secondary vocational education of an advanced level.
State and municipal secondary specialized educational institutions and departments of universities that are part of the system of secondary vocational education are under the jurisdiction of more than 25 federal ministries and departments, as well as subjects of the Russian Federation.
Higher professional education
Depending on the number of areas of study for students, universities are divided into universities, academies and institutes. University graduates can have qualifications: bachelor, graduate, master in the relevant areas of training (specialties), and the relevant educational programs can be implemented both continuously and in stages. A graduate who has passed the final state certification for an accredited educational program is issued by the university with a state document (diploma) on the level of education and (or) his qualifications.
General characteristics of the prospects for the education system in Russia.
The development of the education system of the Russian Federation is directly related to the ongoing social policy in accordance with the "Main Directions of the Socio-Economic Policy of the Government of the Russian Federation for the Long-Term Perspective", in which the reform development of the education sector is noted as the first direction.
The main problems of the education system
1. Insufficient funding of institutions of higher, secondary and primary vocational education (budget funding is carried out at best by 40-50%);
2. poor logistics educational process(over the past 10 years, almost 90% of educational institutions of the education system have not received funds from the budget for the purchase of new teaching and laboratory equipment);
3. low wage teachers.
4. the availability of quality education in gymnasiums, lyceums, colleges and universities for talented children from low-income families, remote regions of Russia has become quite problematic, and to a large extent depends not so much on the abilities of children and youth, but on the financial situation of the family (tutoring, paid courses , tuition fees), and for applicants to universities - and from the place of residence.
The education system in the Russian Federation
Education is one of the most important spheres of social life, on the functioning of which the intellectual, cultural, and moral state of society depends. The end result comes down to the education of the individual, i.e. its new quality, expressed in the totality of acquired knowledge, skills and abilities.
Education system includes:
preschool educational institutions;
educational institutions;
educational institutions of higher professional education (higher educational institution);
educational institutions of secondary specialized education (secondary specialized educational institution);
non-state educational institutions;
additional education.
Educational institutions are a massive and extensive system. Their network affects the socio-economic situation, both in the country and in the regions. In educational institutions, the transfer of knowledge, moral principles and customs of society is carried out.
Education, like any social subsystem, has its own structure. Thus, in the structure of education, one can single out educational institutions(schools, colleges, universities), social groups(teachers, students, pupils), studying proccess(the process of transferring and assimilation of knowledge, skills, abilities, values).
Structure of education:
preschool(nursery, kindergarten);
General: - primary (1-4 cells) - basic (5-9 cells) - secondary (10-11 cells);
Professional: - primary (vocational school, professional lyceum), - secondary (technical school, college), - higher (bachelor's, specialist's, master's)
Postgraduate(postgraduate, doctoral studies)
In addition to preschool, general and vocational education, sometimes there are:
additional education, which takes place in parallel with the main one - circles, sections, Sunday schools, courses;
self-education- independent work to acquire knowledge about the world, experience, cultural values. Self-education is a free and active way of cultural self-improvement, which allows to achieve the best success in educational activities.
By forms of education when structuring, full-time, part-time, external, according to an individual plan, distance forms are distinguished.
The fundamental foundations of the state policy in the field of education in the Russian Federation are:
Restrictions on the rights of citizens to vocational education on the basis of gender, age, state of health, and the presence of a criminal record can only be established by law.
Study questions state languages republics within the Russian Federation are governed by the legislation of these republics.
In the Russian Federation, federal state educational standards are established, which are a set of requirements that are mandatory for the implementation of basic educational programs of primary general, basic general, secondary (complete) general, primary vocational, secondary vocational and higher professional education by educational institutions with state accreditation.
The Russian Federation declares the field of education a priority.
Education in the Russian Federation is carried out in accordance with the legislation of the Russian Federation and the norms of international law.
The state guarantees citizens the general availability and free of charge of preschool, primary general, basic general, secondary (complete) general education and primary vocational education, as well as free of charge secondary vocational, higher vocational and postgraduate vocational education on a competitive basis in state and municipal educational institutions within federal state educational standards, federal state requirements and educational standards and requirements established by law, if a citizen receives education of this level for the first time, in the manner prescribed by the laws of the Russian Federation.
General education is compulsory.
Citizens of the Russian Federation are guaranteed the opportunity to receive education regardless of gender, race, nationality, language, origin, living place, attitude to religion, beliefs, membership in public organizations (associations), age, state of health, social, property and official status, criminal record.
Citizens of the Russian Federation have the right to receive basic general education in their native language, as well as to choose the language of instruction within the limits of the opportunities provided by the education system.
The state creates conditions for citizens with disabilities, that is, those with disabilities in physical and (or) mental development, for them to receive education, correct developmental disorders and social adaptation based on special pedagogical approaches.
The Russian Federation establishes federal state educational standards, supports various forms of education and self-education.
The implementation of a unified state policy in the field of education in the Russian Federation is ensured by the Government of the Russian Federation.
The organizational basis of the state policy of the Russian Federation in the field of education is the Federal Target Program for the Development of Education (the current Program was adopted for the period 2006-2010).
In state and municipal educational institutions, bodies exercising management in the field of education, the creation and operation of organizational structures political parties, socio-political and religious movements and organizations (associations) are not allowed.
The state policy in the field of education is based on the following principles:
the humanistic nature of education, the priority of universal human values, human life and health, and the free development of the individual. Education of citizenship, diligence, respect for human rights and freedoms, love for the environment, Motherland, family;
unity of the federal cultural and educational space. Protection and development by the education system of national cultures, regional cultural traditions and characteristics in a multinational state;
general accessibility of education, adaptability of the education system to the levels and characteristics of the development and training of students and pupils;
the secular nature of education in state and municipal educational institutions;
freedom and pluralism in education;
democratic, state-public nature of education management. Autonomy of educational institutions.
Features of the teaching profession
A person's belonging to a particular profession is manifested in the features of his activity and way of thinking. According to the classification proposed by E.A. Klimov, the pedagogical profession refers to a group of professions, the subject of which is another person. But the pedagogical profession is distinguished from a number of others primarily by the way of thinking of its representatives, an increased sense of duty and responsibility. Its main difference from other professions of the "man-to-man" type is that it belongs both to the class of transformative and to the class of managers professions at the same time. Having as the goal of his activity the formation and transformation of the personality, the teacher is called upon to manage the process of her intellectual, emotional and physical development, the formation of her spiritual world.
The main content of the teaching profession is relationships with people. The activities of other representatives of professions such as "man-to-man" also require interaction with people, but here it is connected with the best understanding and satisfaction of human needs. In the profession of a teacher, the leading task is to understand social goals and direct the efforts of other people towards their achievement.
The peculiarity of training and education as an activity for social management consists in the fact that it has, as it were, a double object of labor. On the one hand, its main content is relationships with people: if the leader (and the teacher is such) does not have proper relations with those people whom he leads or whom he convinces, then the most important thing in his activity is missing. On the other hand, professions of this type always require a person to have special knowledge, skills and abilities in any area (depending on who or what he manages). The teacher, like any other leader, must know well and represent the activities of the students, the development process of which he leads. Thus, the teaching profession requires double training - human science and special.
The peculiarity of the teaching profession lies in the fact that by its nature it has a humanistic, collective and creative character.
The humanistic function of the teaching profession. Two social functions have historically been assigned to the teaching profession - adaptive and humanistic ("human-forming"). The adaptive function is associated with the adaptation of the student, pupil to the specific requirements of the modern socio-cultural situation, and the humanistic function is associated with the development of his personality, creative individuality.
The education system exists to realize the human right to education. Each person has a need for education, information, training. The activities of the education system are aimed at meeting 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, their gradual transformation into fixed assets fundamentally change the role of educational institutions in the structure of social life in the modern world. AT last years ideas and concepts of the information society have moved from the sphere of socio-economic, socio-philosophical and sociological research in the sphere of national and international projects for the formation of the information society. In each of them the central place is occupied by the development of the sphere of education. From the structure of the education system, educational institutions, their ability to meet the needs of the individual and society in high-quality educational services ah fundamentally depend on the prospects of social development in the modern world.
The Law of the Russian Federation "On Education" by the concept of "education system" combines the following objects: a set of interacting educational programs and educational standards, a network of institutions and organizations implementing them, as well as their management bodies. In this way, education system- this is a controlled network filled with meaningful (educational) activities, the educational process, regulated by programs, carriers of the content of education, organization, motivation of teachers and participants in the process, their interaction; the result of the interaction of individual parts of the infrastructure and the achievement of the goals of education.
The network of educational institutions is a set of diverse and interconnected forms, types and types of educational institutions that carry out educational activities based on 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 functioned in it, in which more than 5.7 million people worked and 33 million people studied. Thus, almost 39 million people currently work and study in educational institutions, which is more than a quarter of the entire population of Russia.
Separate areas of educational activity, depending on the age of consumers of educational services and the level of education provided, are integral part structures 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 existence of a single structure of such institutions. The problem of forming an integral structure of educational institutions in Russia is due to the need to maintain the main 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 governments at all levels.
Until the 90s. 20th century the structure of educational institutions developed in accordance with the goals and objectives of the planning and administrative system. Yes, in school education there were no socially active subjects of the humanities cycle, a foreign language was given 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, informatics); natural science (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 science, fundamentals of economic knowledge). In general, in terms of its content, Russian education inherited from the Soviet one complete desocialization, it does not study the forms of human interaction (individual, group of individuals, separate communities, strata, society as a whole, world community).
An 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 in their organizational and legal forms can be state, municipal, non-state (private, public and religious associations). The state status of an educational institution (type, type and category of an educational institution, determined in accordance with the level and direction of educational programs implemented by it) is established when it state accreditation.
The Civil Code of the Russian Federation classifies educational institutions as non-profit organizations, therefore their names should contain an indication of the nature of educational activities.
Depending on the implemented educational program, the following types educational institutions:
– preschool;
– general education, which includes three stages: 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, 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 different orientation. It provides education, training, supervision, care and rehabilitation of children aged from 2 months to 7 years. In accordance with this, preschool educational institutions are divided into the following types: kindergarten; a kindergarten of a general developmental type with the priority implementation of one or more areas of development of pupils (intellectual, artistic, aesthetic, physical); a compensatory type kindergarten with the priority implementation of a qualified correction of deviations in the physical and psychological development of pupils; kindergarten supervision and rehabilitation with priority implementation of sanitary-hygienic, preventive and health-improving measures and procedures; a kindergarten of a combined type (a composition of a combined kindergarten may include general developmental, compensatory and recreational groups in various combinations); child development center - a kindergarten with the implementation of physical and mental development, correction and rehabilitation of all pupils.
General educational institutions – institutions that carry out the educational process, i.e. implementing one or more educational programs and providing the maintenance and education of students and pupils. The following types of institutions are being created: initial comprehensive school; basic comprehensive school; secondary school; secondary school with in-depth study of individual subjects (a specific subject may be indicated: a foreign language, chemistry, a physical and mathematical or humanitarian profile); lyceum; gymnasium; evening (shift) general education school; education Center; open (shift) general education school; cadet school.
General education boarding schools– institutions created to assist the family in the upbringing of children, the formation of their independent living skills, social protection and comprehensive development creativity children. Such institutions mainly accept children in need of state support, including children from large and low-income families, children of single mothers who are under guardianship. This type of institution includes: a 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 school; sanatorium-forest school; sanatorium boarding school.
The main tasks of educational institutions for orphans and children left without parental care, – this creation favorable conditions close to home, contributing to the mental, emotional and physical development of pupils; ensuring their medical-psychological-pedagogical rehabilitation and social adaptation; protection of the rights and interests of pupils. Based on the individual characteristics of children (age, diagnosis of the disease), the following types of institutions can function in the education system: Orphanage(for children of early, preschool, school age, mixed); orphanage-school; boarding school for orphans and children left without parental care; sanatorium orphanage; a special (correctional) orphanage for orphans and children left without parental care with developmental disabilities; a special (correctional) boarding school for orphans and children left without parental care with developmental disabilities. In institutions of this type, the maintenance and education of pupils is carried out on the basis of full state support.
The nomenclature of educational institutions in Russia also includes such a type 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 pupils: a special general education school; a special (correctional) general education school for children and adolescents with developmental disabilities; a 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 schools (colleges, schools); colleges; technical schools-enterprises. A distinctive feature of the college is that it provides an increased (compared to the technical school) level of students' qualifications. The technical school-enterprise conducts educational and professional training of students.
The third stage of professionalization - higher professional education - provides training and retraining of specialists of 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 needs of the individual in acquiring higher education and qualifications in the chosen field 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 natural sciences, humanitarian and other areas of science, technology and culture; academy; institute. academy, unlike the university, it trains highly qualified specialists and retrains leading specialists in a particular industry (mainly one of the areas of science, technology, culture). Institute is an independent institution of higher education or a structural subdivision 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 - undergraduate and graduate.
The main form of training 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 the level of education, scientific, pedagogical qualification and obtaining a degree. Postgraduate professional education can be obtained in postgraduate, residency, adjuncture programs created at educational institutions of higher professional education and scientific institutions.
Adult education has become an important direction in the work of educational institutions and will obviously 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 rather independent structure. In recent years, distance education institutions have played an important role in adult education abroad. In Russia, for the time being, various educational institutions are engaged in the education and retraining of the adult population: evening schools, vocational schools, vocational training courses, correspondence and evening secondary specialized educational institutions; correspondence, evening and day universities; faculties and refresher courses.
Institutions of additional education for adults include, first of all, institutions of additional professional education - advanced training. Functional purpose of this type of institutions - increasing the level of professional knowledge of specialists, improving their business qualities and preparing for the implementation of new labor functions. Based on the implemented educational programs (advanced training, internships, professional retraining), various types of institutions are being created: academies; sectoral, intersectoral and regional institutions for advanced training, institutions for improvement; advanced training courses (schools, centers); training centers employment services.
main destination institutions of additional education for children - development of personal motivation, mainly at the age of 6 to 18 years, to 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 enlarged groups: palaces, houses and centers of children's and youth creativity; stations for young technicians, tourists, naturalists; centers of additional education for children traditional culture, folk crafts; schools by various types arts; sports schools, including the Olympic reserve; clubs for young sailors, border guards, paratroopers, etc. In the 2003/2004 academic year, there were 8.7 thousand institutions of additional education for children in Russia, where 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 that provide 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 overhaul and construction of educational facilities, services for the maintenance of buildings.
Ministry of Education of the Russian Federation
Transbaikal State Humanitarian Pedagogical University named after N. G. Chernyshevsky
Abstract on the topic:
"Education system of Russia"
Completed: student gr.1123,
Vanyushina N.S.
Checked by: Gracheva E.Yu.
Chita, 2011
Introduction
. .Preschool education . . . .The main problems of the education system Conclusion Introduction
Education is a vital area of socio-economic activity. A significant part of society's resources is involved in education; many branches of the state economy, which are at the same time the consumer of its product, are related to the material support of the education sector. Education is one of the factors that ensure the development of society, smoothing and even neutralizing the impact on it of the negative components of the environment of the ecological, technogenic and economic order. AT modern conditions humanity faced the problem of ensuring the sustainable development of civilization in conditions of significant changes in the environment, a special role in solving this problem is assigned to education. The importance of education for the development of civilization is objectively due to the growing role of organizational and information technologies, while the role of material production is decreasing, education is becoming the most important factor ensuring the development of society. As one of the most important subsystems social sphere of the state, which ensures the process of obtaining by a person of systematized knowledge, skills and abilities for the purpose of their effective use in professional activities, education ensures the development of factors and results of production activities. Today, education is one of the largest sectors of the world economy and one of the fastest growing sectors of the world's trade in services, with some estimates that the world spends on education annually in excess of a trillion dollars. In modern society, education also acts as a system of economic relations, expressing the relationship, interaction of education itself and the areas of activity associated with it. Therefore, the education system at the state level is a sector of its economy with all its inherent characteristics. 1.
The general structure of the education system of the Russian Federation
According to the Law of the Russian Federation "On Education", Russian education is a continuous system of successive levels, at each of which there are state, non-state, municipal educational institutions of various types and types: preschool; general education; institutions for orphans and children left without parental care; professional (primary, secondary special, higher, etc.); institutions of additional education; other institutions providing educational services. State and municipal educational institutions carry out their activities on the basis of standard provisions approved by the Government of the Russian Federation on the relevant types and types of educational institutions. Charters of educational institutions are developed on the basis of standard provisions. Thus, the educational system combines preschool, general secondary, secondary specialized, university, postgraduate, additional education, whose educational institutions can be paid and free, commercial and non-commercial. All of them have the right to conclude agreements among themselves, unite in educational complexes (kindergarten-primary school, lyceum-college-university) and educational, scientific and industrial associations (associations) with the participation of scientific, industrial and other institutions and organizations. Education can be received with or without interruption from work, in the form of family (home) education, as well as external studies. Further analytical material will contain the general characteristics of preschool and secondary education, the latter being considered primarily in connection with higher (university) education, which occupies an important place in the Russian education system. It will be given to him Special attention in this review. 2.
Preschool education
Preschool education as the first stage of education, on which the foundations of a social personality are laid, and the most important institution of family support over the past 10 years, has gone through a difficult path of fitting into new realities. Modern preschool education in Russia has the following types of preschool institutions: kindergarten; a kindergarten with the priority implementation of one or more areas of development of children (intellectual, artistic and aesthetic, physical, etc.); compensatory type kindergarten with priority implementation of qualification correction of deviations in the physical and mental development of pupils; kindergarten supervision and rehabilitation with priority implementation of sanitary-hygienic, preventive and health-improving measures and procedures; a kindergarten of a combined type (which may include general developmental, compensatory and recreational groups in various combinations); child development center - a kindergarten with the implementation of physical and mental development, correction and rehabilitation of all children. The initial sharp decline in enrollment in pre-school education had stabilized by 1995. Currently, about 55% of children attend kindergartens (for example, in Scandinavian countries, such children - about 90%). As long-term studies show, the full development of a child occurs if there are two components of his life - a full-fledged family and a kindergarten. The family provides the necessary intimate and personal relationships for the child, the formation of a sense of security, trust and openness to the world. At the same time, the family itself needs support, which the kindergarten is called upon to provide - parents can work and study, improve professionally and personally, without feeling guilty that the child is abandoned at this time, they can be sure that the child is in comfortable conditions, eats normally, they are engaged in pedagogy. And what does kindergarten give the child himself? The main advantage of the kindergarten is the presence of a children's community, thanks to which a space for the child's social experience is created. Only in the conditions of a children's community does a child know himself in comparison with others, appropriate methods of communication and interaction that are adequate to various situations, overcome his inherent egocentrism (focus on himself, perception of the environment exclusively from his own position). At present, the system of preschool education itself has also changed. Differentiation of preschool educational institutions by types and categories has been introduced. To the previously existing only type - "kindergarten" new ones were added - a kindergarten with priority implementation of the intellectual or artistic, aesthetic, or physical development of pupils, a kindergarten for children with disabilities in physical and mental development, care and rehabilitation, a child development center, etc. On the one hand, this allows parents to choose an educational institution that meets their needs, on the other hand, most of these types (with the exception of correctional ones for children with serious health problems) do not meet the patterns of child development. AT preschool age physical and mental functions are in the formation stage, primary spiritual values, the child's intellect, his creativity, a wide sphere of interests, etc. are being formed, and in this regard, it is unlawful to single out one or another priority line of development; specialization is absurd in relation to the preschooler and violates the child's right to the versatility and integrity of development. The system of preschool education has also been updated in terms of content. Kindergartens now work not on a single basis, as it used to be, but on a whole range of new programs and pedagogical technologies created by teams and individual authors, which contributes to the development of initiative and creativity of teachers. At the same time, programs are often directly opposite in their fundamental approaches to the upbringing and development of children: in some, education prevails and little attention is paid to the independent activities of children and their upbringing, in others, education is denied, and all didactic tasks are solved only in the game, which destroys and the game itself as a leading activity at this age, and is not very effective in terms of teaching children. 3.
Secondary (school) education
School education - important element education in modern society, which forms the child's basic knowledge and skills. Schools in Russia provide students with a so-called secondary education. Schools that provide only a standard course of general education are simply called “secondary schools”, and schools that provide in-depth knowledge in certain disciplines, or introduce their own disciplines in addition to the compulsory course, may be called differently (“school with in-depth study of subjects”, “lyceum ”, “gymnasium”). Education in public secondary schools (including schools with in-depth study of subjects) is officially free. In the last decades of the existence of the USSR, schools also supplied students with textbooks for free, now textbooks are being purchased. At present, a full course of study in a Russian school takes 11 years. Until 1986, the course of schooling was 10 years (elementary school - 3 years, basic - 5 years, senior - 2). Then, as an experiment, a 4-year elementary school course was introduced, but students were given the opportunity to choose whether they would study in a 3-year (10-year) or 4-year (11-year) program. At the same time, students who studied under the 3-year program, when moving to the main stage, "jumped over the number" - from the 3rd grade they moved to the 5th, and at the same time, in 1989, such a "jump" was made in all classes. At present, the 3-year primary education has been completely abolished: all children entering the school are enrolled in an 11-year program. Regulatory terms for the development of general education programs at the levels of general education, adopted by Decree of the Government of the Russian Federation of March 23, 2001 No. 224: stage (primary general education) - 4 years; stage (basic general education) - 5-6 years; stage (secondary ( complete) general education) - 2 years. Primary and basic general education at school, according to the Constitution of the Russian Federation, is mandatory for everyone. The school course is divided into three stages, officially referred to as "elementary school", "basic school" and "high school". Elementary education. By modern rules students are admitted to grade 1 who, in the year of admission (meaning the calendar, not academic year) is seven years old. Thus, at the time of entry into the first grade, a student is usually between 6 and 8 years old. Primary school takes 4 years - from 1st to 4th grade. Its task is to provide a minimum basic set of knowledge and skills necessary for life and any work: reading, minimally literate writing, elementary mathematics, initial labor training. In addition, general developmental classes are held: music, physical education, sometimes choreography, art, there is a subject “ the world”, where students are simply told about everything they can meet in life. From the second grade (according to the norms of 2005), foreign language teaching is introduced in all schools (previously, a foreign language was studied in primary grades only in specialized schools). One teacher is assigned to a class in elementary school, who is responsible for the class and teaches almost all subjects (with the exception of physical education and music). The class has one room of its own, where all lessons are held, except for those that require a special room or equipment. The number of lessons usually does not exceed four per day. In the first grade since 1995, students study five days a week. Historically, elementary school has been one of the options education for people who do not need a fuller education. Often it was visited by teenagers or even adult students who, in childhood, did not have the opportunity to attend school and learn to read and write. After graduating from school and getting elementary education, the student could enter a low-skilled job. But for more than half a century, the vast majority of people finish primary school in childhood, after which they move on to the next stage of education. In fact this is not true. In the 60s and 70s, elementary school was in without fail 4 years. Then it was necessary to study for another 4 years in order to receive an incomplete secondary education, which gave the right to enter secondary specialized educational institutions that trained mid-level specialists, their graduates could be found in the positions of foreman, site manager, shop manager, technologist, designer, and etc. Then 2 years: 9th and 10th grades - complete secondary education, which in those years was not compulsory, but gave the right to enter a university. The right to enter a university was also given by secondary specialized education obtained, for example, in a technical school. Main school. For five years, from the 5th to the 9th grade, students study in a basic school. Main course high school provides basic knowledge in the main areas of science. In the basic school, education is conducted according to the standard subject-office system: each training course the teacher is a specialist in this discipline, who is assigned his own office, and the class moves from office to office during the school day. In addition, a class teacher is assigned to the class - one of the teachers of the school (not necessarily leading any lessons in this class, and in some schools - exempted from academic work in general), which is officially responsible for the class, decides administrative and organizational issues related to the education of the class as a whole and its students. The total number of disciplines studied in the basic school is about two dozen. Among them: algebra, geometry, physics, inorganic chemistry, biology (in different classes - different sections), Russian language, literature, history, geography, foreign language, music, labor training, physical education. The teaching load is on average six lessons per day. At the end of the basic school, students take exams: algebra, Russian, and two more of their choice (by "passing" as a result, we mean getting a mark no lower than "satisfactory"). Based on the results of the training, a document is issued - "Certificate of Basic General Education" - confirming the fact of training and containing grades in all studied disciplines. Upon completion of the basic school, some of the students remain at school and go to the senior classes, some go to study in secondary specialized educational institutions. Senior classes. The main purpose of the senior classes is preparation for entering the university. In Russia, these are the last two years of study. 10th grade and 11th grade. The curriculum includes further study of some of the subjects previously studied in the basic school, as well as a small number of new disciplines. Currently, another attempt is being made to switch to specialized education in the senior classes, when the student chooses the direction of a more in-depth study of subjects, based on his own inclinations. The set of possible learning profiles provided by the school may vary. In addition to general education subjects, the Primary Military Training (NVP) is being introduced, which is considered as preparing students for military service. This subject is usually taught by retired military men, it may have a separate day in the school week. The teaching load in the senior classes is up to seven lessons per day. Upon completion of training, students take the Unified State exam(USE). Students are required to pass mathematics and Russian. Passing the exam in other subjects it is voluntary, while students choose, as a rule, those subjects that are needed for admission to the chosen university. Before the general introduction of the Unified State Examination (2009), senior graduates who received semi-annual, annual and exam marks "excellent" in all subjects were awarded gold medal, and those with one “good” mark - silver, and medalists were entitled to benefits when entering a university in the traditional form. With the introduction of the USE, these benefits lost their meaning and were canceled. The issuance of medals is still allowed (and practiced in reality), but only as a moral encouragement. Successfully completed the last stage of education receives a Certificate of Secondary Education - a document confirming the acquisition of knowledge in the amount of the state standard. The certificate indicates the final grades for all subjects studied. The quality of secondary education in Russia. One of the most authoritative studies in the field of secondary education in different countries world is the PISA survey, conducted by the OECD in collaboration with the world's leading educational centers. This study involves OECD member countries and countries cooperating with this organization, including Russia. Unfortunately, Russia's position in the ranking of countries in terms of the level of secondary education is not encouraging. In 2009, the Russian Federation ranked 41 out of 65 possible, falling below not only the OECD average, but also Turkey and the UAE. education preschool law 4.
Secondary vocational education
Secondary vocational education (SVE) - the average level of vocational education. In Soviet times, secondary vocational education could be obtained in technical schools, as well as schools (for example, a medical school). In post-Soviet times, some technical schools were renamed colleges. Currently, secondary vocational education can be obtained in technical schools and colleges. Differences in terms are defined in the Model Regulation on an educational institution of secondary vocational education (secondary specialized educational institution). The following types of secondary specialized educational institutions are established: a) technical school - a secondary specialized educational institution that implements the main professional educational programs of secondary vocational education of basic training; In other words, a technical school and a college teach in specialties in which a secondary vocational education can be obtained in 3 years (in some specialties - in 2 years). At the same time, the college also requires training in advanced training programs (4 years). From the point of view of organizational and legal forms, in the field of secondary vocational education there are: State educational institutions of secondary vocational education (GOU SPO), including autonomous institutions; Non-state educational institutions of secondary vocational education (NOU SPO) Autonomous non-profit organizations of secondary vocational education (ANEO SPO). Features of SVE in comparison with initial vocational education 5.
High school, or higher professional education
Higher education in Russia is the most dynamically developing part of the lifelong education system. It is represented by the following types of educational institutions: universities (they are centers of fundamental scientific research and train specialists in various fields), academies, institutes, conservatories, higher professional schools. Reformation high school is based on the introduction of multi-stage training of specialists, which is implemented in terms of the content and terms of training by successive general educational programs. Upon completion of training at each of the levels, the graduate receives a diploma, which gives the right to engage in professional activities or move on to the next stage of education. Such a restructuring of higher education makes it possible to meet the country's needs for specialists of different skill levels. Reforms in domestic higher education began in 1992 with the adoption federal law"On Education". He legitimized new concepts for us: bachelor's degree, master's degree, multi-level system. But, without breaking the existing system, he retained and included in the new and old, one-stage system of training specialists, leaving universities to decide for themselves what program to train graduates. This, while giving both universities and students new opportunities, also introduced some complexity associated with the need to make a choice. (It used to be easier - they chose from one). The levels (or, as they say, stages) of higher education are defined in our article: the Federal Law “On Higher Professional and postgraduate education". In accordance with it, higher education includes three stages: - the first stage: incomplete higher education with a term of study of 2 years; - second stage: basic higher education (bachelor's degree) with a term of study of 4 years; - the third stage - the situation is more complicated with it: the former model is also included in it - "certified specialist" with a training period of 5 years and a new one - "master" with a training period of 6 years; And now more about the bachelor - who is he. AT the current system education is a university graduate who has received a basic higher education (or, in the terminology of the SES, education in some chosen direction). It sounds intricate, but it means a very simple thing - he received fundamental training without any narrow specialization - after all, he studied for only 4 years. What then is a graduate to do? The answer is given by paragraph 7 of Art. 6 of the aforementioned Law - to hold all those positions for which they qualification requirements provision of higher education. But what about specialization? Let's see where it comes from. First, you can specialize by working in practice under the guidance of an experienced specialist in a specific narrow field. But what to do if you ended up after high school in a place where they simply do not exist? (And this is often the case in many regions with specialists in the field of law, commerce, management and other specialties, the “hunger” for which will not be satisfied for a long time). In the worst case, continue to "gnaw the granite" of sciences on your own - if the university has given you really fundamental basic training - you should be able to cope. But, of course, it is better to do this within the framework of the education system - that's why it is multi-level. Secondly, to continue studying in one of the third level programs. Here you have a choice - if you decide to get the qualification of a “graduated specialist”, then you need to study for another 1 year (provided that the programs are the same, in fact, studying “at a desk” lasts 1 semester, then there is independent work - certification). But the best way for a bachelor to the heights of qualification - a master's degree. Education in it lasts 2 years and ends with the defense of the final work - a master's thesis and, accordingly, the assignment of a master's degree And here we only note the advantages of choosing a bachelor's degree as a level of professional training: 1. This type of qualification (unlike "graduated specialist" is accepted according to the international classification and is understandable to employers all over the world); The fundamental nature of training, the initial “non-narrowing” of it allows, if necessary, to easily change profession. The fact is that, in accordance with the State Educational Standard, bachelor's programs in various areas are arranged in such a way that they allow one to move to one of the whole "fan" of compatible professions in just a year. (for comparison: a graduate who studied under a rigid 5-year program of a "specialist" will have to receive a new profession under the program of a second higher education in 2 - 2.5 years; 3. In just 4 years after admission, you can start professional activities, i. gain economic independence. And one more thing: in the case of a change of profession, a graduate with a diploma with the qualification of "specialist" receives exactly the second higher education, and, according to the law, it is always only paid. A bachelor, entering a master's program of a different profile, continues his education under the third level program - i.e. free of charge (of course, if it passes through a competition for budget places).In recent years, there has been a need for retraining of personnel, i.e., creating conditions for obtaining a new or related specialty.All educational institutions are given the right to provide additional educational services to the population with availability of a license (permit) for the specified type of activity. Additional services may be paid if they go beyond the mandatory educational work with children, which is determined by the curriculum of the institution and the program adopted for it as the main one. So, on the basis of a preschool institution, additional education is organized for children foreign languages, choreography, rhythm, playing on musical instruments etc. Additional educational services are provided not only to the pupils of this institution, but also to everyone. . The main problems of the education system
If we talk about the problems of education in connection with the general economic situation in the country, then in general they boil down to the following four: .high-quality education in gymnasiums, lyceums, colleges and universities for talented children from low-income families, remote regions of Russia has become quite problematic, and to a large extent depends not so much on the abilities of children and youth, but on the financial situation of the family (tutoring, paid courses, tuition fees). ), and for applicants to universities - and from the place of residence. .low wages for teachers .insufficient financing of institutions of higher, secondary and primary vocational education (budget financing is carried out in best case by 40-50%); .accessibility, poor material and technical support of the educational process (over the past 10 years, almost 90% of educational institutions of the education system have not received funds from the budget for the purchase of new educational and laboratory equipment); As a consequence of the above, a decrease in the quality of education at the main levels has become noticeable: general average - outdated structure, overloaded school programs; primary and secondary vocational - rupture of educational and industrial ties with basic enterprises; higher - features of the creation of non-state universities, the introduction of "paid education", the opening of numerous branches of state universities that do not always function well. Paid education has largely proved to be ineffective due to factors such as: .most of the funds from paid higher education are directed not to support state universities, but to non-state ones, which do not always provide a level of education quality; .lack of a clear distinction between paid and free educational services in preschool and school education; .most of the funds from tutoring bypass the budgets of universities and criminalize the processes of entrance examinations. Conclusion
Education has an impact on all human activities. After graduating from school, some go to college, others to a technical school, and others do not go anywhere. This is a certain filter in the choice of a person's future profession, although it is not uncommon when, after graduating from a human institute, he goes to work as an ice cream seller, especially in our country. But, nevertheless, the function of the filtering device is not lost by education. Herne wrote that education is a reasonable way of distributing people according to their merit. According to the theory of "human capital" education is not something immediately consumed, rather it is an investment in the future of a person. Like all investments, it will make a profit in the future. This theory states that all efforts expended in the past will be rewarded in the future. It is natural that the rewards correspond to the capital investment. This justifies the inequality between people, since they spent unequal funds to prepare for different types activities. Noting the special role of education in the history of mankind, foreign and domestic scientists talk about the discrepancy between the modern education system and the objective requirements of the current stage of social development. This stage, which began in the second half of the 20th century, is characterized by serious, dynamic changes in various socio-economic spheres. The interest in a person as a factor of economic progress has increased, in connection with which the question arose of the humanization of education. The progress of science, technology, cultural and information revolutions turn education into a necessary attribute of everyday life. A genuine revolution in engineering and technology is changing the nature and content of many types of labor. As a result, a person is required not so much physical costs as intellectual efforts, independence and responsibility in decision-making. An objective need arose in society for educated, competent people, the craving for education increased, and democratization social life made it more accessible to different categories of the population, including national minorities, women, disabled people, working youth, etc. Bibliography
1.Ananiev.B.G. Man as an object of knowledge / B.G. Ananiev. - St. Petersburg: Peter, 2001. - 370s. - ISBN - 4-512-6529-4. .Bakulina, Yu.S. Pedagogical Applications modern psychology/ Yu.S. Bakulin // Pedagogy. - 2007. - No. 8. - P.60-64. .Bordovskaya, N. Pedagogy / N. Bordovskaya. - St. Petersburg: Peter, 2003.- 450s.- ISBN - 5-42365-74-65. .Vygotsky, L.S. Pedagogical psychology / L.S. Vygotsky. - M.: Enlightenment, 1991. - 570s. - ISBN - 7-65123-41-8. .Higher and secondary vocational education in the Russian Federation. - M., 2002. / NIIVO, Laboratory of Statistics of Higher Education. .Davydov, V.V. Theory of developing education / V.V. Davydov. - M.: BEK, 1996. - 358s. - ISBN - 7-6213-58-62. .Law of the Russian Federation "On Education" / Collection of Legislation of the Russian Federation, 1996 dated January 13, 1996 No. 12 - FZ. .Zimnyaya, I.A. Pedagogical psychology / I.A. Winter. - M.: Logos, 2001. - 420s. - ISBN - 2-4135-65-7. .Zinchenko, V.P. Psychological foundations of pedagogy / V.P. Zinchenko. - M.: Gardariki, 2002. - 400s. - ISBN-1-3564-452-5. .Kodzhaspirova G.M. Pedagogy / G.M. Kodzhaspirova. - M.: Gardariki, 2004. - 420s. - ISBN. .The concept of modernization of Russian education for the period up to 2010. Appendix to the order of the Ministry of Education of Russia dated February 11, 2002 N 393. .Krutetsky V.A. Basics educational psychology/ V.A. Krutetsky. - M.: Nauka, 1982. - 620s. - ISBN-5-3256-748-1. .Pedagogical psychology / Ed. V.G. Kazanskaya. - St. Petersburg: Peter, 2003. - 260s. - ISBN - 2-6541-85-4. .Rean, A.A. Social pedagogical psychology [Text] / A.A. Rean. - St. Petersburg: Peter, 1999. - 264 p. - ISBN. .Russia and the countries of the world / Statistical collection - M., Goskomstat of Russia. - 2002. .Stolyarenko, L.D. Pedagogical psychology / L.D. Stolyarenko. - M.: Nauka, 2004. - 440s. - ISBN - 6-6128-456. .Feldstein, D.I. Problems of age and pedagogical psychology / D.I. Feldstein // Questions of psychology. - 2005. - No. 6. - P.78 - 84.
In all countries, the education system is based on the age periodization of human life. In each country, this system has its own specifics - it is determined by national cultural characteristics. But already now we can talk about a certain severity of the following levels of education systems, characteristic of many countries, including the highest:
pre-school education for children up to 7 years;
universal primary school for children aged 7-11;
incomplete general school for teenagers aged 12-15;
complete general or vocational school for young people aged 16-20;
special vocational and higher educational institutions for people aged 17-25;
institutions for advanced training and retraining of specialists who already have an educational status.
The law of the Russian Federation clearly defined the structure of educational institutions.
Preschool education- Kindergartens, family education. According to statistics, 40% of children aged 4 to 7 are brought up in kindergartens.
The wide network of preschool educational institutions created in Soviet times continues to function in recent times. The number of kindergartens in the country now reaches 100,000.
The main task of preschool institutions is the comprehensive development of children, strengthening their health, instilling elementary labor skills, aesthetic education and preparing for schooling.
Comprehensive school. The leading place in the education system is occupied by the general education school. Until recently, it was the same for all regions of the country. But the democratic transformation of society became the basis for the allocation of certain types general education gymnasiums, lyceums, colleges, etc. At the same time, regardless of the type of general education institution, they distinguish between the stages of primary, general basic and complete general education.
Primary school - 4 years. Traditionally, this is a school of elementary literacy, comprehension by children of 7-11 years of age of reading, writing, counting skills, the formation of coherent and expressive oral and written speech, a school of basic knowledge about the world around us, about nature, about the norms and rules of human society. A child at this age takes a step into the world of adult culture and relationships for the first time.
Primary school age presents great opportunities for cultivating positive personality traits. A child of this age is responsive and inquisitive, spontaneous and trusting, prone to imitation. For education and development junior schoolchildren the personality of the teacher, as well as the influence of parents and adults, has a very large influence. Approval and disapproval on their part has great power - they strengthen what they have done, correct future actions, block repeated ones, project new forms of action.
The main factor in the formation of personality at this age is activity - playing, educational, labor, socially useful, etc. Sensitivity, attention and the ability to stimulate and organize both the collective and individual activities of children to a decisive extent determine the success of education.
Basic school education (2nd stage) - 5 years. This is a school for teenagers. At this age, the process of development acquires special significance, when a teenager begins to single out himself as an object of self-knowledge and self-education.
Adolescents are characterized by significant shifts in thinking, in cognitive activity. Unlike younger schoolchildren, they are no longer satisfied with the external perception of the objects and phenomena being studied, but strive to understand their essence, the causal relationships that exist in them.
Adolescence is the age of the beginning of the active formation of a worldview, moral convictions, principles and ideals, a system of value judgments.
An important role in the development of the individual at this moment is played by the team. The upbringing of the individual is carried out, in particular, by influencing the team, organizing its amateur performances, by applying high and fundamental requirements to the individual, combined with respect for its dignity.
At this age, it is very important to form value orientations - love for one's land, Motherland, and one's people. This state of the human soul is facilitated by a specially organized, pedagogically justified, multifaceted process of labor and business activity of adolescents, combined with their scientific awareness of the world order and the proper place of a person in it.
Here the foundation of general education is laid, the development of the student's personality, his inclinations, the ability to social self-determination is ensured, and a scientific worldview is formed.
Basic school is compulsory. ITS graduates can continue their studies in secondary school, but also have the right to enroll in vocational schools of various types and profiles, in evening secondary schools.
Complete general education (level 3) - 2-3 years. It completes the general education of students, creates conditions for the most complete consideration of the interests of students, their active inclusion in the life of society. . This is the period of early youth - the age of 15-18 years. It is characterized by the onset of physical and mental maturity. The growth of self-awareness, associated with the formation of such personality traits as will and moral feelings, contributes to the emergence of strong beliefs and ideals. There is a need for self-education, for the development of self-awareness, which is connected primarily with the fact that the young man must realize his capabilities in the face of the changes in his life that labor activity will bring in the near future. Aesthetic feelings, the ability to notice, perceive, love beauty in the surrounding reality noticeably develop at this age. These feelings are more complex than at a previous age.
In the development of self-awareness in adolescence, a significant role is played by the judgments of other people, and above all, the assessment of the young man by his parents, teachers and peers. This makes serious demands on the pedagogical tact of parents and teachers, requires an individual approach to a developing personality. Given the uniqueness of the personality of students, teachers plan a specific system of educational influences, the success of which largely depends on the personality of the teacher.
General secondary education, in addition to general education schools, is also provided by technical schools and some vocational schools. In recent years, the profile of general education schools has increased. There were schools with a humanitarian, natural and mathematical bias. From the 70s of the 20th century. Pedagogical classes function in a number of schools, and the appearance of cadet classes is observed. That is, in these institutions, along with general education, pre-professional training of schoolchildren is carried out. It is carried out most deeply in lyceums at higher educational institutions. Schools with in-depth study of foreign languages are very popular among the population.
There are evening general education schools for working youth.
Vocational education system. Vocational educational institutions are created to implement professional educational programs. Primary vocational education aims to train qualified workers in all major areas of socially useful activity on the basis of basic general education or secondary (complete) general education. Initial vocational education can be obtained at vocational schools.
Secondary vocational education aims to train mid-level specialists who can receive vocational training in secondary specialized educational institutions - technical schools, colleges, colleges. Such education is given on the basis of basic general, secondary (complete) general or primary vocational education.
Higher vocational education provides training and retraining of qualified specialists on the basis of secondary (complete) general or secondary vocational education. It can be obtained at universities, institutes, academies.
Additional education carried out either by single-profile institutions (music, art, sports schools, sections, stations for young technicians, tourists, etc.), or multi-profile (children's creativity centers, former homes and palaces of pioneers and schoolchildren). Some schools, in addition to the implementation of the main general educational function, seek to provide additional education for children. In this case, a cultural center is created on the basis of the school, combining several profiles: sports and recreation, humanitarian, art history, technical, etc. On average, every third student in the country is engaged in institutions of the system of additional education.
Special education carry out educational institutions for orphans, as well as institutions for children with developmental disabilities. This group includes orphanages, boarding schools of various profiles, special schools, for example, schools for hearing-impaired and deaf-mute children, visually impaired and blind children. There are also schools where children with problems of intellectual development, with manifestations of oligophrenia, study.
System management Education of the country is carried out by the Ministry of Education and Science. In the regions, management structures have various titles: ministry, department, department of education. In cities and districts, the governing structures are departments (departments) of education. The management of all activities of the school is carried out by its director, appointed by the municipal department (department) of education, and the school council, elected from among teachers, parents, students. The director heads the teaching staff, together with the council ensures the correct selection of personnel, creates conditions for increasing the effectiveness of the educational process. The school principal, as a representative of the state, has the right of one-man command. His orders are binding on all school staff and students.
