The legislation of the Russian Federation does not establish the level of education. Educational system of Russia

is a set of training programs and state standards that are in constant interaction with each other. The levels of education that implement them consist of institutions that are independent of each other. Each level of institution has its own forms of organization and legal subordination bodies that control it.

Education in Russia

At all times, our country has paid special attention to education. However, with the change of centuries and political regimes, it has also undergone significant changes. Thus, in Soviet times, the education system worked under a single standard. The requirements for educational institutions, the plans according to which training was carried out, and the methods used by teachers were uniform and strictly regulated at the state level. However, the revaluation of values ​​today has led to democratization, humanization and individualization in the education system. All these terms, inapplicable in the past, have become commonplace for modern participants in the educational process. There is variability in educational programs, which allows each institution, regardless of its level, to develop its own training plan, provided that it is approved by the regulatory authority.

However, despite all the innovations, the modern Russian education system remains federal and centralized. Levels of education and its types are fixed by law and are not subject to change.

Types and levels of Russian education

Today, in the Russian Federation there are such types of education as general education and vocational. The first type includes preschool and school education, the second - all others.

As for the level of education, this is an indicator of the mastery of educational programs at various levels, both by an individual and by the population. Educational programs, in turn, are stages of education. This indicator characterizes the real and potential capabilities of society, the state in general, and the individual in particular.

Education levels:

  • general education;
  • professional;
  • higher.

General education

According to the Constitution of the Russian Federation, every citizen has the right to receive every level of general education free of charge in all government institutions. Levels of general education are:

  • preschool;
  • school.

School education, in turn, is divided into:

  • initial;
  • basic;
  • average.

Each level prepares for mastering the educational program of the next level.

The very first stage in our country is preschool education. It prepares future students for mastering the school curriculum, and also provides initial knowledge about hygiene, ethics and a healthy lifestyle. At the same time, according to research, children who did not attend preschool, at the next level - school, experience difficulties both in social adaptation and in mastering educational material.

All subsequent levels of education, like the preschool level, pursue a single goal - to prepare for mastering the next stage of education.

At the same time, the primary task of basic education is to master the basics of various sciences and the state language, as well as the formation of inclinations for certain types of activities. At this stage of education, it is necessary to learn to independently understand the world around us.

Professional education

The levels of professional education are as follows:

  • initial
  • average;
  • higher.

The first stage is mastered in institutions where you can obtain various working professions. These include vocational institutions. Today they are called vocational lyceums. You can get there either after 9th grade or after graduating from 11th grade.

The next level is technical schools and colleges. In institutions of the first type, you can master the basic level of your future profession, while the second type involves more in-depth study. You can also enter there either after the 9th grade or after the 11th grade. However, there are institutions that stipulate admission only after one specific level. If you already have primary vocational education, you will be offered training in an accelerated program.

And finally, higher education prepares highly qualified specialists in a variety of fields. This level of education has its own sublevels.

Higher education. Levels

So, the levels of higher education are:

  • bachelor's degree;
  • specialty
  • master's degree

It is noteworthy that each of these levels has its own training periods. It should be taken into account that the bachelor's degree is the entry level, which is compulsory for obtaining the rest.

Specialists with higher qualifications in various professions are trained in educational institutions such as universities, institutes, and academies.

This level of education is also characterized by the fact that it has different forms of training. You can learn:

  • in person, attending all classes and passing the sessions;
  • in absentia, independently studying the course material and passing the sessions;
  • part-time, when training can be carried out on weekends or in the evening (suitable for employed students, as it allows you to study without interrupting work);
  • externally, here you can complete your studies whenever you see fit (this involves issuing a state-issued diploma, but it will have a note on it that you graduated from the educational institution as an external student).

Conclusion

Types of education and its levels look like this. It is their totality that makes up the education system of the Russian Federation. All of them are regulated at the legislative level by normative documents of various nature and content.

It should be borne in mind that the purpose of the educational system is not only that it allows one to master various professions. In the process of learning, a personality is formed, which improves with each educational level overcome.

According to the Law of the Russian Federation “On Education”, Russian education is a continuous system of successive levels, at each of which state, non-state, and municipal educational institutions of various types and types operate.

Institutions are the main link in the structure of the education system of the Russian Federation. Educational institutions conduct educational work. It is very difficult to briefly describe the education system in the Russian Federation, since it is diverse and based on different components. Educational institutions and all kinds of training form the Russian system of lifelong education, which combines the following types of training:

State;

Additional;

Self-education.

The education system includes:

1) federal state educational standards and requirements;

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

3) federal government bodies and government bodies of the constituent entities of the Russian Federation that carry out public administration in the field of education, and local government bodies;

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.

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.

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.

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.

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More on the topic Article 10. Structure of the education system of the Russian Federation:

  1. 7. Education system in Russia. The concept and structure of the educational system of society. Regulatory documents in the field of education.
  2. 1. General concept of pedagogical systems in vocational education. The main elements of the pedagogical system: goals of education; content of education; methods, means, organizational forms of training and education.
  3. B) CONCEPT AND STRUCTURE OF THE EDUCATIONAL SYSTEM OF SOCIETY (EDUCATIONAL STANDARDS, PROGRAMS, SYSTEM OF INSTITUTIONS AND EDUCATIONAL MANAGEMENT BODIES).

The education system in the Russian Federation is a set of interacting successive educational programs And state educational standards various levels and directions; networks implementing them educational institutions; education authorities and institutions and organizations subordinate to them; associations of legal entities, public and state-public associations carrying out activities in the field of education.

Implemented in the Russian Federation educational programs- this is a document that defines the specifics of the organization of the educational process (content, forms) taking into account the standard of preschool level of education. They are divided into:

1. general education (basic and additional) - aimed at solving the problems of forming a general culture of the individual for life in society, at creating the basis for an informed choice and mastery of professional educational programs (preschool, primary general, basic general, secondary (complete) general education);

2. professional (basic and additional) - aimed at solving the problems of increasing professional and general educational levels, training specialists of appropriate qualifications (primary vocational, secondary vocational, higher vocational, postgraduate vocational education).

The mandatory minimum content of each basic general education program or basic professional educational program (for a specific profession, specialty) is established by the relevant state educational standard - a normative document that states: 1. maximum workload for students; 2. minimum content of image programs; 3. requirements for training a school graduate.

On January 21, 2010, on the opening day of the Year of the Teacher in Russia, Russian President D. A. Medvedev approved the “Our New School” initiative, aimed at a gradual transition to new educational standards, changing the infrastructure of the school network, preserving and strengthening the health of schoolchildren, and developing teachers’ potential and support systems for talented children.

“We are starting to implement the national educational initiative “Our New School,” said D.A. Medvedev. “Today I approved this educational initiative. Its essence and meaning is to create a school capable of revealing the personal potential of children, instilling in them an interest in learning and knowledge, the desire for spiritual growth and a healthy lifestyle, to prepare children for professional activities, taking into account the tasks of modernization and innovative development of the country."

The President emphasized that “this is not a short-term project, but a strategic policy in the field of education, which has been widely discussed in society.”

On January 19, 2010, at a meeting of the council for the implementation of priority national projects and demographic policy, D.A. Medvedev instructed the government to submit an annual summary report on the implementation of the “Our New School” initiative. More than 15 billion rubles have been allocated for its implementation.

The child as a subject and object of the pedagogical process. Individual personality development, social and biological factors of development and its driving forces. Pedagogical anthropology in Russia (K.D. Ushinsky, P.P. Blonsky)

The child as an object and subject of ped. process. In the process of education, the central figure is the one who is being educated, the pupil. A person is born almost exclusively as a biologist. Society a being capable of entering into relationships with other people, he becomes in the process of development . The formation of people themselves as societies. beings, personality is associated with development in the conditions of societies. beings. Outside of society, without communicating with people, a child cannot become an individual, cannot develop as a person. In this regard, the problem of developing subjectivity in education becomes relevant. process. Object action - person, to whom the action is directed . Subject- the child can act in conditions of manifestation of his own. activity, cooperation and interests. Individual. personal development. First of all, people have developed physical skills. The child’s weight and height change; the weight of the heads increases especially rapidly. brain A person has developed in physiological terms: he has become more complex and stabilized by the end of school. training blood circulation and digestion, nerve processes. activities Changes also occur in a person’s psyche: the speed of the psychic process changes. processes, character is formed, will has developed. The development of a person in social terms is characterized by the complication of relationships with people, with society in general. Biological and social factors in development Social (external) – social environment, educational process and biologist (internal) – inheritance, own. human activity. Depending on the leading factors, there are 3 main ones. concepts of human development: biologist (a person is a natural being and all human behavior is explained by his inherent needs, drives and inclinations from birth), sociologist (person -to be born as a generic being, and subsequently he is socialized), biosocial (mental processes are of a biological nature, and the direction, interests, ways are social ). Driving force The development of a person is a contradiction, for example, between the achieved and the required level of knowledge. Thanks to K.D. Ushinsky in the 19th century, the child began to be considered as an object of education from the standpoint of the new science - “ped. anthropology". She studies the anthropologist's laws of development and the formation of the child's image in ontogenesis, i.e. during his individual. life under the influence of parents, teachers, and the media. information, self-education and self-improvement throughout my life. path and search for the meaning of his life, works out ways of fixing this appearance and its changes under the influence of various. factors - nature, socioculture, education. Ushinsky laid the foundations for special studying the person as a learner and educator in order to agree on ped. theory and practice with the nature of man, he was the first to single out his education as leaders. human factor development.. Blonsky, developing the problem of the relationship between biologist and socialist, defended integrity. the process of raising children, taking into account the characteristics of children. period.

The concept of didactics. The emergence and development of scientific didactics (Ya.A. Komensky, I.G. Pestallotsi, A. Disterweg). Education as a value, process and result. Essence, structure and functions of the learning process.

Didactics– the doctrine of education and training of the individual. Pedagogical theory of learning, providing scientific justification for its content, methods and organizational forms. A pedagogical discipline that studies learning at a theoretical level.

Subject of didactics: connection between teaching and learning, their interaction.

The term "didactics" first appeared in the writings of the German educator Wolfgang Rathke (Ratihia) (1571-1635) to denote the art of teaching. In a similar way, didactics was interpreted as “the universal art of teaching everyone everything” Jan Ammos Comenius(1592-1670) - founder of scientific didactics. The work “The Great Didactics” contains a description of the principles of teaching (visuality, consistency, consciousness, accessibility, strength of knowledge, etc.) and the classroom system. He was the first to speak about the need for special training for teachers, formulated by. requirements for the personality of a teacher, proposed the concept of a school academic year with its division into academic quarters, introduced vacations, the concept of a lesson, class. I. Pestallotsi(1746-1827) Work “How Gertrude teaches her children.” He developed a method of elementary education, according to which the educational process should begin with the simplest elements and gradually ascend to more and more complex ones. Founder of the concept of “formal education”: teaching subjects were considered as a means of developing abilities. Developed a methodology for the initial training of children. A.Disterweg(1790-1866) Work “Guide to the Education of German Teachers.” Developed didactics of developmental education. Main The task of teaching is to develop the mental strength and abilities of children. The purpose of the teacher is development. children's amateur performances. The success of the training is ensured. teacher.

Education as a value:

1)State. The moral, intellectual, economic and cultural potential of each state depends on the state of the educational sphere and the possibilities for its progressive development. The Law of the Russian Federation “On Education” states: “The Russian Federation declares the field of education a priority” (Article 1). 2) Public. Education lays the foundations for future changes in society, predetermining its development. Education is designed to educate patriots of Russia, citizens of a legal, democratic state, capable of socialization in a civil society, respecting the rights and freedoms of the individual, possessing high morality and showing national and religious tolerance, respect for the languages, traditions and culture of other peoples. 3) Personal. An individually motivated attitude of a person towards his own education, its level and quality.

Education as a process represents the development by a person in an educational institution or through self-education of a system of knowledge, skills, experience in cognitive and practical activities, value orientations and relationships.

Education as a result– characteristic of the achieved level of education.

Education – a purposeful, specially organized and managed process of interaction between teachers and students, aimed at assimilation of knowledge, abilities and skills, formation of a worldview, development of mental strength and potential capabilities of students.

The structure of the learning process can be represented in two ways:

1) on the activities of the teacher and students: learning process = teaching (teacher activity) ↔ learning (student activity) 2)by components: a) target (idea of ​​the final result); b) substantive (selection of the content of educational material); c) motivational-stimulating (social motives (assessment, marks, praise, creating a situation of success), cognitive motives (game, novelty, interesting historical information)); d) operational and activity-based; d) control and adjustment; e) evaluative-effective.

Functions of the learning process: educational(equipping students with a system of scientific knowledge, skills and abilities and its use in practice); educational(learning always educates, but not automatically, therefore, the implementation of the educational function requires that when organizing the educational process, selecting content, choosing forms and methods, we must proceed from correctly set educational tasks); developing(carried out most effectively with a special focus on interaction between teachers and students on the comprehensive development of the student’s personality).

The concept of the content of education (CO), federal. state images standard (FSES), educational. program, curriculum, curriculum.

There are 3 basic approaches to consider this concept of CO: 1 . CO– pedagogically adapted fundamentals of science studied at school; 2 . CO as a scoop of knowledge and knowledge, which must be mastered by students. Here we will consider the Soviet Union from the point of view. demand; 3(!). CO as a pedagogical adapted social experience of humanity, which is identical in structure to human culture in its entirety. The following types of social experience are distinguished: 1-knowledge about nature, creative activity, technology, etc.; 2-experience is practical. d-ti (experience in implementing known methods of d-ti, including abilities, skills; 3-again creative d-ti; 4-experience in implementing an emotional-value attitude towards the world, society, h-ku, nature. Principles and criteria for selecting the content of general education: 1. principle of compliance with SB in all elements and at all levels of constructing the requirements for the development of society: science, culture and personality; 2 . the principle of a unified content and procedural side of learning; 3 .pr-cip of the structure of the unity of CO at different levels of its formation, i.e. dollars Correspond to other documents with the following documents, which reflect the following: curriculum, curriculum, state educational standards, textbooks and teaching aids, as well as teaching activities, personality studying; 4 pr-cip of humanitarization SO: “Humanitarianism of EN knowledge” - use of information, texts from the humanities in the natural sciences; 5. principle of fundamentalization of education: science and technology have developed and at each stage the student must learn not just new things, but also the basic level; 6 . the principle of correspondence of the main components of the content of general education to the structure of the basic culture of the individual. CO selection levels: 1st level of general theoretical education - State Educational Standards and curriculum; 2nd level academic subject-curriculum; Level 3 educational material, textbook, teaching aid.

GOS- the norm of the document, the presiding social set of parameters, acting as the state norm of education. GOS determines-1.min CO, 2-max study load, 3-requirements for the level of training of graduates. Federal, national-regional and school compos are registered in the State Educational Standards.

CURRICULUM PLAN- standard document defining the regions and educational institutions studied in a given general institution (institution), their distribution by years of study and number of hours in weeks allocated for the study of each subject in a given class. UCH.PL.formerly 3 types: 1 -basic u.p.; 2 - standard packaging; 3 -unit of general educational institutions, consisting of 2 parts: invariant (federal comp.) and variable (national-regional and school comps).

TRAINING PROGRAM- a standard document, revealing the contents of the educational textbook, the logic of studying the main world ideas, indicating the sequence of topics, questions and the general dosage of time for study them. Types STUDY PR-M:1-type educational pr-ma developed on the basis of the requirements of the State Standards relating to one or another image area. Type-I academic pr-we developed. and approved by the Minister of Education of the Russian Federation and has a recommendatory character; 2-working school developed and approved by the school’s teachers’ council on the basis of a standard educational program; 3-author study.pr-ma takes into account the requirements of the state educational standards, but may contain a different logic for studying the educational subject, their own approaches to the consideration of certain theories, their own point of view regarding the study of individual phenomena and processes. F-qi UCH. PR-WE : 1.descriptive, 2. ideological and ideological, 3. regulating, or organizational and methodological. History is complicated 2 ways to build a training manual:linear – no re-return occurred. to previously studied sections of the program; concentric – the same sections of programs are studied at different levels of study or at different stages of studying the same discipline; In the afterbirth, it’s time to get into practice 3 way: spiral – departmental topics are studied without repetition, and others are repeatedly complicated. Stu-ra educational pr-we: 1 . Title sheet; 2 . Explanatory note (goals, objectives of the educational program, the main idea and logic of its study and specific approaches to its implementation; 3 . Contents of the course (distinguished sections and topics for study, number of hours allocated for studying each section and topic, a brief content of educational material for each section and topic (for EN disciplines + labs and practical work)); 4 .study-theme.planning; 5 . criteria for evaluation.

TEXTBOOKS and TEACHING POS-I must reflect reliable scientific knowledge (facts, theories, laws, concepts, dates, etc.); a certain logic of studying a given educational subject, must form skills, knowledge that can be applied in any situation, reflect worldview ideas, interdisciplinary connections must be indicated , should be oriented, aimed at forming an emotional and value-based attitude towards the world, nature, etc.

Education in Russia plays a decisive role in the process of personality formation. Its main goal is the education and training of the younger generation, their acquisition of knowledge, skills, competencies and the necessary experience. Various types of education in Russia are aimed at the professional, moral, intellectual and physical development of children, adolescents, boys and girls. Let's look at this in more detail.

Law "On Education in the Russian Federation"

According to this document, the educational process is a continuous, sequentially connected system. Such content implies the presence of certain levels. In the law they are called “types of education in Russia.”

Each level has specific goals and objectives, content and methods of influence.

Types of education in Russia

According to the law, there are two large levels.

The first is general education. It includes preschool and school sublevels. The latter, in turn, is divided into primary, basic and complete (secondary) education.

The second level is vocational education. It includes secondary, higher (bachelor's, specialist and master's) and training of highly qualified personnel.

Let's look at each of these levels in more detail.

About the preschool education system in Russia

This level is intended for children under seven years of age. The basic goal is the general development, training and education of preschool children. In addition, it implies monitoring and caring for them. In Russia, these functions are performed by specialized preschool education institutions.

These are nurseries, kindergartens, early development centers or homes.

About the secondary education system in the Russian Federation

As noted above, it consists of several sublevels:

  • The initial one lasts four years. The main goal is to give the child a system of necessary knowledge in basic subjects.
  • Basic education lasts from fifth to ninth grades. It assumes that the development of the child should be carried out in the main scientific directions. As a result, secondary educational institutions must prepare teenagers for the State Examination in certain subjects.

These levels of education at school are mandatory for children in accordance with their age. After the ninth grade, the child has the right to leave school and study further by choosing special secondary educational institutions. In this case, it is the guardians or parents who are legally entrusted with full responsibility for ensuring that the process of acquiring knowledge is continued and not interrupted.

Complete education means that the student spends two years in the tenth and eleventh grades. The main purpose of this stage is to prepare graduates for the Unified State Exam and further study at a university. Reality shows that during this period they often resort to the services of tutors, since school alone is not enough.

More information about secondary vocational and higher education in our country

Secondary vocational educational institutions are divided into colleges and technical schools (state and non-state). They prepare students in their chosen specialties in two to three, and sometimes four years. A teenager can enroll in most colleges after the ninth grade. The exception is medical colleges. They accept students with complete general education.

You can enter any higher educational institution in Russia through a bachelor's program only after the eleventh grade. In the future, if desired, the student will continue his studies in a master's program.

Some universities now offer a specialist's degree rather than a bachelor's degree. However, in accordance with the Bologna system, higher vocational education under this system will soon no longer exist.

The next step is the training of highly qualified personnel. These are postgraduate studies (or postgraduate studies) and residency. In addition, specialists with higher professional education can undergo an assistantship-internship program. We are talking about training highly qualified pedagogical and creative figures.

Distance education

This system is a new, specific form of education, which differs from traditional ones. Distance education is distinguished by other goals, objectives, content, means, methods and forms of interaction. The use of computer technologies, telecommunications, case technologies, etc. is becoming predominant.

In this regard, the most common types of such training are as follows:

  • The first one relies on interactive television. When implemented, there is direct visual contact with the audience, which is located at a distance from the teacher. Currently, this type is not well developed and is very expensive. However, it is necessary when unique techniques, laboratory experiments and new knowledge in a particular area are demonstrated.
  • The second type of distance learning is based on computer telecommunication networks (regional, global), which have various didactic capabilities (text files, multimedia technologies, video conferencing, e-mail, etc.). This is a common and inexpensive type of distance learning.
  • The third combines a CD (a basic electronic textbook) and a global network. Thanks to its great didactic capabilities, this type is optimal both for university and school education, and for advanced training. A CD has a lot of advantages: multimedia, interactivity, availability of a large amount of information with minimal financial losses.

Inclusive education

The Law “On Education in the Russian Federation” highlights the creation of favorable conditions for the education of persons with disabilities as one of its priorities. Moreover, this is reflected not only in form, but also in content.

In the law, this system is called “inclusive education”. Its implementation implies the absence of any discrimination against children with special needs, equal treatment of everyone and accessibility of education.

Inclusive education is implemented in all educational institutions in Russia. The main goal is to create a barrier-free environment in the learning process and provide professional training for people with disabilities. To implement it, it is necessary to perform certain tasks:

  • technically equip educational institutions;
  • develop special training courses for teachers;
  • create methodological developments for other students, aimed at the process of developing relationships with people with disabilities;
  • develop programs that are aimed at facilitating the adaptation of persons with disabilities in general educational institutions.

This work has only just begun to develop. Over the next few years, the set goal and identified tasks must be fully implemented.

Conclusion

At the moment, the types of education in Russia are clearly identified, the functions and content of each level are revealed. However, despite this, the reconstruction and reform of the entire education system continues.

There are different levels of education in Russia. They are regulated by a special Law on Education of the Russian Federation 273-FZ Chapter 2 Article 10, which was recently supplemented.

According to the law, levels of education in the Russian Federation are divided into 2 main types - general education and vocational. The first type includes preschool and school education, the second - all others.

According to Article 43 of the Constitution of the Russian Federation, all citizens are guaranteed to receive free general education in municipal institutions. General education is a term that includes the following types:

The second type is divided into the following subspecies:

Preschool education is primarily aimed at developing skills that will help in the future when mastering school material. This includes the primary elements of written and oral speech, the basics of hygiene, ethics and a healthy lifestyle.

In the Russian Federation, both municipal and private preschool education institutions operate successfully. In addition, many parents prefer to raise their children at home rather than sending them to kindergarten. Statistics says that the number of children who did not attend preschool institutions increases every year.

Primary education is a continuation of preschool and is aimed at developing students' motivation, honing their writing and speaking skills, teaching the basics of theoretical thinking and various sciences.

The main task of basic education is the study of the foundations of various sciences, a deeper study of the state language, the formation of inclinations for certain types of activities, the formation of aesthetic tastes and social definition. During the period of basic education, the student must develop the skills of independent knowledge of the world.

Secondary education aims to teach people to think rationally, make independent choices, and study various sciences in more depth. A clear understanding of the world and the social role of each student in it is also formed. More important than ever before pedagogical influence of the class teacher and other teachers.

In Russian federation levels of professional education are divided into the following subspecies:

Primary education is provided by institutions that provide blue-collar jobs. These include vocational schools (vocational schools, which are now gradually being renamed PTL - vocational lyceum). You can enter such institutions either on the basis of 9 or 11 classes.

Secondary education includes technical schools and colleges. The former train basic-level specialists, the latter implement a system of advanced training. You can enroll in a technical school or college on the basis of 9 or 11 grades; you can enter some institutions only after 9 or only after 11 grades (for example, medical colleges). Citizens who already have primary vocational education are trained under a shortened program.

Higher education carries out training of highly qualified specialists for various sectors of the economy. Universities, institutes and academies (in some cases also colleges) train specialists. Higher education is divided into the following levels:

A bachelor's degree is a required level to obtain the other two. There are also various forms of education. It can be full-time, part-time, part-time, or external.

In the world, a huge number of educational institutions and different countries are engaged in teaching students.

  • One of the best systems operates in the USA; more than 500 thousand foreign students study in institutions in this country. The main problem of the American education system is the high cost.
  • Higher educational institutions in France also offer a very high educational level; education in universities in this country, as in Russia, is free. Students only have to provide their own support.
  • In Germany, population countries and foreign applicants are also entitled to free education. There was an attempt to introduce tuition fees, but the attempt failed. An interesting feature of education in this country is that in the legal and medical fields there is no division into bachelor’s and specialty degrees.
  • In England, the term Higher Education is used only to refer to institutes or universities from which graduates receive a doctorate or advanced degree.
  • Also recently, getting an education in China has become popular. This happened thanks to the teaching of most disciplines in English, however, the cost of education in China is still quite high.

The methodology of the British publication Times Higher Education (THE) was the basis for this rating, created by Times Higher Education together with the Thomson Reuters information group. Developed in 2010 and replacing the well-known World University Rankings, the ranking is recognized as one of the most authoritative in determining the quality of education in the world.

  • Academic reputation of the university, including scientific activity and quality of education (data from a global expert survey of representatives of the international academic community)
  • The scientific reputation of the university in certain areas (data from a global expert survey of representatives of the international academic community).
  • Total citations of scientific publications, normalized relative to different areas of research (data from an analysis of 12 thousand scientific journals over a five-year period).
  • Ratio of published scientific articles to the number of teaching staff (data from an analysis of 12 thousand scientific journals over a five-year period).
  • The amount of funding for the university's research activities in relation to the number of teaching staff (the indicator is normalized by purchasing power parity, based on the economy of a particular country).
  • The amount of funding from outside companies for university research activities in relation to the number of teaching staff.
  • The ratio of government funding for research activities to the overall research budget of the university.
  • The ratio of teaching staff to the number of students.
  • The ratio of the number of foreign representatives of the teaching staff to the number of local ones.
  • The ratio of the number of foreign students to the number of local ones.
  • Ratio of defended dissertations (PhDs) to the number of teaching staff.
  • The ratio of defended dissertations (PhDs) to the number of bachelors pursuing a master's degree.
  • The average remuneration of a representative of the teaching staff (the indicator is normalized by purchasing power parity, based on the economy of a particular country).

The maximum score that the university under study can receive is 100 points.

  • For the level of teaching activity, quality of education, and the number of highly qualified teachers, a university can receive a maximum of 30 points.
  • A maximum of 30 points are awarded for the scientific reputation of the university.
  • For citation of scientific works – 30 points.
  • For developing innovative projects and attracting investment to them, the university receives a maximum of 2.5 points.
  • For the university’s ability to attract the best students and teachers from all over the world – 7.5 points.

1) preschool education;

4) secondary general education.

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;

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.

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.

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.

Commentary to Art. 10 of the Law “On Education in the Russian Federation”

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

1. The law being commented on proposes a new approach to defining the education system, taking into account changes in the system of educational relations as a whole. It is that:

firstly, the education system includes all types of existing sets of compulsory education requirements: federal state educational standards, federal state requirements, as well as educational standards and educational programs of various types, levels and (or) orientations.

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

federal state requirements - for additional pre-professional programs;

educational standards - for educational programs of higher education in cases provided for by the commented law or decree of the President of the Russian Federation. The definition of the educational standard is given in paragraph 7) of Art. 2 of Law N 273-FZ, however, we find a more precise interpretation of it in Art. 11 of the Law (see commentary to Part 10 of Article 11 of the Law).

Educational programs are also included in the education system, since they represent a set of basic characteristics of education and organizational and pedagogical conditions. This distinction is due to the fact that if either federal state educational standards, or federal state requirements, or educational standards have been developed, the educational program is compiled on their basis. In the event that these are absent (for additional general developmental and with certain features, for additional professional programs * (14); vocational training programs are developed on the basis of established qualification requirements (professional standards), educational programs are the only set of requirements for obtaining this type of education .

Secondly, the education system includes, along with organizations carrying out educational activities, also teaching staff, students and their parents (legal representatives) (up to the age of majority of the student), which makes them full participants in the educational process. Of course, such a position must be supported by specific rights and guarantees for such entities. For this purpose, the legislator introduces Chapter 4, dedicated to students and their parents, and Chapter 5, dedicated to teaching, management and other employees of organizations engaged in educational activities (Articles 47 and 50 of the Law on Education in the Russian Federation).

Thirdly, the education system includes, along with bodies that manage education at all levels of government, advisory, advisory and other bodies created by them. The sign of jurisdiction is not highlighted; instead, the sign of creation of a body by the body exercising management in the field of education is introduced. Such a replacement does not make any fundamental differences. At the same time, the previous formulation of “institutions and organizations” might not have made it possible to classify, for example, public councils as part of the education system.

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

Fifthly, in addition to associations of legal entities and public associations, the education system includes associations of employers and their associations operating in the field of education. This position is due to the intensifying direction of integration of education, science and production; understanding of education as a process that culminates in employment and, in this regard, orientation to the demands of the world of work. Employers take part in the work of educational and methodological associations (Article 19 of the Law), are involved in conducting state final certification for basic professional educational programs, and in conducting a qualification exam (result of vocational training) (Clause 16, Article 59, Article 74 of the Law) ; employers and their associations have the right to carry out professional and public accreditation of professional educational programs implemented by an organization carrying out educational activities, and compile ratings on this basis (clauses 3, 5 of Article 96 of the Law).

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

Vocational training, despite the seemingly absent “effect” of educational activities - increasing the educational qualifications of the student, also presupposes the need to master the educational program of secondary general education, if it has not been mastered.

This system should make it possible to realize a person’s educational needs throughout his life, that is, not only the opportunity to receive an education at any age, but also to obtain another profession (specialty). For this purpose, various educational programs are being introduced.

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

1) preschool education;

2) primary general education;

3) basic general education;

4) secondary general education;

In the structure of professional education:

1) secondary vocational education;

2) higher education - bachelor's degree;

3) higher education - specialist training, master's degree;

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

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

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

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

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

Changes in educational programs follow the corresponding changes in educational levels.

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

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

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

Changes in the higher education system lead to its division into several sublevels:

2) specialist training, master’s degree;

3) training of scientific and pedagogical personnel.

The term “professional” itself is no longer applied to higher education, although the latter is still part of the vocational education system.

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

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

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

Hence, the concept of incomplete higher education can only refer to the fact of an incomplete standard period for mastering a particular educational program of a certain level of education. Consequently, when the educational program in a specific area of ​​training has not been fully mastered, it is impossible to talk about passing a specific level of education with the issuance of an education document, which is confirmed by judicial practice * (16).

It should be noted that in regional legislation there are examples of ranking depending on the “level” of education (specialist, master’s degree), for example, wage coefficients. This practice is recognized as inconsistent with the law, since in this case the provisions of Part 3 of Art. 37 Constitution of the Russian Federation, Art. Art. 3 and 132 of the Labor Code of the Russian Federation, prohibiting discrimination in the sphere of labor, including discrimination in establishing and changing wage conditions.

Following the logic that each of the “types” of higher education level, be it bachelor’s, specialist’s or master’s degrees, confirms a completed cycle of education, characterized by a certain unified set of requirements (Article 2 of the Law, “Basic Concepts”), then no restrictions can be set for one of the species versus the other.

However, this statement requires clarification: certain restrictions are already provided for by the Law itself. What regulatory requirements does this follow? We find the answer in Art. 69 “Higher Education”, which states that persons with secondary general education are allowed to master bachelor’s or specialist’s programs (the types are equivalent).

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

However, further we see that the training of scientific and pedagogical personnel in graduate school (adjunct), residency, and assistantship-internship is possible for persons with at least a higher education education (specialist or master's degree). That is, in this case we see that the specialty “at the finish line” corresponds in its level of preparation to the master’s degree. But the training of scientific and pedagogical personnel is the next level of higher education.

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

Changing levels of education led to a change in the types of educational organizations: expanding opportunities to create different types of organizations providing training. In addition to educational institutions themselves, according to the Law, organizations that have educational divisions in their structure are actively involved in the education system.

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

Additional educational programs include:

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

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

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