Education as a system and process. Educational system of Russia Concept of the education system

Education as a system is a developing network of institutions of different types and levels.
The main elements of education as a macrosystem that has state status are the systems of preschool, school, secondary specialized, higher and post-university additional education.

“Education is a purposeful process of teaching and upbringing in the interests of the individual, society, and state, accompanied by a statement of students’ achievement of certain state educational levels - qualifications.”
Russian Law “On Education”
In terms of content, the concept of “school” today, as a rule, denotes the type of educational system or the building in which the educational institution is located. However, over the long history of the development of society, this term has had and still has many meanings. In Latin, “school” (schola) means a staircase whose steps lead upward. Having a religious and spiritual origin, this concept initially reflected the unification of people (teachers and students) involved in the process of ascension of the soul and spirituality of a person. Translated from Greek, “school” (schole) is interpreted as a house of joy in the process of learning about the world. In this regard, the school was talked about more as a particular direction or trend in science, art, literature, socio-political thought, etc., possessing characteristic properties, methods, techniques, represented by a group of students and followers of a scientist or an artist similar in creative principles, ideas or manner - for example, “Ananyev school of psychologists”, “Stroganov school of icon painting”. The term “school” also characterizes painting, sculpture of a city or an entire country if their originality is expressed within certain stylistic and chronological boundaries - “Bologna school” or “Flemish art”.
Over the centuries, specially organized schools have emerged and continue to emerge, differing in their principles and certain specifics, and, accordingly, bearing different names. Thus, in the pedagogical world the “School of Joy”, “Waldorf School”, “Frenet School”, “Humanities School”, “Mathematical School”, “Music School”, “Art School”, “Sports School”, “Economic School” are known school", "School of Life", etc.
In the same way, the content of the concept “University” (or lat. Alma Mater - native mother) is perceived not only as a type of higher educational institution. Since ancient times, the mission of the university has been to teach a young person the totality of all types of knowledge. Since ancient times, Alma Mater has been a center of wisdom that performed several tasks: the university not only preserved, sought and transmitted scientific knowledge existing in society, sublime spiritual and cultural values. He also cultivated the intellect for the sake of higher culture. Historically, it was in universities that new knowledge was born, scientific theory was formed, and one or another paradigm for understanding life, flora and fauna, space, and man was formed. Currently, the word “university”, like “school”, has a general cultural meaning. (Suffice it to recall the title of M. A. Gorky’s book “My Universities.”) And today in Russia the “Humanitarian University”, “Classical University”, “Pedagogical University”, “Technical University”, “Technological University”, “Medical University” are known University" and others, the range of which is constantly expanding.

Education models

1. Model of education as a state-departmental organization. In this case, the education system is considered by the structures of state power as an independent direction among other sectors of the national economy. It is built on a departmental principle with a strict centralized definition of the goals, content of education, the range of educational institutions and academic disciplines within the framework of one or another type of educational system. At the same time, educational institutions are clearly subordinated and controlled by administrative or special bodies.
2. Model of developmental education (V.V. Davydov, V.V. Rubtsov, etc.). This model involves the organization of education as a special infrastructure through broad cooperation of the activities of educational systems of different ranks, types and levels. This structure makes it possible to provide and satisfy the needs of various segments of the country’s population for educational services; quickly solve educational problems and ensure expansion of the range of educational services. Education also gets a real opportunity to be in demand in other areas - directly, without additional approvals from the state authorities. In this case, the sphere of education acts as a link in social practice.
3. The traditional model of education (J. Mageau, L. Cros, J. Capel, D. Ravich, C. Finn, etc.) is a model of systematic academic education as a way of transmitting to the younger generation the universal elements of the cultures of the past, the role of which is mainly to reproduce the culture of the past. Traditionalists see the main role of education as preserving and transmitting elements of the cultural heritage of human civilization to the younger generation. First of all, this means a diversity of knowledge, skills, ideals and values ​​that contribute to both individual human development and the preservation of social order. In accordance with the concept of traditionalism, the educational system should primarily solve the problem of forming basic knowledge, skills and abilities (within the framework of its established cultural and educational tradition), allowing the individual to move on to independently assimilate knowledge, values ​​and skills of a higher rank compared to mastered.
4. The rationalistic model of education (P. Bloom, R. Gagne, B. Skinner, etc.) presupposes an organization that primarily ensures the acquisition of knowledge, skills, and practical adaptation of the younger generation to the existing society. Within the framework of this model, the transfer and assimilation of only such cultural values ​​are ensured that allow a young person to painlessly fit into existing social structures. At the same time, any educational program can be translated into the “behavioral” aspect of knowledge, skills and abilities that the student should master.
In the ideology of the modern rationalistic model of education, the behaviorist (from the English behavior) concept of social engineering occupies a central place. Rationalists proceed from the relatively passive role of students who, by acquiring certain knowledge, skills and abilities, thus acquire an adaptive “behavioral repertoire” necessary for an adequate life in accordance with social norms, requirements and expectations of society. In the rationalistic model there is no place for such phenomena as creativity, independence, responsibility, individuality, naturalness, etc. Thus, behavioral goals introduce the spirit of narrow utilitarianism into the educational process and impose an inflexible mechanical way of action on the teacher, which reduces its value. The ideal in this case becomes strict adherence to the prescribed template, and the teacher’s activity turns into coaching students (for example, taking tests). And as a result of this, problems such as the creative nature of not only learning, but also teaching, are not even discussed.
5. The phenomenological model of education (A. Maslow, A. Combs, C. Rodgers, etc.) assumes the personal nature of learning, taking into account the individual psychological characteristics of students, a careful and respectful attitude towards their interests and needs. Its representatives reject the view of school as an “educational conveyor belt.” They view education as humanistic in the sense that it most fully and adequately corresponds to the true nature of a person, helps him discover what is already inherent in him by nature, and not “cast” into a certain form, invented by someone in advance, a priori . Teachers of this orientation create conditions for self-knowledge and support for the unique development of each student in accordance with their inherited nature, provide as much freedom of choice as possible and conditions for the child to realize his natural potentials and self-realization. Supporters of this direction defend the individual’s right to autonomy in development and education.
6. The non-institutional model of education (P. Goodman, I. Illich, J. Goodlad, F. Klein, J. Holt, L. Bernard, etc.) is focused on organizing education outside social institutions, in particular schools and universities. This is education in “nature”, with the help of the Internet, in “open schools”, distance learning, etc.
The main elements of education as a specific educational institution are:
1) goals of education;
2) content of education;
3) means and methods of obtaining education;
4) forms of organization of the educational process;
5) the real educational process as the unity of training, education and human development;
6) subjects and objects of the educational process;
7) educational environment;
8) the result of education, that is, the level of education of a person in a given educational institution.
The functioning of any educational system is subordinated to one goal or another. Educational goals are consciously defined expected results that a given society, country, state seeks to achieve with the help of the existing education system as a whole at the present time and in the near future. These goals are socially dependent on various conditions: on the nature of society, on state educational policy, on the level of development of culture and the entire system of education and upbringing in the country, on the system of main values.
Educational goals are consciously defined expected results that a given society, country, state seeks to achieve with the help of the existing education system as a whole at the present time and in the near future.
The goals of the educational system are a specific description of the human development program by means of education, a description of the knowledge system, those norms of activity and relationships that the student must master upon graduation. Repeated attempts have been made to present such a program in the form of a model of a school or university graduate, in the form of a professional profile of a specialist from a particular educational institution. In modern conditions, when selecting goals, both the social request of the state and society, and the goals of an individual who wants to get an education in a particular educational institution, his interests and inclinations are usually taken into account.
The learning objectives of a specific academic discipline clarify and define the purpose of education of a modern person as such and the goals of a specific educational institution, taking into account the specifics of the discipline, the volume of hours of the training course, age and other individual characteristics of students. As a rule, goals show general strategic guidelines and directions for the activities of teachers and students.
The content of the concept of “education” based on the analysis of human culture (I. Ya. Lerner) can be understood as a set of:
systems of knowledge (about nature, society, technology, man, space), revealing the picture of the world;
experience in implementing methods of activity known to humans;
experience of creative activity in solving new problems, ensuring the development of a person’s ability for the further development of culture, science and human society;
experience of a value-based attitude towards the world.
Knowledge and acquired information help a person navigate the world around him. Mastered methods of activity and skills ensure that a person reproduces the world around him. The experience of creative activity is also independent in its content. It involves transferring previously acquired knowledge to a new situation, independent vision of a problem, vision of an alternative to its solution, combining previously acquired methods into a new one, etc. An individual who has not acquired the experience of creative activity is not able to intervene in the creative transformation of reality. Encyclopedic education of a person does not at all guarantee creative potential. Since a person does nothing without needs and motives, without compliance of the matter with the system of values, then a relatively independent component of the content of education is the experience of the student’s emotional and value-based attitude to what he learns or transforms. This component determines the direction of the student’s actions in the educational process in accordance with his needs and motives.
In an educational institution, the content of education is the content of the activities of the subjects of the educational process (teacher and student), it is specified in the curriculum of the educational institution. The content of each discipline of the curriculum is specified in educational programs, each educational program is meaningfully reflected in textbooks and teaching aids.
There are several ways of designing and structuring the content of education, which in practice determine the ways of developing an educational program and writing a textbook (Ch. Kupisevich, V. Okon). The first method is a linear construction of educational material. In such a structure, individual parts of the educational material are presented sequentially and continuously as links of a single holistic educational topic, which together reveal the section, and all sections - the training course. Each part is studied only once. The second method, concentric, is used if the same issue is considered several times. When repeated, the content expands, is enriched with new information and is solved at a new level. For example, in elementary school mathematics courses, an idea of ​​polygons is given, and when studying geometry, their properties are studied using logical forms of proof. You can return to the problem after some short time within the framework of the course being studied, but it is also possible after several years. The third way of presenting the content of education is spiral-shaped: a problem is posed, to the solution of which students and the teacher constantly return, expanding and enriching the range of knowledge and methods of activity associated with it from different spheres of human activity. Thus, this method is characterized by repeated returns to the study of the same educational topics and the addition of new ones.
The fourth is the modular method. With this method, the entire content of each educational topic as an integral unit of educational content is redistributed in the following areas:
orientational, methodological (sometimes called ideological);
content-descriptive;
operational-activity;
control check.
Ways of obtaining education in world and domestic practice:
successful training in the conditions of a specific educational system in a group of students (or students) and completion of the entire cycle of training within the framework of a given educational institution by successfully passing final exams (day and evening courses);
individual training at home independently or with the help of teachers and passing exams and other forms of reporting to the state examination commission at a specific educational institution (externship);
distance learning (from the English distance) using training programs on a computer;
correspondence education through correspondence, individual consultations with teachers of an educational institution, written reports, tests, summarizing lectures on the entire course, tests and exams.
Forms of organization of the educational process:
lesson (35 or 45 minutes) - the main form of teaching at school;
lecture (90 or 120 minutes, with or without a break) is the main form of education at the university;
seminar - a practical lesson for the entire study group;
laboratory workshop - a practical lesson using technology, special equipment, conducting an experiment, experience, research;
educational excursion to nature, an enterprise, a museum, an exhibition, etc.
group or individual consultations with a teacher on specific educational topics or issues, conducted on the initiative of the teacher or at the request of students (their parents) at school or students at a university;
other forms of organization.
In world practice, in different historical periods, several training systems have appeared and still interact with each other:
class-lesson;
lecture-practical, coursework;
brigade-group;
individual;
office;
system of intensive (accelerated) training;
polytechnic education system (studying the fundamentals of science and the fundamentals of modern production in their unity);
system of multi-level training, etc.
The education system can be considered nationwide, at the level of an individual region (region, territory, republic), city and individual district. In this case, they talk about the federal, regional, municipal and various educational systems.
The education system in Russia and other countries is an open, continuously developing system that has a number of special properties.
1. The education system is effective if it corresponds to the times and is based on the strategy for the development of society and the people in it.
2. The education system is future-oriented. In the text of one of the education reforms in Japan there is a precise definition: “education is a hundred-year-old plant.”
3. The education system is constantly updated with goals, content, educational technologies, organizational forms, and management mechanisms.
Along with the traditional problems of training and educating the young generation, modern education faces global problems - the development of planetary thinking, the education of a person who creates in the spirit of universal human values ​​and is ready to solve global environmental, economic, energy, food and other problems in a civilized manner.
Education as a process reflects the stages and specifics of the development of the educational system as a change in its state over a specific time period. This dynamic characteristic of education is associated with the process of achieving a goal, methods of obtaining results, the efforts expended, conditions and forms of organizing training and education, the effectiveness of training and education as the degree of compliance with the required and undesirable changes in a person. In this process, training and education, the activities of the teacher and the activities of the student interact. An important factor here is the atmosphere and environment in which the educational process is carried out: good relationships between all subjects of the educational process, a constant example of conscientiousness and creative efforts on the part of the teacher, his help and goodwill towards all students and at the same time rational effective organization of teaching, creation of an atmosphere creative search and hard work, stimulation for independence and constant support of interest in learning, etc.
In Russia, from 1917 to the present, education has undergone a number of changes: from a system ensuring literacy of every citizen of Soviet Russia, to a system of compulsory primary education, eight-year and, finally, compulsory secondary education and further until the reforms of 1980-90 ¬dov. Since 1991, Russia has adopted compulsory nine-year education within the framework of the Education Law, and since 1998 Russia has been moving to a 12-year education system. During this period, the school education system was carried out within the framework of a uniform school in all cities and villages of the Soviet Union. The educational process was organized according to unified curricula and programs to implement common goals and objectives. Since 1991, gymnasiums, lyceums, private schools began to be revived in Russia, and new educational systems appeared - laboratory schools, creativity centers, additional educational institutions, colleges, etc. In this regard, different schools and universities today work according to different curricula and programs, set and solve various educational problems, provide various educational services, including paid ones.
The educational process reflects properties characteristic of both learning and upbringing:
two-way interaction between teacher and student;
the focus of the entire process on the comprehensive and harmonious development of the individual;
unity of substantive and procedural (technological) aspects;
the relationship of all structural elements: the goals - the content of education and the means of achieving educational goals - the result of education;
implementation of three functions: development, training and education of a person.
Full intellectual, social and moral development of a person is the result of the implementation of all functions of the educational process in their unity.
Modern education is developing in different directions and is characterized by the following properties: humanization, humanitarization, differentiation, diversification, standardization, multivariance, multi-levelness, fundamentalization, computerization, informatization, individualization, continuity.
Humanization of education is the orientation of the educational system and the entire educational process towards the development and establishment of relations of mutual respect between students and teachers, based on respect for the rights of each person; to preserve and strengthen their health, self-esteem and development of personal potential. It is this kind of education that guarantees students the right to choose an individual path of development.
Humanitarianization is an orientation towards mastering the content of education, regardless of its level and type, which allows one to readily solve major social problems for the benefit and in the name of man; communicate freely with people of different nationalities and peoples, of all professions and specialties; have a good knowledge of your native language, history and culture; be fluent in foreign languages; be an economically and legally literate person.
Differentiation is the orientation of educational institutions towards the achievements of pupils or students while taking into account, satisfying and developing the interests, inclinations and abilities of all participants in the educational process. Differentiation can be put into practice in different ways, for example, through grouping students based on their performance; division of academic disciplines into compulsory and elective ones; division of educational institutions into elite, mass and intended for students with delays or developmental disabilities; drawing up individual plans and educational routes for individual students in accordance with interests and professional orientation, etc.
Diversification is a wide variety of educational institutions, educational programs and governing bodies.
Standardization is the orientation of the educational system towards the implementation, first of all, of the state educational standard - a set of compulsory academic disciplines in a clearly defined volume of hours.
Multi-option means creating conditions for choice in the educational system and providing each subject with a chance to succeed, stimulating students to make independent choices and make responsible decisions, ensuring the development of alternative and independent thinking. In practice, multivariance is manifested through the ability to choose the pace of learning, achieve different levels of education, choose the type of educational institution, as well as differentiation of learning conditions depending on the individual characteristics of students (in a class, group, individually, using a computer, etc.) and etc.
Multi-level is the organization of a multi-stage educational process, providing the opportunity to achieve at each stage of education the level of education that corresponds to the capabilities and interests of a person. Each level is a period that has its own goals, training periods and its own characteristic features. The moment of completion of training at each stage is the qualitative completion of education. For example, a multi-level higher education system is focused on three levels: the first level - general higher education (2 years), the second level - basic higher education - bachelor's degree (2 years of general education + 2 years), the third level - complete higher education - master's degree (4 years of bachelor's degree + 2 years of master's degree).
Fundamentalization - strengthening the relationship between the theoretical and practical preparation of a young person for modern life. Particular importance is attached here to the deep and systematic development of scientific and theoretical knowledge in all disciplines of the curriculum of the educational system, be it a school or a university.
Informatization of education is associated with the widespread and increasingly widespread use of computers and information technologies in the process of human learning. Informatization of education has become most widespread throughout the world in the last decade - due to the accessibility for the education system and the relative ease of use of various types of modern video, audio equipment and computers.
Individualization is taking into account and developing the individual characteristics of students in all forms of interaction with them in the process of teaching and upbringing.
Continuity does not mean education received once and for all, for life, but the process of constant education and self-education of a person throughout his life in connection with the rapidly changing living conditions in modern society.
The educational process is dialectical in nature. Therefore, the development of the educational process is possible both through the resolution of contradictions and in an evolutionary way - through the improvement of the existing educational system. The main contradiction in the educational process is the contradiction between the social requirement for a person’s education and his level of education, quality and type of education.
The basis for the development of education is new concepts and models of education at the level of the state or a specific region and individual educational institutions; new state educational standards; regulatory documents; new sources, mechanisms and forms of financing; new systems for training and retraining specialists for the educational sector.
The development of education can be the subject of special activities, namely:
design and modeling of new educational institutions;
programming management actions in the field of education;
forecasting the cultural, historical and social consequences of new educational reforms and innovations in the field of education;
staging new sociocultural situations emerging in society in the content of education and upbringing of the younger generation.
Education is a process controlled by the state, society, administration and teachers of a particular educational system, and also partially by the parents of students. However, their forms and methods of control are different.
In the process of receiving education of one type or another, a person can reach a certain level and quality. Speaking about the level of education, there are levels of primary, secondary, incomplete higher and higher education. Each level is confirmed by a state document - a certificate of completion of primary or secondary school, a certificate of courses taken at a higher educational institution or a diploma of higher education.
Primary education represents the foundation on which all subsequent levels of education of a modern person are based.
Secondary education in Russia during different historical eras and in the 20th century does not have a constant time period and varies from 9-year (1940-50), 10-year (1950-67, 1970-91), 11-year ( 1967-72, 1991-98) to 12-year-olds (1998). In other countries, the time frame for completing secondary education is also changing, and it varies from country to country. Secondary education is compulsory for continuing education at a higher educational institution.
The initial level of higher education in Russia, as in many other countries of the world, can be obtained at a specialized college. A person receives a complete higher education only after successfully graduating from a university. According to the Law “On Education”, higher educational institutions in Russia include institute, academy and university.
Along with this, in Russia, after graduating from a university, it is possible to continue education in master’s, postgraduate and doctoral studies. Accordingly, upon successful defense of a master's, candidate's and doctoral dissertation, a specialist, both during training and self-study and independent research work, receives a master's, candidate or doctor of science diploma in a specific specialty, known from the classifier of specialties in Russia.
In assessing the level of education of a schoolchild, the level of elementary literacy, functional literacy, subject and methodological competence is distinguished. When studying the level of education of a future specialist with higher education, a university student’s level of education in the field of humanitarian and socio-economic disciplines, natural sciences, a block of disciplines in general professional areas and professional specialization is assessed. Within the framework of a multi-level education system at a university, the level of general education, bachelor's and master's degrees are distinguished.
An educated person is not only a knowledgeable and skilled person in the main spheres of life, with a high level of developed abilities, but also a person whose worldview and moral principles have been formed, and whose concepts and feelings have received a noble and sublime direction. That is, education also presupposes a person’s upbringing. Even N.G. Chernyshevsky highlighted such qualities of an educated person as extensive knowledge, the habit of thinking and nobility of feelings. However, the concept of “educated person” is cultural and historical, since in different eras and in different civilizations specific content was put into it. In modern conditions of the intensive process of communication between all countries and the integration of the world educational space, a unified understanding of an educated person is being formed for all countries and continents.

Age dynamics of human development in the process of education

Age-related development of a person is a continuous process of self-change, each stage of which is associated with a leading type of activity, takes place in a certain social situation of development and is characterized by the emergence of new mental formations and personality changes.
The dynamics of the transition from one age period to another can be abrupt, critical, and slow, gradual.
Personality development is a spasmodic sequence of stages that are qualitatively different from each other.
E. Erikson identified 8 stages, defining the holistic life path of human development: infancy (from birth to 1 year), early age (1-3 years), preschool age (3-6, 7 years), adolescence (7- 12 years), youth (13-18 years), early maturity (third decade), middle age (fourth and fifth decades of life), late maturity (after the sixth decade of life).
Each age or period of human development is characterized by the following indicators (L. S. Vygotsky, D. B. Elkonin):
a certain social situation of development or that specific form of relationship into which a person enters with other people in a given period;
main or leading activity;
basic mental neoplasms (from individual mental processes to personality traits).
All over the world, students are named in accordance with the nature of the educational system in which they are trained and brought up - these are, first of all, schoolchildren and students. More detailed designations are carried out within these names in accordance with age and level of education.
School age includes periods of primary school age, adolescence and youth.
Junior schoolboy. This age is characterized by readiness for schooling. This is, first of all, readiness for new responsibilities and responsibility to the teacher and the class. It is nothing more than the result of a child’s education and upbringing in the family and, possibly, in kindergarten. At this age, there is an intensive process of formation of educational activity as a leading one, therefore its organization carries great opportunities for the development of the student. Broad social motives in the learning process - duty, responsibility to elders (parents, family members, teacher) are especially important. This social attitude is very important for a successful start to learning. Cognitive interest in the majority of children of this age, even by the end of their primary school education, remains at a low or medium-low level, although it is interest as an emotional experience of cognitive need that serves as the basis for internal motivation for educational activity at the beginning of education. A large place in motivation is occupied by narrowly personal motives - the motivation of well-being, prestige, success. The motivation to avoid punishment often prevails, manifesting itself in approximately 20% of class students in Russian schools. This gives a negative connotation to learning activities. Mental development during this period goes through the following stages:
mastering actions according to a model, standard;
formation of a system of actions within a given model;
transition to mental actions with the properties of things and their relationships.
During this period, speech, thinking and perception abilities develop. In the educational activities of a junior schoolchild, such private activities as writing, reading, working on a computer, visual activity, and the beginning of design and compositional activities are formed. The most productive activity is in pairs (dyads) and in the mode of cooperation between partners. Interpersonal relationships at this age are built mainly on an emotional basis. Interpersonal communication skills are generally underdeveloped. Girls at this age show a higher level of reflection and social responsibility, greater flexibility than boys, and the ability to verbally demonstrate socially approved forms of behavior, although there are more “selfish” girls than boys who less adequately assess their actual behavior.
The main new formations of this age are the arbitrariness of memory and attention, an internal plan of action, reflection on one’s studies, awareness of oneself as a subject of learning, the emergence of a new life position - the position of a schoolchild,
Teenager. Adolescence is a transition from childhood to adulthood, accompanied by the emergence of a new mental formation - a sense of adulthood, reflection on one’s own behavior, a focus on the future and an underestimation of the present. This process is accompanied by a number of negative manifestations, for example, protesting behavior towards adults. But at the same time, there is also an increase in independence, more diverse and meaningful relationships with children and adults, the teenager’s sphere of activity is significantly expanding, he strives for a variety of communication with peers. He develops communication skills and a conscious attitude towards himself as a member of society.
For this age, it is important to move away from directly copying the assessments and opinions of adults to self-esteem - the teenager develops a desire for self-knowledge through comparing himself with other people (adults and peers). Special knowledge is acquired by communication, through which he actively masters norms and styles of behavior, criteria for assessing himself and other people. Intimate and personal communication with peers, and especially with representatives of the opposite sex, is also important for a teenager. The main value becomes the system of relationships with peers, imitation of a conscious or unconsciously followed “ideal”. A teenager is characterized by social activity and the desire to find himself in himself and others, to find a true friend, to avoid isolation in the classroom, to determine his place in the class team, overestimation of his capabilities, disregard for the prohibitions of adults, a tendency to indulge in daydreaming, exactingness regarding the correspondence of words and deeds, absence adaptation to failures. The problem of adult authority in a teenager decreases. There is a desire to occupy a higher position in the class, either through increasing their academic performance, or through the manifestation of other qualities - physical strength and faster growth compared to others, wit, etc. Accelerated teenagers, unlike late-maturing teenagers, feel more confident with peers and have a more favorable self-image. Early physical development, giving them advantages in growth and sexual development, helps to increase prestige among peers and the level of aspirations.
“Adolescent complex” - pronounced psychological characteristics of adolescence. It includes mood swings from unbridled joy to despondency and back again without sufficient reasons, etc. A teenager is characterized by categorical statements and judgments, sentimentality sometimes alternates with amazing callousness and even cruelty, painful shyness with swagger, a desire to be recognized and appreciated by others - with ostentatious independence and bravado, the struggle with authorities - with the deification of idols, sensual fantasy - with dry philosophizing, etc. As a rule, teenagers are selfish and at the same time, like in no other subsequent period of their lives are capable of devotion and self-sacrifice. Sometimes their behavior towards other people is rude and unceremonious, although they themselves can be incredibly vulnerable. Their mood fluctuates between shining optimism and the darkest pessimism.
The emancipation reaction is a specific teenage behavioral reaction. It manifests itself in the desire to free itself from the tutelage, control, and patronage of elders, and is associated with the struggle for independence, for self-affirmation of the individual. The majority of teenagers in all European countries and the USA (70%) have problems and conflicts with their parents. Rejection of adults’ assessments, regardless of whether they are right, is clearly evident. As a result, there is a pronounced desire for intimate-personal and spontaneous-group communication with peers, the emergence of informal groups and companies. Aggression, cruelty, increased anxiety, isolation, etc. may manifest themselves here.
The teenager develops an increased interest in his appearance, a desire to meet the norms accepted in his reference environment. He also wants to understand himself, to understand his feelings, moods, opinions, relationships. A circle of interests begins to be established, curiosity about issues of morality, religion, worldview, and aesthetics appears.
Adolescence is the most vulnerable age for the emergence of various violations and at the same time the most favorable for mastering the norms of friendship.
School adolescence. During this period, significant changes occur that characterize the transition of self-awareness to a qualitatively new level. The main psychological acquisition of youth is the discovery of one's inner world. He develops a complete structure of self-awareness. This is manifested in the desire to be oneself, in awareness of life plans and prospects, awareness of the level of aspirations, in the development of personal reflection, in professional guidance. Dreams about the future occupy a central place in his experiences. Youth self-esteem is characterized by an increased optimistic view of oneself and one’s capabilities. There is a desire for trust in communication with adults and peers of the reference group, and even self-disclosure is possible. The idealization of friendship and manifestations of spiritual closeness with peers of the opposite sex is typical of early youth. At the same time, they strive to protect their intimate world of feelings and relationships from unceremonious invasion. This age is characterized by the first love.
The expansion of the social environment of interaction, characteristic of this age, is manifested in the desire of boys and girls to determine their place in the world: the choice of lifestyle, the choice of professional activity, reference groups of people in society. Nevertheless, educational and professional activities become the leading activity at this age. Readiness for professional personal self-determination is formed. In this regard, the authority of parents and authoritative adults increases.
Student. Studenthood is the age of youth. Students are a special social category of youth, organizationally united by the Institute of Higher Education. Students are distinguished by the highest educational level, social activity, and a fairly harmonious combination of intellectual and social maturity. The student is characterized by a professional focus on preparing the chosen future profession and the time for the most complex structuring of a person’s intellect, which is very individual and variable. For a student, the leading types of activity are professional educational and scientific research, with a sharp increase in independent educational, economic, etc. As a rule, the acquired knowledge, skills and abilities act for the student as a means of future professional activity.
The time of studying at a university coincides with the first period of maturity and is characterized by the formation of personal properties. Such qualities as purposefulness, determination, perseverance, independence, initiative, self-control are noticeably strengthened, social and moral motives of behavior are strengthened, interest in moral problems increases - the way and meaning of life, duty and responsibility, love and fidelity, etc.
The fact of studying at a university strengthens a young person’s faith in his own strengths and abilities, gives rise to hope for a professionally and creatively fulfilling and interesting life and activity. Students of humanities are characterized by a breadth of cognitive interests, erudition on many issues of culture, history, art, language, have a rich vocabulary and a high level of speech development, and live in a world of “words and images.” Future specialists in natural sciences and mathematics and practice-oriented specialties more often turn to abstractions and operate with the objective world of things. The entire population of modern students, based on their attitude to education at a university and obtaining a specialty, is divided into three groups. The first group consists of students focused both on education as a value and on a profession in the process of studying at a university. The second group consists of business-oriented students. They do not show interest in scientific research as the basis for obtaining a profession and see education as a tool and means for creating their own business in the future. The third group consists of students who, on the one hand, can be called undecided or preoccupied with personal and everyday problems, for whom the problem of professional self-determination has not yet been resolved. Based on the nature of their attitude towards studying at a university, the following groups of students are distinguished. The first group includes students who strive to master a knowledge system, methods of independent work, and acquire professional knowledge and skills. Educational activity for them is the path to mastering their chosen profession. The second group includes students who strive to acquire good knowledge in all academic disciplines. They are characterized by a passion for many types of activities, which can lead to satisfaction with superficial knowledge. The third group includes students who have a pronounced professional interest. Therefore, such students purposefully and diligently acquire the knowledge necessary for future professional activities. They read additional literature and deeply study only those subjects that are directly related to professional activity. The fourth group includes students who study well, but are selective about the curriculum and attend lectures and seminars only in academic disciplines that are interesting from their point of view. The professional interests of such students have not yet strengthened. The fifth group includes quitters and lazy people. Such students are indifferent to their studies; they study at a university either at the insistence of their parents, or in order to avoid going to work or to avoid joining the army.
The quality of education is determined by:

The degree of correspondence between the goals and results of education at the level of a specific education system and at the level of a separate educational institution;
correspondence between various parameters in assessing the result of a particular person’s education (quality of knowledge, degree of formation of relevant skills, development of relevant creative and individual abilities, personality traits and value orientations);
the degree of correspondence of theoretical knowledge and skills to their practical use in life and professional activity with the development of a person’s need for constant updating of their knowledge and skills and their continuous improvement.
The quality of education depends on many factors, primarily on the quality of the pedagogical activity of the educational institution in which a person receives education, as well as on its educational and material base and scientific, methodological, organizational and managerial, financial, economic, technical and personnel support . The quality of higher education is determined, along with those listed, by another important factor - the scientific school through which the student went through during his years of study at the university.
Since the substantive goals are specified in the educational standard, in practice, within the framework of a specific education system (Russia, Germany or other countries) or educational system (kindergarten, school, university), the quality of education is determined by the measure of mastery of the educational standard; at school - the school educational standard, at the university - the educational standard in accordance with the profile of the university and the chosen specialty.
Type of education. Historically, common types of education have been discovered in the countries of Europe and the East, Asia and America. The first type in ancient societies was mythological education, the exploration of the world in the form of fairy tales, epics, myths, songs, etc.
Historically, the next type was scholastic education, which is characterized by a culture of text and the verbal nature of knowledge about earth and heaven, training of memory and will, mastery of literacy and rhetoric, the doctrine of the essence and meaning of human existence.
The third historical type of education - educational - arose during the period of the emergence of the classifier of sciences and arts, during the birth of secular regular education. And since the beginning of the 20th century, the world has witnessed a process of diversification of educational paradigms, types and types of education.
The type or type of modern education is determined primarily by the type of educational system in which a person receives an education and substantially depends on the quality of mastering that set of human activities, possibly professions, that reveal the specifics of the educational system, as well as on the quality of mastering the cultural values ​​of achievements science and technology. This is explained by the fact that all educational and educational institutions concentrate the foundations of developed scientific knowledge and the highest examples of socio-cultural activity of a person of his era. In connection with this understanding, home, preschool, school, special and higher education are primarily distinguished.
As a result, types and formations are distinguished on different grounds:
by type and quality of mastering scientific knowledge - biological, mathematical, physical, economic, philological education, etc.;
by type of dominant content of education - theoretical, applied, humanities and natural sciences, etc.;
by type and skill in mastering human activity - musical, artistic, technical, technological, pedagogical, medical education, etc.;
by type of development of cultural values ​​- classical education, artistic and aesthetic education, religious education, etc.;
according to the scale of development of cultural values ​​of human society - national, domestic, European, international, global education, etc.;
by type of educational system - university, academic, gymnasium education, etc.;
by class - elite and mass education;
according to the type of predominance of the orientation of the content of education - formal and material, scientific and elementary, humanitarian and natural sciences; general, primary vocational and higher vocational education, etc.;
by level of education - primary, incomplete secondary, secondary, incomplete higher, higher education.
The process of a person’s independent search and acquisition of new knowledge and skills outside specialized educational systems is called self-education. D.I. Pisarev once noted: “Whoever values ​​the life of thought knows very well that real education is only self-education and that it begins only from the moment when a person, having said goodbye forever to all schools, becomes the complete master of his time and their activities” (Occupations in 4 vols. T.3. M., 1956. P. 127).
Summary

Education can be considered as a sociocultural phenomenon, an object of practice and scientific research, as well as a link in social practice.
From a practical perspective, it is important to know the specifics of the entire education system at the country level, a specific region and an individual educational institution. This specificity is manifested in models of education, educational goals, content of education, forms, types and quality of education.
Goals and content as system-forming ones of any type and level of education are determined by state policy, disclosed in the educational standard and specified in the real educational process at the level of each educational system and each academic discipline.
The main form of organizing the educational process at school is a lesson, at a university - a lecture and a practical lesson.
The fruitfulness of education is determined by the degree of implementation of goals and educational standards, the type, quality and level of education.
Science, the object of which is education, is isolated into an independent direction - educology.
Along with education as a purposeful and specially organized process of training and education in the conditions of a specific educational system, a person is included in the process of self-education throughout his entire life.

Questions and tasks for self-control

1. Define the concept of “education”.
2. Education as a system represents...
3. Name the main elements of the educational system and give them a meaningful description.
4. What properties does a developing educational system have?
5. Describe the main models of education.
6. Expand the meaning of the concepts of “knowledge” and “skills”.
7. How do a person’s skills and abilities differ?
8. Name the main elements of educational content.
9. What forms of expression and concretization of the content of education in practice do you know?
10. Name the ways of structuring the content of education and illustrate them with examples.
11. What is the state educational standard?

20. Name the main historically established types of human 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 (continuing education).

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

ConsultantPlus: note.

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

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

1) preschool education;

2) primary general education;

3) basic general education;

4) secondary general education.

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

1) secondary vocational education;

2) higher education - bachelor's degree;

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

4) higher education - training of highly qualified personnel.

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

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

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

EDUCATION SYSTEM: CONCEPT AND ELEMENTS

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

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

2) networks of educational institutions implementing them; 3)

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

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

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

There are three subsystems in the education system: -

functional; -

organizational and managerial.

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

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

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

2. The concept of "education".

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

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

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

1) purposefulness;

2) organization and controllability;

3) completeness and compliance with quality requirements.

3. Levels of education.

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

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

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

1. basic general education;

2. secondary (complete) general education;

3. primary vocational education;

4. secondary vocational education;

5. higher professional education;

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

7. additional education.

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

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

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

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

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

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

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

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

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

The following levels of higher education are established:

Incomplete higher education;

Bachelor's degree;

Training of certified specialists;

Master's degree.

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

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

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

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

4. Forms of education.

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

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

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

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

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

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

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

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

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

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

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

5. Conclusion.

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

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

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

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

Under system It is customary to understand the totality of a certain set of naturally interconnected elements that form a certain integrity. This definition is fully applicable to the phenomenon of education, which is a so-called large or complex system, the elements of which are lower-level systems, or subsystems. At the same time, due to its dynamic nature education as a system should be considered as a developing network of elements of various types and levels. Educational systems, generally speaking, should be considered all those social institutions whose main goal is human education.

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

Firstly, social scale of consideration, that is, education in the world, a certain country, society, region, individual organization, etc. The system of state, private, public, secular, clerical, etc. is also considered here. education;

Secondly, level, or stage of education. These levels are preschool, school, secondary vocational, higher education, master's degree, various systems of advanced training and retraining of personnel, graduate school, doctoral studies;

Thirdly, education profile. In accordance with it, general, special (mathematics, humanities, natural sciences, etc.), professional, and additional education are distinguished.

The educational system has specific educational institutions in which the relevant tasks are directly carried out. The main structural elements of the phenomenon of education as a specific educational institution are the following (Fig. 16):

Goals and objectives of education.

Ways to get education.

Forms of organization of the educational process.

The quality of education.

Educational environment.

Subjects and objects of the educational process.

The result of education, which determines the level of education of a person acquired in the process of education.

Let's take a closer look at the essence and purpose of each of these elements.

Rice. 16. General structure of the phenomenon of education

Under goals and objectives of education commonly understood consciously planned expected results that society, the state and the person himself strive to achieve at the present time and in the near future. This expected result is a person who has modern knowledge and skills and is able to successfully apply them in professional activities and in life. The goal of modern education is also the development of those properties and qualities of the individual that are necessary both for herself and for society in order to be able to effectively include a person in socially significant activities.

One of the characteristic features of modern education is that it takes place in a rapidly changing information environment, rich in constantly updated knowledge, in which both students and teachers must learn. In this regard, in the new conditions, to achieve this goal, the main objectives of education are:

Formation of basic knowledge;

Formation in a person of the ability and desire to independently learn and improve professionally;

Formation of motivational orientation towards the productive-contributive learning process.

The most important task of education today is the optimization of training, that is, the identification of such methods and forms of training of specialists that would improve the quality of their education while possibly reducing costs.

In this case, it is possible to optimize the education system by reducing the required amount of information and leaving only that which is absolutely necessary for the student to solve specific problems specified in the requirements of the social order.

In modern conditions, when determining the goals of education, both the social demands of the state and society, as well as the goals of the individual, his interests and inclinations are usually taken into account. The goals of education depend on various conditions: on the nature of society, on state educational policy, on the level of cultural development, on the system of priority values ​​and the socio-economic situation of the country.

Contents of the concept “education” means a certain a set of systematized knowledge, skills, views and beliefs, certain practical training achieved in the educational process. In each specific educational institution, the content of education is understood as the content of the activities of the subjects of the educational process, that is, the pedagogical activity of the teacher and the educational and cognitive activity of the student.

Under general is understood as education, the result of which is a person’s ability to perform his general cultural, universal functions and activities. Special education provides preparation for special, primarily professional activities.

Polytechnic education is considered as an area of ​​intersection of general and special education, which provides the opportunity for successful life of a person of any profession in our complex technical world, in conditions of constant development and complication of the technosphere.

Professional education is a certain type of education that prepares a person to perform certain socially differentiated functions.

The correct selection of educational content determines the quality of education and its impact on the formation and development of the individual.

At various historical stages of the development of society, the content of education changes qualitatively depending on various factors - on socio-economic, political conditions, on the goals and urgent tasks that society sets for educational institutions of various types, as well as on the goals and prospects for the development of the society.

The educational content of each discipline is specified in educational programs, each of which is meaningfully reflected in the curriculum, textbooks and teaching aids. There are several ways of structuring and constructing the content of education, which in pedagogical practice determine the ways of developing an educational program in a given discipline and writing the corresponding textbook. The main ones of these methods are linear, concentric, spiral and modular.

Linear The method of structuring the content of an academic discipline is to divide it into a certain set of relatively complete sections and topics, the possibility of sequential study of which is ensured by the fact that the material of each subsequent section is based on information already known to students, learned in the previous sections (Fig. 17).

Rice. 17. Sequential circuit

In this diagram, solid arrows show the sequence of studying sections and topics of the course, and dotted arrows show possible dependencies of the content of this section on the content of previous sections.

Concentric The method of structuring the content of educational material also consists in dividing it into separate large sections, as if nested sequentially within each other. The study of such a discipline occurs through the sequential development of the conceptual-information field of each previous level, which creates the prerequisites for the transition to the development of the conceptual-information field of the next, deeper level (Fig. 18).

Rice. 18. Concentric method
structuring the content of education

Spiral the method of structuring the content of educational material is somewhat reminiscent of concentric, however, the fundamental difference here is the study of the same material with a gradual deepening of the level of its complexity and rigor of presentation at each new turn of the spiral (Fig. 19). Usually there can be two or three such turns. An example of the use of this method is the study of physics in high school and university.

Rice. 19. Spiral method
structuring the content of education

Modular The method of structuring the content of the educational material of any discipline is to divide it into separate complete, relatively independent modules, which allows you to organize various options for their study. This means the possibility of not only sequential, but also parallel study, even with different teachers. In this case, individual modules can take the form of independent disciplines; the result of the final control at the end of their study can be counted towards students when passing an exam or test for the entire course. Schematically, this method of structuring educational material can be represented in the form of Fig. 20.

Rice. 20. Modular way of structuring
educational content

It should be emphasized that for each of the methods of structuring the content of educational material discussed here, both its advantages and certain disadvantages can be cited. Therefore, in real pedagogical practice one should proceed from the specific objectives of the academic discipline, the conditions for its study and the interests of students.

When designing the content of education, in addition to the ways of structuring it, there is such a pedagogical category as the levels of formation of the content of education that plays a very important role. Usually stands out three the main levels of formation of educational content (Fig. 21).

1. Level general theoretical understanding– the necessary content is fixed in the form of a generalized idea of ​​the main components of social experience that students need to master in the learning process.

2. Level academic discipline– work on individual elements, content and detailing their specific goals and functions in the general context of the designed content, as well as the formation and concretization of ideas about the main forms of implementation of this content in the educational process.

Rice. 21. Levels of formation of educational content

3. Level educational material– the development of the content of education is carried out in the composition, nature and content of the material, which becomes the direct subject or means of educational activity - in textbooks, teaching aids, methodological guides.

Each of the levels of content design identified here corresponds to one or another type of regulatory documentation.

The most important document fixing the content of education at the level of a general theoretical concept is specialty curriculum, establishing the composition of disciplines studied at a given university, their distribution by years of study, the weekly and annual amount of time allocated to each of them. It determines the general direction and main content of specialist training, types, forms and methods of educational work, forms and timing of testing students’ knowledge. Every 5 years, curricula are revised based on accumulated experience and taking into account current and predicted changes in science, technology, production, and culture.

The curriculum receives its specification at the second level of content design - at the level of academic disciplines, the composition, content, goals and functions of which are reflected in educational programs. The program determines the content of a specific academic discipline, the amount of knowledge, skills and abilities that must be obtained in the process of studying it; forms, methods, teaching aids, types of intermediate and final control. The program also includes an explanatory note, which reveals the objectives of studying the academic discipline and its connection with other disciplines of the curriculum.

Further specification of the content of education is carried out at the third level - at the level of educational material. The most important form of recording educational material is textbook, acting as a leading element in the complex of teaching aids and other elements of methodological support for the process of studying this discipline. A university textbook must meet certain requirements: have a high scientific level, orient students towards in-depth independent study of the discipline, correspond to practice, take into account interdisciplinary connections, etc.

Since 1991, gymnasiums, lyceums, colleges began to be revived in Ukraine, new educational systems, creativity centers, etc. appeared. In this regard, various schools and universities today operate according to different curricula and programs. In this case, the state establishes only general standards and requirements, the satisfaction of which is a mandatory condition for issuing a state document confirming the level of education received - a matriculation certificate or diploma.

There are several different ways to get education. The main ones today include:

Studying at a specific educational institution followed by passing final exams or defending a thesis (project).

Individual training at home independently or with the help of teachers and passing exams and other forms of reporting to the state examination commission at a specific educational institution (externship).

Distance or distance education (from the English distanse - distance) is learning using a computer and special training programs posted on the Internet.

Part-time study includes writing test papers, attending orientation and general lectures on the entire course, consultations, as well as passing tests and exams and (or) defending a final (diploma) thesis.

The following are distinguished: Forms of organization of the educational process:

Lesson (lasting 35 or 45 minutes) – at school;

A lecture (lasting 90 or 120 minutes) with or without a break is the main form of education at a university;

Seminars or practical classes for the entire study group are intended for a deeper study and practical consolidation of the material listened to in the lecture;

Laboratory workshop is a practical lesson using technology, special equipment, conducting an experiment, experience, research.

Group or individual consultations with a teacher on specific academic topics or issues.

The quality of education defined:

The degree of correspondence between the goals and results of education;

Correspondence between various parameters in assessing the result of a particular person’s education (the quality and depth of his knowledge, the degree of formation of relevant skills and abilities, the development of creative and individual abilities, personality traits and value orientations);

The degree of correspondence of theoretical knowledge and skills to their practical use in life and professional activities in the development of a person’s need for constant updating of their knowledge and skills and their continuous improvement.

The quality of education depends on many factors, primarily on the quality of the pedagogical activities of the educational institution, as well as on its educational and material base and scientific, methodological, organizational, managerial, technical and personnel support, the scientific school through which the student passes during his years of study at the university. .

Atmosphere and environment of the educational process are complex concepts including:

Good relationships between all subjects of education,

Help and friendliness of the teacher towards students,

Rational and effective organization of teaching,

Creating an atmosphere of creative development,

Constant support of interest in learning.

A characteristic feature of the education system is that it is a continuously developing system. It is focused on the future, therefore it must meet the requirements of the time and at the same time be based on the strategy for the development of society and the people in it.

Principles of education.

The pedagogical practice of higher education has formed a certain set of general methodological principles for determining the content of education and planning the educational process. Let's look at these principles.

Principle compliance of education content in all its elements and at all levels of design requirements for the development of society, science, culture and personality. It involves the inclusion in the content of education of both traditional knowledge, skills and abilities, and information that reflects the modern level of development of society.

Principle structural unity of education content at various levels of its formation presupposes the presence of consistency of theoretical concepts, educational subject, educational material, pedagogical activity, and the personality of the student.

Principle flexibility, predictability, unity and continuity, diversity of education.

Principle compulsory availability of complete general secondary education, since the content of higher education is based on the knowledge acquired by students in secondary school .

Principle organic relationship with world and national culture, traditions. In the context of globalization, its role only intensifies, since a specialist, on the one hand, must be competitive in the international labor market, and on the other, take care of preserving and enhancing the achievements of the national culture of his country.

There are a number of other principles, the general focus of which is the formation of a highly moral creative personality with systemic innovative thinking.

Thus, education as a system represents the basis of all intellectual, cultural, spiritual, moral and socio-economic development of society and the state.

Educational systems represent the main object of renewal and reform during the transition period during the development of society. The content of education, as well as its further implementation, make it possible to realize the goals that society sets for the new generation and strengthen unshakable values. But at the same time, the successful implementation of established reforms is a rather complex and elusive task, which requires careful planning, a well-developed strategy, special attention to resources and, of course, the commitment to this goal of those people who are involved in its implementation.

Reforms affecting educational systems are also difficult to implement because they are carried out in a society where infrastructure and teachers are not provided with adequate resources.

As it was before

The previous Soviet system was distinguished by the presence of fairly rigid curricula, the preparation of which was carried out centrally. Such plans were based on the fact that students constantly earned factual knowledge in various subjects aimed at narrow specializations. The main emphasis was on science as well as engineering, while virtually no place was given to any pedagogical initiatives on the part of teachers or school management.

The educational systems of the USSR provided for a common curriculum for all schools served, and its preparation was carried out under the close guidance of government agencies. The production of textbooks was carried out as a monopoly by the state, and at the same time they were absolutely free. Thus, there was a complete lack of a structured system for assessing educational standards on a national scale, and all needs were determined in accordance with centralized planning for the distribution of labor.

Like now

Russian society is constantly being restructured and, at the same time, trying to reassess its goals and values, which entails democratization in the educational sphere. Individualization, humanization, as well as the use of new concepts of civic education - educational systems of the present time make room for these factors. This is largely ensured due to the widest variety of available types of educational institutions (like Germany), as well as the variability of educational programs, which is directly related to the development of the current network of non-state educational institutions.

Features of education in the Russian Federation

Today, the Ministry of Education of the Russian Federation uses a system that is extremely similar to the German one, but is still presented in a much more simplified form:

• Preschool education, which should provide children with basic knowledge, is not equivalent to the first stage of school education. Children are sent to kindergarten from approximately the age of one or one and a half years, and remain there until they reach the age of six (also voluntarily if there is a desire on the part of the parents).
• Primary education starts when a child reaches the age of six and lasts for four years (in accordance with the results of recent educational reforms). Unlike Germany, the Ministry of Education of the Russian Federation allows children to receive primary education in lyceums or gymnasiums, since in Russia these types of institutions are comprehensive and offer education from grades 1 to 11.
• Incomplete secondary education in gymnasiums, lyceums, and any general education schools lasts for five years. Completion of nine classes of any of the listed educational institutions entitles the student to a certificate of general secondary education.
• Industrial and technical, or complete secondary education, which enables a person to subsequently enter a college, technical school or any other professional institution, is permitted after completing studies in the 10th and 11th grades of gymnasiums, schools or lyceums with a diploma of secondary education. This right also applies to those people who have already graduated from any professional institutions, while in Germany this is considered unacceptable.
• After receiving higher education, a person is awarded a specialist diploma, and is also awarded a bachelor's, master's or master's degree, and at the same time he is given the right to improve his qualifications at a research institute or university in order to receive a candidate or even a doctorate degree.

Among other things, recently there has been an active individualization of education, which also affects the quality of the educational system.

Preschool education

In Russia, an expanded system of providing knowledge to preschool children has been used for quite some time. At the moment, the management of educational systems pays quite a lot of attention to it, so it still plays a huge role in the process of solving various issues of early upbringing and education of children. Today, the system is built in such a way as to fully meet the needs of children aged 3-7 years, while nurseries can be visited by children aged 1 to 3 years, and in rare cases even care for children aged two months to a year is allowed. The vast majority of kindergartens are funded by the state, as well as municipal or departmental bodies.

Which gardens to choose?

Recently, the management of educational systems has led to the fact that people began to open a large number of private or semi-private kindergartens, but their volume currently amounts to less than 8% of the total. Even in modern municipal kindergartens, the tendency remains for parents to pay approximately 10-15% of the services provided, and the system of their visits is quite flexible, and if desired, adults can always choose a specific type of visit for their child, which they consider the most satisfactory - full or part-time, full or part-time work week, etc.

It is also worth noting that the trend continues to build frank and trusting relationships between parents and staff, thanks to which educators can learn many interesting factors about the personality and any individual needs of a particular child. Due to this, individualization of training is gradually being built.

What are they needed for?

Quite important is the fact that kindergartens are multifunctional institutions that, in addition to educational ones, take on social, care and health functions.

Much attention is paid to trying to identify various shortcomings in the intellectual and physical development of students. A serious role in the development of various educational programs and plans, as well as in the further diagnosis of children, is assigned to professional psychologists. To treat children with any physical disabilities, it is customary to invite physiotherapists, while some gardens have swimming pools and gyms where correctional work is carried out. Speech therapists may also be involved to provide assistance in the field of swallowing correction and speech defects.

Primary schools

The system of educational organizations considers primary school as the first stage of education, when children are given the fundamental knowledge they need for subsequent education. At the moment, the school presents three main systems of primary education, based on the traditional system and various theories developed by prominent domestic teachers. All these systems are mainly aimed at the moral and intellectual development of students, and access to school is open to all children over the age of six. At the moment, future first-graders must undergo a testing procedure before enrolling in school, where they undergo an intellectual level test.

Along with various generally accepted educational subjects, many modern schools begin to teach foreign languages ​​to children from the second grade, which they plan to do everywhere in the future. It is also worth noting that in the near future it is already planned to introduce a system in which children from the second grade will learn computer skills.

General secondary education

The development of the educational system has led to the fact that general secondary education includes primary, five classes of general secondary school, as well as two senior classes. Thus, already at the age of ten, that is, after completing primary school, the child moves to the lower secondary level, where he receives knowledge for five years. In accordance with current legislation, this level must end at the age of fifteen, after which the child is issued a certificate of incomplete secondary education. After this, he can either continue his studies at school, or enter secondary or primary vocational schools.

Gradually, an updated algorithm for acquiring knowledge was established in the Russian Federation, and education itself was significantly transformed (educational systems, of course, have changed since the times of the USSR). Compulsory education was introduced in Moscow for eleven years; over time, this practice spread to other areas. Previously, only a nine-year course of school education was considered compulsory. Schoolchildren study together six days a week, and differentiation in this case affects only labor and physical education lessons in high school. The total number of hours per week is from 30 to 36.

Over the past few years, the educational system has undergone a lot of changes, which has led to a significant expansion of the schools available at the basic secondary level. All modern schools are fully responsible for mastering basic programs, and the certificate that the student receives is subsequently recognized by all regions of Russia, as well as various CIS republics.

Education at the Lyceum

Among modern types of educational institutions, the most popular in Russia are gymnasiums, lyceums and secondary schools.

The lyceum is a type of educational institution that has been actively introduced since the early 90s of the last century. It is worth noting that this name is often given to various secondary educational institutions that organize in-depth study of disciplines in a specific profile.

The formation of the education system has led to the fact that lyceums and gymnasiums have a fairly large number of similar features, but at the same time they are fundamentally different in some respects. Basically, lyceum education is relevant in educational institutions with a physics and mathematics focus.

Gymnasiums

The state educational system is structured in such a way that the vast majority of people associate the concept of “gymnasium” with a certain elitism, that is, with such prestigious institutions in which children can receive an education through connections and wealth, and where they try to actively prepare them for work in various leadership positions.

In fact, the characteristics of educational systems show that this format is used in closed educational institutions, which in most cases are private. It is they who provide the opportunity at the basic and senior levels of schooling to introduce new subjects into educational plans, including logic, economics, philology or any others necessary for more effective conduct of specific activities (for example, business). At the same time, gymnasiums for the most part are state educational institutions of the average type, and here children who are highly motivated to learn receive knowledge.

Just like in other types of such institutions, they offer the opportunity to receive an education that will be sufficient for further study at the university. It is worth noting that this is precisely what constitutes a significant difference between gymnasiums in Russia and Germany, since in the latter, their completion only allows one to enter a university. In addition, the formation of student groups in such institutions in Russia begins from the first grade. If you wish, you can transfer from another school format to similar educational institutions, and you can transfer both at the main stage of education and upon completion. In this case, ninth grade graduates are also awarded certificates of basic secondary education, after which they independently decide whether they need to stay here to complete secondary education or go to some institution with a vocational bias.

1 . Globalization, today, is an important problem for higher education, because, in essence, the very model of the future education system, or in other words, the level of qualifications of labor resources, depends on the adequate implementation of the constituent elements of globalization and internationalization in the educational process.

Let us highlight the key problems, the solution of which forms the area of ​​joint fruitful existence of globalization and education:

§ internationalization strategies;

§ transnational education;

§ ensuring international quality;

§ regional and interregional cooperation;

§ information and communication technologies and virtual universities;

§ problems of equality and accessibility of education.

The reasons for the emergence of these problems in the context of the globalization process are proposed to be the following characteristic features of today's educational process:

§ applied process of knowledge production;

§ a wide range of interdisciplinary knowledge, the production process of which is achieved by establishing a consensus of specialists in different fields. In modern science, in this regard, the term transdisciplinarity of knowledge has been introduced, which presupposes a clear but flexible framework for managing the process of finding a solution to the problem. It is important to note that these frameworks are created and stored in the context of their application, but are not brought in ready-made;

§ complex and non-linear socio-technical relationships of participants in the creation of knowledge;

§ increasing social responsibility and accountability for the knowledge produced, which is a consequence of the growing participation of social groups in solving global problems;

§ expansion of the base of quality control systems (meaning new criteria that invade the production of knowledge through the context of its application), which implies an increase in internal contradictions between diverse intellectual, social, economic and political interests.

When solving the problems posed, it would be acceptable to first determine the degree and structure of the introduction of the proposed educational innovations. The process of transforming universities into institutions operating on the basis of integrated information networks (which, in essence, is what the globalization of education implies) includes, in addition to the introduction of new technologies, also inevitable changes in mentality. If it is possible to resolve the contradictions between new technologies and existing humanitarian pedagogical principles, as well as neo-humanistic values ​​between different groups of the population, information and communication networks will become the most important zone and tool where the process of constructing the creative abilities of a new social order will take place.

2 . Along with the traditional goals of education, pursuing the training of specialists of a high professional level, the task of forming a post-non-classical, synergetic-evolutionary type of scientific rationality is currently on the agenda. The post-non-classical type of rationality takes into account the correlation of the acquired knowledge about an object not only with the characteristics of the means and operations of the activity, but also with the value-goal and structures. The connection between intrascientific goals and extrascientific, social values ​​and goals is revealed. Modern science requires the inclusion of value parameters in knowledge, since its objects are human-sized systems. Man is no longer outside the world, he is included in it. Moreover, man and the Universe exist in indissoluble conjugacy. Therefore, it is not so much “objective” truths that are valuable, but rather those that are comparable to the direct existence of people.

Achieving this goal in education is the most important prerequisite for creating a new self-organizing environment in which understanding the personal responsibility of each individual for the fate of the whole world becomes a necessary condition for the survival of humanity.

In this interpretation, the basic foundations of the post-non-classical ideal of education, both natural science and humanitarian, become not nature, the world, but a person who cultivates a culture of treating the environment not as a feeding trough that provides a means of subsistence, but as the noosphere - the sphere of reason, synthesizing the biosphere and the human mind as a self-organizing, autopoietic system. This ideal of education carries new meanings, consisting in the practice of self-organization, autopoiesis, self-cultivation of a person, building his own anthropology through the idea of ​​humanity, humanitarianism.

Regardless of the content of education, be it knowledge of the natural sciences or the humanities, in the depths of this knowledge, especially conceptual knowledge, bearing the imprint of the strategy and ideal of thinking, transdisciplinary ideas arise that act as vectors, axes that guide a single integral system of knowledge. These ideas must be the basis of cultural and educational practice. They make it possible to make a self-determination of a person: what a person is, and close it hermeneutically to autopoiesis.

With this approach, the post-non-classical ideal of education cannot be only one profession, a practice that keeps a person within the framework of one profession. The ideal becomes “transfession” - a practice that takes the subject beyond the boundaries of any one profession. The task of education becomes the production of a transfessional - a person who constructs the trajectory of his own education.

Fundamental ideological and methodological ideas that can serve as a stimulus for education include the following ideas: formation, which correlates with the idea of ​​time, self-organization, universal evolutionism and co-evolution of complex systems, integrity, fundamentality, “human dimensionality” of complex systems, the decisive role of man in choice future.

3 . Thanks to the great discoveries of the second half of the 20th century. in the field of natural sciences in the 70s. XX century a new interdisciplinary scientific direction "synergetics" is emerging, which convincingly confirms the commonality of patterns and principles of self-organization of a wide variety of complex macrosystems - physical, chemical, biological, technical, economic, social. The modern scientific picture of the world and the achievements of synergetics open up wide opportunities for modeling educational processes using methods and approaches traditionally applied to the natural and exact sciences.

In forecasts about the prospects for the development of education, one should rely on the principles of complementarity of the natural science methodological tradition and humanitarian ways of knowing.

The specificity of the methodology of interdisciplinary knowledge lies in the primacy of integrative, synthesizing tendencies.

This approach helps to restore holistic ideas about the world, a picture of the world as a single process. Integration of knowledge based on interdisciplinary connections makes it possible to embrace linear connections horizontally and pointwise vertically, to grasp not only the sequence, but also the simultaneity of these connections and to recreate at a new, higher level a holistic vision of any problem, situation, phenomenon in its entirety of versatility, multidimensionality .

The duality of “nature - culture,” which includes all forms of earthly life, is characterized by four main features: archetypal, antithetical, holographic, and cyclical. They reflect the openness of the world and are applicable to all elements of the system: the DNA molecule, the natural world, the technosphere, and the unified cultural field, of which education is a subsystem. This universality is reflected in the fourfold principle of the sages of the Ancient East: “Everything is everything, everything is in everything, everything is always there, everything is everywhere.”

A synergetic approach to education opens up the possibility of self-conscious liberation from the need to judge this or that cultural phenomenon, and in this context, education in accordance with engagement, with a given historical and cultural state of society or one or another established system of scientific criteria.

One of the most important features of modern knowledge is an extensive discussion of fundamental, worldview, philosophical, cognitive and methodological problems, which is a necessary condition for the formation of new ideas in science. Various ways of exploring the world (art, philosophy, science, etc.) provide the opportunity for a multidimensional vision of the problem. That is why today the defining trend of the cognitive process is integration.

Modern education, based on the integration of various methods and various sciences, promotes a holistic understanding of the world and an increase in the creative potential of the individual: the co-evolution of man, nature and society determines the moral principles of harmonization of their coexistence, and in the educational environment - a departure from the subject differentiation of scientific knowledge as a means of teaching effectiveness and searching for optimal ways to integrate knowledge. Differentiated ready-made knowledge forms reproductive thinking. Integration of knowledge is impossible without the use of creative efforts. A synergetic approach to education involves the development of variable models of the educational process and course content, the fundamental principles of which will be integration and creative development of the individual. The method of system analysis fits organically into the synergetic approach to education. The main thing in it is a logically sound study of the problem and the use of appropriate methods for solving it, which can be developed within the framework of other sciences. Systems analysis assumes interdisciplinarity. The scientific picture of the world is recreated using the method of system analysis and is a model based on data from specific sciences about nature and society. System analysis is not only a methodological basis for scientific research and the development of new technical and management solutions. It can be regarded as a toolkit for the rational acquisition of knowledge, comprehension of its nature, methods of memorizing and systematizing it. It helps to comprehend new knowledge. Mastering the skills of systems analysis contributes to the formation of creative thinking, reintegration of information at a new qualitative level with an understanding of systemic connections. One ancient sage argued that an ounce of knowledge is worth a pound of information, and an ounce of understanding is worth a pound of knowledge. Only well-understood knowledge gives a qualitative increase in personality. Speaking about understanding, one should distinguish between logical understanding, which ensures reproductive assimilation of information, and deep understanding, i.e. comprehensive mastery of the subject of reflection, in which “speculation” and creative activity become possible.

4. Comprehension of the unity of the world, nature, man, as well as the disclosure of all cultural and ideological ideas is impossible through one academic subject, which makes obvious the need to establish interdisciplinary, meaningful, logical, functional and other connections between these ideas.

Integration processes in the sphere of socio-cultural life of society support inexhaustible interest in the problems of an interdisciplinary approach, various aspects of which are reflected in the scientific and methodological works of various authors. Scientists associate these aspects with the concepts of “interdisciplinarity,” “complexity,” “integration,” “interaction,” and “interdisciplinary connections.”

Questions of interaction between man and the surrounding world, the interrelation of its multi-component processes have since ancient times found a place in the works of philosophers Democritus, Pythagoras, Plato and others. Thus, for Aristotle, the world around man is that which is known, studied and thanks to which knowledge of the general is achieved.

A significant role in the development of the theory of interdisciplinary approach was played by the works of J. Dewey, Y.A. Comenius, J. Locke, I.G. Pestalozzi, J.-J. Rousseau. Turning to the philosophical and methodological aspects of the interdisciplinary approach, it should be noted that the leading methodology here is based on the laws of dialectics formulated by Hegel.

The ideas of an interdisciplinary approach are also traced in the didactic works of J. Dewey. The scientist called for the formation of personality through creative comprehension of cultures in historical environments, giving the leading role in education to the sociocultural context and the implementation of the principle of interrelation between theory and practice. A special place in his conceptual vision was occupied by the idea of ​​combining work and learning, which was later repeatedly tested both in the domestic and foreign history of pedagogy.

One of the first large-scale practical experiences of an interdisciplinary approach to teaching was the Soviet labor school, the origins of which were N.K. Krupskaya, A.V. Lunacharsky, A.S. Makarenko, S.T. Shatsky and others. In the Soviet school, interdisciplinary connections were used to connect learning with life, with the productive work of students.

R. Steiner, the founder of the Waldorf school, also discussed the need for interdisciplinarity and multidimensionality in education. An interdisciplinary approach is used in the study of all subjects, taking into account the age characteristics of children, which helped them not only in mastering knowledge of individual areas, but also in the ability to independently establish complex connections between phenomena.

The founders of the French Annales school (New Historical Science) M. Bloch, L. Febvre, F. Braudel and others insisted on eliminating barriers between different spheres of intellectual work, calling on specialists to use the experience of related scientific disciplines.

An analysis of the literature shows that interdisciplinarity in education has been widely written since the early 50s of the 20th century. A significant stage in the development of an interdisciplinary approach is the ideas considered in studies of human psychophysiology, which reflect the interdependence of human mental and practical activity. Thus, research by B.G. Ananyev convincingly prove that human activity aimed at cognition and transformation of an object is the basis for the formation of logical connections and relationships of his consciousness. In his works M.N. Skatkin, G.S. Kostyuk, V.V. Davydov show that leading ideological ideas play an organizing role in the study of educational material.

In the 60s The 20th century saw the development of research in the field of interdisciplinary connections. Interdisciplinary connections were considered as a didactic means of increasing the efficiency of mastering knowledge, skills and abilities (G.I. Baturina); as a condition for the development of cognitive activity and independence of students in educational activities, the formation of their cognitive interests (V.N. Maksimova).

During the 70s, the problem of an interdisciplinary approach to teaching became one of the central ones in didactics, and in the works of the 80s, another aspect of the problem was highlighted, where special attention was paid to the educational potential of interdisciplinarity (G.I. Belenky, I.D. Zverev , V.M. Korotov).

Today, interest in the problem of implementing an interdisciplinary approach in education continues. Analysis of the history of the interdisciplinary approach in education allows us to identify three main stages of its formation and development:

Use of comprehensive training programs;

Theoretical development of interdisciplinary connections;

Practice of interdisciplinary integration.

The idea of ​​interdisciplinarity acquires a special context in the light of the competency-based approach to education, the main goal of which is to master a set of competencies. This does not mean abandoning the disciplinary acquisition of knowledge, but saturating it with methods of interdisciplinary presentation of educational material that form interdisciplinary thinking. Therefore, today, when there is a transformation of social relations, the improvement of information technology, the expansion of multifunctional labor, the expansion of multifunctional knowledge, skills, methods of mental action and their application in new life situations, we should talk about the transition to a new stage - the stage of development and implementation of interdisciplinary ideas approach in a competency-based format.

5. A strategically important direction in the development of education is its informatization. It is a necessary condition for solving the most important problems of the education system - its fundamentalization, increasing accessibility for the general population, giving education a proactive character in order to timely prepare people for the conditions of life and activity in the new information environment.

Considering the current state and prospects for the development of the process of informatization of education, we can highlight two main directions for the development of this process:

Instrumental and technological direction, which includes the tasks of using new capabilities of computer science and information technologies to improve the efficiency of the education system;

In turn, as part of the instrumental and technological direction, we will highlight the following four major tasks:

The use of computer science and information technology as a highly effective pedagogical tool that allows obtaining a new quality of the educational process with less effort and time for both teachers and students. This direction of informatization of education is sometimes called pedagogical informatics.

Information support of the educational process with the necessary databases and knowledge stored in automated information systems, electronic and regular libraries, archives, funds and other sources of information.

Informatization of management of the education system by federal, regional, departmental or intra-company bodies, which aims to make this management more efficient.

Development of systems and means of distance education, ensuring increased availability of quality education for remote users and the possibility of improving their qualifications on the job. The main types of distance education technologies are:

Case technologies, when a student is given a portfolio with a complete set of educational materials for each discipline. In this case, both regular teaching aids and their electronic versions on CD-ROM, audio, video cassettes, as well as in the form of multimedia computer programs are used;

Network technologies implemented via the Internet or regional telecommunication networks;

Television technologies implemented through a satellite television system

The problem of informatization of education today can no longer be considered only as an instrumental-technological one, and even more so as a problem of saturating the education sector with computer science tools and creating pedagogical tools based on them. Today it is necessary to change the goals of education, to ensure its fundamentally new orientation towards the conditions and problems of the information society

§ Training of specialists for professional activities in the information sphere of society who are proficient in new information technologies.

§ Formation of a new information culture in society.

§ Fundamentalization of education due to its significantly greater information orientation and the study of the fundamental principles of computer science.

§ Formation of a new information worldview among people.

6. Science as a social institution develops and functions not only in the form of formally organized structures: a scientific group, laboratory, sector, department, department or institute, but also in the form of informal organizations, which, first of all, should include scientific schools.

A scientific school is a team of researchers integrated with a single program and a common style of thinking, headed, as a rule, by a well-known and recognized scientist who performs the functions of a leader and generator of ideas in this team. A scientific school is a community of scientists of different statuses, competencies, specializations, united by the leader of the school. Each member of the school contributes to the implementation and development of the research program, and also advocates for the goals and results of his school.

If we characterize a scientific school in detail, then it means an association of scientists characterized by the following functions: research, scientific-educational, broadcasting.

Schools in science are a necessary, permanent factor in its development (although there were and are discoveries made on the basis of individual research programs, that is, outside scientific schools: in particular, M. Planck and A. Einstein achieved outstanding results in science in solitude). Scientific schools arose at the stage of transition of science from individual forms of labor to collective ones.

A scientific school is a special phenomenon that differs from other scientific associations (department, scientific organization, scientific community). It cannot exist without a teacher, students, a common problem (an object of joint activity). In the scientific school, all three aspects of scientific activity (logical-rational, personal-psychological, social-psychological) are presented in a concentrated form.

The emergence of a scientific school occurs in different ways: a) it can occur within an already established scientific discipline as the emergence of a new idea; b) at the intersection of scientific disciplines in the form of solving an interdisciplinary problem; c) finally, as the formation of a completely new scientific direction.

Scientific schools differ in their forms of functioning; by the name of the teacher, by the name of the area.

There is a division of scientific schools into classical and modern. The first include research centers that emerged in the 19th century on the basis of the largest European universities, which, along with educational tasks, also solved problems in the scientific sphere. The second type of scientific schools appeared already in the twentieth century, when targeted scientific programs were formed, acting as a social order, and their implementation was determined not so much by the role and influence of the scientific leader of the school, but by the basic research goals.

The characteristic features of modern scientific schools are:

– their education not on the basis of higher educational institutions, but on the basis of research institutes of the corresponding profile (that is why a modern scientific school is called a disciplinary scientific school), provided that there is a close connection between the latter and the corresponding higher educational institutions;

– transition to the problematic principle of organizing scientific research. The fact is that in modern science there is differentiation not only in research areas, but also in the problems being solved. The unification of scientists around the problem being solved makes it possible to synthesize research processes that are separated in time by putting forward common goals and objectives;

– short lifespan compared to classical schools: today the nature of the problems being studied is so complex and multi-vector that it is impossible for one leader to go into the intricacies and details of the work of his students for a long time.

Like any education, schools not only emerge, but also disintegrate. This happens after the research program, the idea on which the school is built, has exhausted itself.

7. Recent decades have been characterized by active processes of reforming the main institution in society - education in the context of the humanistic paradigm. We can conclude that “education reform” is synonymous with the concept of “humanization of education.” “In fact, the concept of “humanization of education” helps to clearly capture the values ​​demanded by society in the formation of the younger generation, changes in the field of education itself in accordance with the humanistic values ​​of society, and focus attention on the process of development of a modern school.

One of the directions of the strategy for reforming the higher education system is fundamentalization education, which involves: the creation of large educational complexes, the basis of which should be universities, the orientation of education towards a synthetic perception (study of the laws) of nature, society, and man; orientation towards universal higher education (improving the quality of education and the level of education of people ).

Informatization education involves instrumental and technological (use of computer science and information technologies in the educational process); content (formation of new content of the educational process); formation of a new information culture, a new information worldview.

Democratization education involves increasing the availability of quality education for all segments of the population.

Humanization education provides for the creation of a system of state support during the period of education for persons less socially protected. The entire education system (goals, content, methods, forms, technologies) is characterized by an ethical and humanistic orientation.

Continuity education presupposes the education of a person, the improvement and self-improvement of the individual throughout life, the constant confirmation and renewal of professionalism.

Anticipation education means the orientation of education towards new conditions for the (future) development of the entire world community.

Innovation education involves the widespread use of innovative technologies in the holistic educational process, the formation of a new “innovative product” and the formation of innovative thinking.

The next direction of education reform is building a new methodology education focused on understanding the integrity of the surrounding world, consistency in the perception of the world of science.

Formation of dynamic integrity educational system means entering the global educational space; interdisciplinary communication; unity of training, education and development; unity of the form of presentation of knowledge and content of education; etc. .

Technologization education involves the use of computer science and information technologies in the educational process, education management system (electronic libraries, educational computer programs, electronic textbooks, etc.), the development of systems and means of distance education (case technologies, network and television, etc.)

8. The quality of education should be considered as a social and pedagogical category. In social terms, we are talking about the state and effectiveness, determined by indicators of compliance of education with the needs and expectations of society (the state and various social groups) in achieving social competence, developing civic, professional and personal qualities.

From a pedagogical point of view, the quality of education is determined by a set of indicators that characterize various aspects of the educational activities of an educational institution, which create conditions for successful socialization and identification of an individual, his professionalization. This concerns the goals, content of education, forms and methods of training, provision of appropriate material and technical base and professional personnel.

Unfortunately, quantitative indicators have mainly been and continue to be used to assess the quality of education. And although in the 70-80s. In the twentieth century, the problem of scientific and pedagogical monitoring of the quality of education was raised, but “things are still there.” The most primitive didactic system for assessing the success of students from the first grade of school to the state exam at a university (lottery success or failure) continues to exist - marking. And the number of excellent and good marks is still passed off as the quality of education. There is a special problem of pedagogical and social relationship here: didactic primitivism gives rise to social terrorism.

Despite all the absurdity of the quantitative growth of indicators and their replacement of quality, they were relatively adequate to the educational paradigm that existed at that time, centered on knowledge (cognitive-oriented educational model, ZUN, Knowledge, Abilities, Skills), which increasingly came into conflict with life, costs of education, both government and personal efforts of schoolchildren and students.

But if we agree with the statement that currently the total amount of knowledge doubles on average in ten years (in Lomonosov’s time in 150 years), 30% of the knowledge acquired in university education becomes obsolete immediately upon completion of training, then pedagogical the idea of ​​“continuity of education throughout a person’s life.” This is emphasized in the National Doctrine of Education of the Russian Federation. There is a large reserve here for modernizing education by mastering a new model - personal development and socially oriented.

The ongoing change in the educational paradigm is due to sociocultural transformations caused by post-industrial, information culture, which is replete with sources of information and requires students to have the ability and desire to obtain it, and not receive it in ready-made form, and the ability to use it creatively. To teach to learn with passion, to communicate tolerantly, to work creatively and to live with dignity - this is the meaning and purpose of education. This is its quality, which is quite easy to track in an individual student and in a teacher, as well as in society. Education built on the principles of universality, integrativeness, humanity, communicativeness and continuity through meta-subjectivity, dialogicality, problematicity, continuity, complementarity, openness, creativity, personal self-actualization and self-sufficiency of the student and teacher will create the necessary and sufficient psychological and pedagogical conditions for educating a person who knows how to live in unity with nature and society, adapt to them, accept them as true values. At the same time, adaptation (adjustment, adjustment) to life does not mean assimilation (dissolution in others); it not only does not exclude, but presupposes the development of individuality, the acquisition of identity properties (being oneself).

Regarding the problem of managing the quality of education, it is necessary to immediately say that a simplified understanding of education as a service is inadmissible, firstly, and, secondly, transferring a model for business and production to the education system. Therefore, we are talking about criteria that are in tune with the spirit of the new educational paradigm and the development of a quality management system based on its planning, achievement, monitoring and timely correction of the process.

9. The traditional system for assessing student knowledge, which has extensive experience in monitoring learning outcomes, due to its organizational and technological features cannot ensure the satisfaction of these needs of society. Its results cannot be used to obtain objective quantitative and qualitative indicators that allow managing the quality of education. The emergence of the concept of “monitoring” is associated with the formation and development of the information society, which needed objective and subjective information about the status of certain objects and structures. The educational system turned out to be too complex and multifaceted for it to be possible to immediately create a system that would allow us to objectively judge the state of affairs.

Today, most countries of Central and Eastern Europe, including Russia, have developed a policy framework for monitoring and evaluating educational activities as part of the global reform of their countries' education systems. These countries have begun to define norms (standards) when developing training programs, which is an important stage in national policies in the field of education and quality control as an integral part. These norms (standards) are a necessary basis for determining the goals of education, creating a unified pedagogical space in the country, which will ensure a uniform level of general education received by young people in different types of educational institutions.

However, in general, Russia has not yet taken the necessary measures to create a regular system for assessing the performance of educational institutions and the education system as a whole. It should be noted that there is a fundamental contradiction in this area: on the one hand, the autonomy of educational institutions and teaching staff from the state in determining educational programs is significantly expanding, and on the other hand, the autonomy of educational institutions and teachers may conflict with the systematic process of evaluating results their activities by the state.

The successes of the new education policy are related to the socio-economic processes occurring in society. Indeed, openness, sharing of responsibilities, the right to diversity and the matching of supply to needs are principles that must first be introduced and implemented in the political and economic sectors in order to then be applied in the field of education.

A comprehensive characteristic of education is quality, which expresses the degree of its compliance with federal state educational standards and federal state requirements (educational standards and requirements established by universities) and (or) the needs of the customer of educational services, social and personal expectations of a person.

At assessing the quality of education The following provisions should be highlighted:

• Quality assessment is not limited to testing students' knowledge (although this remains one of the indicators of the quality of education).
• Assessment of the quality of education is carried out comprehensively, considering the educational institution in all areas of its activities. Quality assurance, or quality management, addressed primarily through the use of quality monitoring, means the step-by-step monitoring of the process of obtaining a product to ensure that each of the production stages is being performed optimally, which, in turn, theoretically prevents the output of low-quality products.

Monitoring the quality of education can be carried out directly in the educational institution (self-certification, internal monitoring) or through a service external to the educational institution, approved, as a rule, by government bodies (external monitoring)

When forming educational standards, it is advisable to be guided by a pluralistic vision of the content and purpose of the standards (both standards of educational content and standards of the final result achieved by students). Standards related to the conditions ensuring the successful implementation of standards are defined as standards for ensuring the “process” of education. An example of such standards is the availability of the required number of textbooks and qualified teachers, appropriate material and technical support for the educational process, etc.

Thus, education is supposed to be assessed as a result and process of the activities of each educational institution, both from the side of monitoring the level of knowledge and skills of students (simultaneously by the teaching staff and external government bodies), and from the side of monitoring and evaluating the activities of teachers

Educational, methodological and information support of the discipline:

Main literature:

1. Baturin V.K. Sociology of education. Tutorial. Recommended by the Educational and Methodological Center “Professional Textbook” as a textbook for students of higher educational institutions. - M.: Unity-Dana, 2012. – 192 p.

2. Yasnitsky L.N., Danilevich T.V. Modern problems of science. Tutorial. Recommended by the NMS in Mathematics and Mechanics of the UMO for classical university education in the Russian Federation as a teaching aid for students of higher educational institutions - M.: BINOM. Knowledge Laboratory, 2012. – 295 p.

Additional literature:

1. Analysis of global trends in the development of scientific and educational activities: analytical review. - Ekaterinburg: Ural Publishing House. University, 2006. - 136 p.

2. Belyakov S.A. Modernization of education in Russia: improving management: [monograph]. - M.: MAKS Press, 2009. - 438 p.

3. Voitov V.A. Unexpected scientific and technical problems of the modern stage of scientific and technological progress // Social sciences and modernity. - 2012. - No. 2. - P. 144-154.

4. Gretchenko A.I., Gretchenko A.A. Bologna process: integration of Russia into the European and world educational space. – M.: KNORUS, 2009.

5. Kuptsov V.I. Education, science, worldview and global challenges of the 21st century. – St. Petersburg: Aletheya, 2009.

6. Science in Russia: current state and revival strategy. - M.: Logos, 2004. - 380 p.

7. Science in the context of globalization / Edited by Allahverdyan A.G. Semenova N.N., Yurevich A.V. - M.: Logos, 2009. – 517 p.

8. Salmi J. Creating world-class universities. – M: publishing house “The Whole World”, 2009.

9. Synergetic paradigm: synergetics of education. - M.: Progress-Tradition, 2007. - 592 p.

10. Shpakovskaya L.L. Higher education policy in Europe and Russia. – St. Petersburg: Norma, 2007.

11. Yurevich, A.V. Science in modern Russian society. - M.: Publishing House of the Institute of Psychology of the Russian Academy of Sciences, 2010. - 335 p.

Software and Internet resources:

1. http://www.pedlib.ru Electronic pedagogical library. Electronic pedagogical library. The site contains the library itself, a news feed on pedagogy, legislative materials in the field of education and family upbringing, and a short psychological dictionary.

2. http://www.internt - biblioteka.ru/pedagogy Internet library. On the site you can find books, articles, dictionaries on pedagogy; materials on teaching practice, scientific methodology, educational theory

3. http://www.ioso.ru Institute of content and teaching methods of the Russian Academy of Education.

4. http://obraz.mmk-mission.ru/Education methodology. Website of the Moscow Methodological Corporation. The website contains information about conferences and seminars of the network of thought-activity pedagogy; regulations on the Tournament of Abilities for junior schoolchildren and tasks of the tournaments; publications on the problems of thought-activity pedagogy; information about other MMK projects.

5. http://www.oim.ru/Education: researched around the world. International scientific pedagogical Internet journal with a depository library under the patronage of the State Scientific Pedagogical Library named after. K.D. Ushinsky Russian Academy of Education. The online journal with a library “Education: Researched in the World” (“oim.ru”, “OIM”) exists only in electronic form and consists of the journal itself and the library attached to it. The journal and its library are a single database of full-text documents (a depository of small and large format texts), united by the name (of the journal), its direction, a single editorial board and its principles.

6. http://www.aboutstudy.ruTraining. ru: educational portal.

7. http://www.e-joe.ru/Open education. Scientific and practical journal on information technologies in education. On the website you can find out about the latest issue of the journal (individual articles are available in electronic form); information about conferences, seminars and exhibitions on IT; get acquainted with the list of IT magazines and information about IT on the Internet.

8. www.youngscience.ru/753/820/280/index.shtml Federal target program “Scientific and scientific-pedagogical personnel of innovative Russia” for 2009-2013. Approved by Decree of the Government of the Russian Federation of July 28, 2008 N 568.

9. http://www.mon.gov.ru/work/nti/dok Strategy for the development of science and innovation in the Russian Federation for the period until 2015 // Official website of the Ministry of Education and Science of the Russian Federation:

10. http://www.mon.gov.ru/work/nti/dok/Official website of the Ministry of Education and Science of the Russian Federation:

11. www.science-education.ru. Modern problems of science and education. Electronic scientific publication (journal)