What is the level of education. The impact of education on the quality and standard of living

"Basic general education - how many classes?" - a similar question arises due to the large number of education options for children.

In Russia, education is divided into general, vocational, additional and vocational training.

Each of the options also consists of several parts.

Basic general education

This is non-special and non-professional education, which is the second stage of school education.

It lasts 5 years and includes grades 5-9 of a school, gymnasium or lyceum. In the process of learning, the student receives basic (basic) knowledge in all subjects.

Before him are:

1. 1. Pre-school education: this includes nursery and kindergarten. In them, children develop fine motor skills, give basic knowledge: the alphabet, numbers, seasons, etc.

It is worth noting: in some cases, training may take place in specialized centers with a more extensive program.

1. Primary education: first 4 grades of school. At this age, children receive basic knowledge that will be useful to them in the further assimilation of the material: they learn to write, read, count, learn the rules of behavior in a team, get used to the duration of classes.

After graduating from grade 9, students take exams (OGE or GIA), receive a diploma of completion of general education and have the right to continue it at the same school, change educational institution or enter a college or technical school.

The latter options offer the acquisition of more specialized knowledge - this will help after entering the university.

Secondary general education

This is the name of the last 2 years of schooling, that is, grades 10 and 11.

In the process of learning, adolescents receive deeper knowledge in basic subjects, learn new ones (for example, economics and law), and prepare for exams at a university or the Unified State Examination.

One of the aims is to inculcate self-study skills.

It is important to know: in some countries, secondary general education lasts 3 or 4 years, which is why Russian students have problems when entering European universities.

General education is mentioned in the Constitution of the Russian Federation in Article 43: it is the right and duty of all Russians. The right to general education is enshrined in many national laws.

Secondary complete education

It includes the passage of all 3 stages: primary, basic and secondary general education, that is, 11 classes of the school.

After passing them, the student must pass the final exams (USE) and receive a certificate of complete secondary education.

Note: Examinations in the Russian language and mathematics are mandatory (all graduates must pass them), profile (required for further admission to the university) students choose themselves.

In addition to school education, children and adolescents can receive additional education in sections or courses. These can be both specialized subjects necessary for further education at universities, and aimed at general development, for example, sports sections or music.

Basic general education is 5 years of school, from grades 5 to 9. This is the second stage that students have to go through, after which they must complete their studies for another 2 years and receive a complete secondary education. Basic education is an obligation for all schoolchildren without exception.

Watch a video about an interesting non-standard model of basic general education:

Abstract: This article shows the influence of the educational process on the formation and development of personality, socialization, quality and standard of living, its duration. The advantages and disadvantages of the transition to a tiered education system in Russia are considered, and a comparison is made with traditional educational programs. Based on a comparative analysis, a conclusion is made about the complexity and inconsistency of the ongoing reforms, the need to adapt them to the national characteristics of the state.

Keywords: education, level system, quality of life

THE INFLUENCE OF EDUCATION ON THE QUALITY AND STANDARD OF LIVING. SPECIFICITIES OF THE EDUCATIONAL PROCESS IN RUSSIA.

Bakeev D.A., Berdysh I.A., Agafonova Y.O., Barycheva P.P., Belyaeva M.A.

Plekhanov Russian University of Economics, Russian Federation, Moscow

Abstract: In this article the influence of educational process on the formation and development of personality, socialization, the level of quality of life and its duration is described. There are a discussion of the advantages and disadvantages of transition to tiered system of education in Russia, a comparison with traditional training programs. On the basis of the comparative analysis, the conclusion is made about the complexity and inconsistency of the reforms, the necessity of their adaptation to the national characteristics of the state.

Key words: education, level system, quality of life "The roots of education are bitter, but the fruits are sweet."

This is a statement dated to the 4th c. BC, belongs to the ancient Greek philosopher Aristotle. However, it is still relevant today. The role of education in human life cannot be overestimated. The process of education, i.e. obtaining new knowledge, skills, experience about life is an integral part of the successful existence of a person. Whether we like it or not, education runs like a red thread through our whole life, affects the formation and development of personality, socialization, quality and standard of living, and even its duration.

Education helps a person to socialize in society, to understand its ways and laws, to learn how to establish contact with other people. The knowledge gained, both theoretical and practical, contributes to the successful development of the individual.

The concepts of "quality of education" and "quality of life" are directly proportional to each other: if the quality of education improves, indicators in other areas will also increase. Only in this way it is possible to achieve the appearance of a fundamentally different attitude of a person to his career and to his life, since throughout its existence humanity has tried to improve its quality. This was achieved through the industrialization of society, the improvement of human living and working conditions, the provision of various rights and freedoms. However, as history has shown, these measures were unsuccessful. The fact is that this concept of “quality of life” is often confused with the concept of “standard of living”. Giving a person a better paid job or moving him from a village to a city only raises his standard of living, but not the quality. The very concept of "quality of life" includes two aspects: the standard of living (material benefits) and the level of spiritual development of a person (non-material benefits). Satisfying the needs of a person in housing, providing him with medical services, raising wages, we only improve his standard of living. In order to improve the quality, it is necessary to diversify and give the opportunity to satisfy the spiritual needs of a person as well.

It should also be noted that education also affects life expectancy. Scientists from the Medical Research Council have shown that the mortality of people with a high level of education is four times lower than the mortality of those with little education. The influence of the IQ level on the state of health and life expectancy of a person has been experimentally established. This is pretty easy to explain: educated people understand better how to stay healthy, and therefore eat the right food, take better care of their health, and get better medical care.

Based on the results of sociological studies conducted at different times, it is possible to assess the impact of higher education on personality development in three areas:

1) in obtaining a profession; 2) in intellectual development; 3) in the change of social status. In the first direction, the most significant estimates are as follows:

conformity with the vocation;

Possibility of intellectual work;

obtaining knowledge for effective work;

Opportunity to work in management. In the second direction:

Possibility of realization of creative potential;

formation of scientific understanding of the world;

development of skills in the analysis of social life;

the assimilation of spiritual culture;

work in the field of science. In the third direction:

raising social status;

achievement of a financial position.

The well-being of any country depends primarily on healthy and highly educated citizens, therefore, along with the healthcare sector, the education sector is extremely important for the development of the state. That is why the topic of education is always the subject of heated discussions, which is not accidental: the reforms carried out in this industry are often controversial. Our country is no exception in this matter. Recently, educational institutions of the Russian Federation have been “overwhelmed” by a wave of innovative transformations: the transition to the “bachelor” - “master” level system, new educational standards and programs, new textbooks, pedagogical technologies, stringent requirements for the educational process; the practice of distance learning, the range of educational services and a number of other innovations that have significantly changed traditional teaching methods have expanded. All these processes require serious coordination, and the results of activities require deep reflection, which is impossible without appropriate control and ongoing reforms. It is necessary, on the one hand, to coordinate the work of all structures, and on the other hand, to take into account the influence of various factors, taking into account national characteristics and the effectiveness of the methods being carried out.

For many years, our country was dominated by the education system, which was established back in the days of the Soviet Union. It was recognized by foreign countries and was rightfully considered one of the best in the world. The Soviet school was called upon not only to solve general educational problems, teaching students the knowledge of the laws of development of nature, society and thinking, labor skills and abilities, but also to form on this basis the communist views and convictions of students, to educate students in the spirit of high morality and patriotism. In the 1970s in the USSR, expenditures from the state budget on higher educational institutions amounted to 2.97 billion rubles; there were 856 higher education institutions (including 65 universities), where more than 4.9 million students studied; the state, through the distribution system, guaranteed employment and work in the specialty for every graduate of a secondary specialized and higher educational institution. Later, after the collapse of the USSR, the education system in Russia was reformed during the 1990s and 2000s.

In 2003, the Russian Federation signed the Bologna Declaration, the purpose of which is to create a Common European Higher Education Area. Thus, the system of Russian education began to carry out the transition to the two-level system of training of professionals with higher education that exists in Europe: bachelor's and master's programs.

Bachelor's degree is the level of basic higher education, which lasts 4 years and has a practice-oriented character. Upon completion of this program, a university graduate is issued a diploma of higher professional education with the qualification (degree) "bachelor". Accordingly, a bachelor is a university graduate who has received fundamental training without any narrow specialization, he has the right to occupy all those positions for which their qualification requirements provide for higher education.

Master's degree is a higher level of higher education, which is acquired in 2 additional years after graduating from a bachelor's degree and involves a deeper mastery of the theoretical aspects of the field of study and orients the student towards research activities in this area. Upon completion of this program, the graduate is awarded a diploma of higher professional education with a master's degree.

Along with the new levels of higher education, there is a traditional type - "specialist", the program of which provides for a 5-year study at a university, after which the graduate is issued a diploma of higher professional education and is awarded a qualification (degree) in the relevant specialty. However, the “specialty” as an educational program is gradually being replaced by a two-tier system, retaining the right to exist only in a few universities (as a rule, these are medical and some technical universities, as well as Moscow State University with a classical education system).

Thus, before applying to a university for a particular direction, an applicant should make a deliberate decision, based on their professional interests and personal plans for life, which study program is better to choose.

The transition to a tiered education system has both supporters and opponents. In order to objectively understand the situation, you should study all the advantages and disadvantages of this system.

Table 1 below discusses the main aspects of "specialist" and "undergraduate", as well as the advantages of a tiered education system.

Table 1

Benefits of a tiered education system

However, this system also has disadvantages, which it would be wrong not to mention. The fact is that for many years our education system had fundamental differences from the current one. While adopting the Western system, we did not take into account the provision of the Bologna Agreement, according to which it is called upon to PRESERVE the advantages and features of the national education system. That is, we are talking primarily about the unification of documents on higher education. In Russia, they began to unify the systems and adopted the American one as the basis, which, by the way, is already being abandoned in the United States itself.

Critics note a number of features due to which our country cannot completely switch to a tiered education system.

A bachelor's degree takes 3-4 years, and in Russia there are few universities that can, without reducing the quality of education, produce qualified specialists during this period.

Russian teaching hours have nothing in common with Western ones, and in order to bring them into line, it is necessary to completely change the methodology of education in Russia. This happens due to the reduction of teaching hours and the allocation of more time for self-training of students. However, knowing the peculiarity of people's psychology, it is easy to see that the majority of students need an incentive, a “push” that can be given precisely at a university.

The impossibility of transition of a number of educational institutions to the levels of "bachelor" - "master". In particular, we are talking about students of medical universities who will not have time to master all the disciplines necessary for a future doctor because of the large amount of information in such a short time. Reducing the curriculum can lead to the loss of certain knowledge, which is unacceptable, since the lives of people depend on these students in the future.

Reduction of budget places (especially for admission to master's programs). Since the majority of the population has low incomes, the lack of state-funded places deprives them of the opportunity to continue their education at the next level of higher education.

One can talk for a long time about all the advantages and disadvantages of tiered education in Russia. In this article, the most basic of them were considered. Based on this, the conclusion follows: our country will have a long and rather laborious transition to a new educational system. Certain significant changes have already been made, but we do not need to rest on our laurels. Adopting foreign technologies and methods, they should be adapted to the realities of Russian national characteristics, economics, psychology and people's behavior. You should not destroy something old, if it has not lost its relevance or had undeniable advantages, it is enough to modernize it.

In conclusion, it is worth mentioning the “human capital” hypothesis, according to which education is not something immediately consumed, but rather an investment in the future of a person. All the efforts expended in the past will be rewarded in the future. Therefore, the further fate of both an individual and the whole society as a whole depends on receiving a quality education.

Bibliography

1. Baranov S.P. Pedagogy. Moscow: Enlightenment, 1987. 368 p.

2. Federal state educational standards of the Russian Federation

3. Advantages of the transition to a tiered education system. – [Electronic resource] URL http://pandia.ru

4. Youth scientific and technical bulletin//Electronic journal. – [Electronic resource] URL.

Education in the Russian Federation is a single process aimed at educating and educating the future generation. During 2003-2010. the domestic education system has undergone a major reform in accordance with the provisions contained in the Bologna Declaration. In addition to the specialty and postgraduate studies, such levels of the education system of the Russian Federation as bachelor's and master's programs were introduced.

In 2012, Russia adopted the law “On the Education of the Russian Federation”. Levels of education similar to those of European countries allow free movement for students and teachers between universities. Another undoubted plus is the possibility of employment in any of the countries that signed the Bologna Declaration.

Education: concept, purpose, functions

Education is the process and result of the transfer of knowledge and experience that has been accumulated by all previous generations. The main goal of education is to familiarize new members of society with established beliefs and value ideals.

The main functions of training are:

• Education of worthy members of society.
• Socialization and familiarization of the new generation to the values ​​that have developed in this society.
• Ensuring qualified training of young professionals.
• Transfer of knowledge related to work, with the help of modern technologies.

Criteria of education

An educated person is a person who has accumulated a certain amount of knowledge, is able to clearly determine the causes and consequences of an event, and can think logically at the same time. The main criterion of education can be called the consistency of knowledge and thinking, which is reflected in the ability of a person, reasoning logically, to restore gaps in the knowledge system.

The value of learning in human life

It is with the help of education that the culture of society is transmitted from one generation to another. Education affects all areas of society. An example of such an impact could be the improvement of the education system. New levels of vocational education in the Russian Federation as a whole will lead to an improvement in the quality of the state's available labor resources, which, in turn, will have a significant impact on the development of the domestic economy. For example, becoming a lawyer will help strengthen the legal culture of the population, since every citizen must know their legal rights and obligations.

High-quality and systematic education, which covers all spheres of human life, allows you to educate a harmonious personality. Education also has a significant impact on the individual. Since in the current situation, only an educated person can climb the social ladder and achieve a high status in society. That is, self-realization is directly interconnected with receiving high-quality training at the highest level.

Education system

The education system in Russia includes a number of organizations. These include institutions:

• Pre-school education (development centers, kindergartens).
• General education (schools, gymnasiums, lyceums).
• Higher educational institutions (universities, research institutes, academies, institutes).
• Secondary special (technical schools, colleges).
• Non-state.
• Additional education.

Principles of the education system

• The priority of universal human values.
• The basis is cultural and national principles.
• Scientific.
• Orientation to the features and level of education in the world.
• humanistic character.
• Focus on environmental protection.
• Continuity of education, consistent and continuous nature.
• Education should be a unified system of physical and spiritual education.
• Encouraging the manifestation of talent and personal qualities.
• Mandatory presence of primary (basic) education.

Types of education

According to the level of independent thinking achieved, the following types of training are distinguished:

• Preschool - in the family and in preschool institutions (children under 7 years of age).
• Primary - carried out in schools and gymnasiums, starting from the age of 6 or 7, lasts from the first to the fourth grades. The child is taught the basic skills of reading, writing and counting, much attention is paid to the development of personality and the acquisition of the necessary knowledge about the world around.
• Secondary - includes basic (grades 4-9) and general secondary (grades 10-11). It is carried out in schools, gymnasiums and lyceums. It ends with obtaining a certificate of completion of general secondary education. Students at this stage acquire the knowledge and skills that form a full citizen.
• Higher education is one of the stages of professional education. The main goal is to train qualified personnel in the necessary areas of activity. It is carried out at a university, academy or institute.

According to the nature and direction of education is:

• General. Helps to acquire knowledge of the basics of sciences, in particular about nature, man, society. Gives a person basic knowledge about the world around him, helps to acquire the necessary practical skills.
• Professional. At this stage, the knowledge and skills that are necessary for the student to perform labor and service functions are acquired.
• Polytechnic. Teaching the basic principles of modern production. Acquisition of skills in the use of simple tools.

Levels of education

The organization of training is based on such a concept as “the level of education in the Russian Federation”. It reflects the division of the training program depending on the statistical indicator of learning by the population as a whole and by each citizen individually. The level of education in the Russian Federation is a completed educational cycle, which is characterized by certain requirements. The federal law "On Education in the Russian Federation" provides for the following levels of general education in the Russian Federation:

• Preschool.
• Initial.
• Main.
• Average.

In addition, the following levels of higher education in the Russian Federation are distinguished:

• Undergraduate. Enrollment is made on a competitive basis after passing the exam. A student receives a bachelor's degree after he has acquired and confirmed basic knowledge in his chosen specialty. The training lasts 4 years. Upon completion of this level, the graduate can pass special exams and continue his studies as a specialist or master.
• Specialty. This stage includes basic education, as well as training in the chosen specialty. On a full-time basis, the term of study is 5 years, and on a correspondence course - 6. After receiving a specialist diploma, you can continue your studies for a master's degree or enter a graduate school. Traditionally, this level of education in the Russian Federation is considered prestigious and does not differ much from a master's degree. However, when finding employment abroad, it will lead to a number of problems.
• Master's degree. This stage produces professionals with a deeper specialization. You can enroll in a master's program after completing a bachelor's and a specialist's degree.
• Training of highly qualified personnel. Assumes postgraduate study. This is a necessary preparation for obtaining a PhD degree. Full-time education lasts 3 years, part-time - 4. An academic degree is awarded upon completion of training, defending a dissertation and passing final exams.

According to the new law, the levels of education in the Russian Federation contribute to the receipt by domestic students of diplomas and supplements to them, which are quoted by higher educational institutions of other states, which means that they make it possible to continue their education abroad.

Forms of education

Education in Russia can be carried out in two forms:

• in special educational institutions. It can be carried out in full-time, part-time, part-time, external, remote forms.
• Outside educational institutions. It implies self-education and family education. Passage of intermediate and final state attestation is envisaged.

Subsystems of education

The learning process combines two interrelated subsystems: training and education. They help to achieve the main goal of the education process - the socialization of a person.

The main difference between these two categories is that education is aimed primarily at the development of the intellectual side of a person, while education, on the contrary, is aimed at value orientations. There is a close relationship between these two processes. In addition, they complement each other.

Quality of higher education

Despite the fact that not so long ago a reform was carried out in the education system of the Russian Federation, there is no particular improvement in the quality of domestic education. Among the main reasons for the lack of progress in improving the quality of educational services are the following:

• Outdated management system in higher education institutions.
• A small number of foreign teachers with a high degree of qualification.
• The low rating of domestic educational institutions in the world community, due to weak internationalization.

Problems relating to the management of the education system

• Low wages for education workers.
• Lack of highly qualified personnel.
• Insufficient level of material and technical equipment of institutions and organizations.
• Low professional level of education in the Russian Federation.
• Low level of cultural development of the population as a whole.

Obligations to solve these problems are assigned not only to the state as a whole, but also to the levels of municipalities of the Russian Federation.

Trends in the development of education services

• Internationalization of higher education, ensuring the mobility of teachers and students in order to exchange best international practices.
• Strengthening the orientation of national education in the practical direction, which implies the introduction of practical disciplines, an increase in the number of practicing teachers.
• Active introduction of multimedia technologies and other visualization systems into the educational process.
• Promotion of distance learning.

Thus, education underlies the cultural, intellectual and moral state of modern society. This is a determining factor in the socio-economic development of the Russian state. Reforming the education system to date has not led to global results. However, there is a slight improvement. The levels of education in the Russian Federation under the new law contributed to the emergence of opportunities for the free movement of teachers and students between universities, which indicates that the process of Russian education has taken a course towards internationalization.

28. Expand the levels of education in accordance with the federal law "On Education in the Russian Federation."

The level of education- a completed cycle of education, characterized by a certain unified set of requirements.

General education and vocational education are implemented by levels of education.

The Russian Federation establishes the following levels of general education:

1) preschool education;

2) primary general education;

3) basic general education;

4) secondary general education.

Levels of vocational education:

1) secondary vocational education;

2) higher education - bachelor's degree;

3) higher education - specialty, magistracy;

4) higher education - training of highly qualified personnel.

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

Ticket 29.

The Bologna process is a movement whose goal is to create a single educational space. The Russian Federation joined the Bologna Process in September 2003. at the Berlin Conference, pledging by 2010 to put into practice the basic principles of the Bologna process.

The main goals of the Bologna process are: to increase access to higher education, to further improve the quality and attractiveness of European higher education, to increase the mobility of students and teachers, and to ensure successful employment of university graduates by ensuring that all academic degrees and other qualifications should be oriented to the labor market . Russia's accession to the Bologna process gives a new impetus to the modernization of higher professional education, opens up additional opportunities for the participation of Russian universities in projects funded by the European Commission, and for students and teachers of higher educational institutions in academic exchanges with universities in European countries

The Declaration contains seven key provisions:

Adoption of a system of comparable degrees, including through the introduction of a Diploma Supplement to ensure the employment of European citizens and increase the international competitiveness of the European higher education system.

Introduction of two-cycle education: preliminary (undergraduate) and graduation (graduate). The first cycle lasts at least three years. The second must lead to a master's degree or a doctorate degree.

Implementation of the European work-intensive credit transfer system to support large-scale student mobility (credit system). It also provides the student with the right to choose the disciplines studied. It is proposed to take ECTS (European Credit Transfer System) as a basis, making it a funded system that can work within the concept of "lifelong learning".

Significant development of student mobility (based on the implementation of the two previous points). Increase the mobility of teaching and other staff by taking into account the period of time spent by them working in the European region. Setting standards for transnational education.

Promoting European cooperation in quality assurance with a view to developing comparable criteria and methodologies.

Implementation of intra-university education quality control systems and involvement of students and employers in the external evaluation of the activities of universities.

Promoting the necessary European attitudes in higher education, especially in the areas of curriculum development, inter-institutional cooperation, mobility schemes and joint programs of study, practical training and research.

What is now in Russia:

Two-stage education (bachelor\master)

Bachelor's and Master's programs in the West and in Russia

The Western Baccalaureate has not only quantitative (four years of study against five), but also qualitative differences from the Russian specialty. Undergraduate studies in the West are called undergraduate (preparatory education): this is just a preparation for a master's program, which provides a deeper specialized education. Bachelor's degree does not provide a completed professional education, but only primary "general higher education". Western universities at the undergraduate level do not train general practitioners or mathematics teachers, as Soviet and Russian universities did when they had a specialty

Undergraduate in Europe and the USA it is divided into academic and professional. IN academic prepare Bachelors of Science (Bachelor of Science) and Bachelors of Arts (Bachelor of Arts). But a Bachelor of Science diploma means rather that a person studied the natural and exact sciences in the broadest sense of the word. Formally, the future Bachelor of Science receives a narrower specialization (for example, he is a Bachelor of Science in Biology), but this specialization is far from being as in-depth as that of a student of the Russian Faculty of Biology, if only because a Western student can choose his courses and, say, instead of to study microbiology, enroll in a history course. The same is the case with the Bachelor of Arts degree, with which a person can work in a variety of fields, and not just in their specialty.

Professional Baccalaureate prepares bachelors of architecture, engineering, business administration, but here we are talking about general education. They train simply educated people with a broad outlook and minimal specialization, and, as a rule, for the business sector. In the US, the vast majority of professional bachelors are bachelors of business management. To get a good position, a holder of a bachelor's degree will have to continue his studies in a magistracy or in a special school (such as a medical one). But it is easy for a bachelor to change his profession, because he does not have a deep professional specialization. This is precisely the advantage from the point of view of the market: the market is constantly changing technologies, technical innovations, methods of organizing production, etc. And the narrower a person’s specialization, the more difficult it is to retrain him.

When entering a bachelor's degree at a university, a Western student is not required to choose a specialization for himself - a leading main discipline (major) is enough. And even this is not necessary: ​​in case of doubt, you can choose several of these leading disciplines at once. Moreover, the leadership of the university insists on this: a junior student should try himself in different areas. Until the end of the second year, a Western student takes mostly elective courses (and a minimum of required courses in the leading discipline) at various faculties. It is even difficult to attribute it to a specific faculty. This is the essence of the philosophy of education that underlies the Western Baccalaureate - Liberal Arts and Sciences. And only in the senior years the ratio of professional and student-chosen disciplines “by interests” will change in favor of professional ones. However, all the same, the student will not have a narrow specialization, for example, if he studies mathematics as a compulsory discipline, then it will still be general elementary mathematics.

Master's degree is called in the West graduate (graduate education). It provides a more highly specialized, practical education. It lasts from one to three years, and not everyone who has completed a bachelor's degree enters it. Specialists who have received a master's (master's) degree are highly valued in the labor market and, of course, receive more bachelors. A master's degree opens the way to doctoral studies (however, in a number of universities, a bachelor's degree is enough for this). It is the magistracy that most of all resembles Russian traditional higher education with its emphasis on specialization. We do not have an exact analogue of a bachelor's degree.

The bachelor's program that appeared in Russia after our accession to the Bologna process is not a Western bachelor's program at all. This is our native Russian specialty, only shortened to four years. In Russia, a first-year undergraduate student immediately begins to gain knowledge in a narrow special area. At the Faculty of Physics, they read physics and higher mathematics to him, and at the Faculty of Philology - general linguistics and theory of literature. The training programs for first- and second-year bachelors of the physics and philology departments in Russian universities do not coincide by more than two-thirds (only such subjects as philosophy or the history of the Fatherland are common). In this regard, the transition from one faculty to another in Russia is difficult, as well as the choice of disciplines in another faculty. A student of the second or third year of a bachelor's degree in physics, even if he was allowed to choose a special course at the philological faculty, would not understand anything in it, because this is a highly specialized course, the development of which involves the study of all other disciplines taught at the philological faculty starting from the 1st year . At the same time, the essence of a bachelor's degree is in the student's independent formation of his educational trajectory. A bachelor in the West, unlike a master, has many more elective subjects than compulsory professional subjects. The mission of the bachelor is not to work in a narrow professional niche, but to adapt flexibly, adapting to market conditions. Since we, in the USSR, actually did not have a market (and in those areas where there was, for example, if collective farmers sold their farm surpluses, university training was not required), there was no social need for a bachelor's degree.

Now the situation has changed to a certain extent. A developed service market has emerged in Russia (primarily associated with the sale of consumer goods, household appliances, etc.). This could become a niche for the Russian bachelor's degree, which would be reasonable to organize on the basis of numerous economic universities and faculties. Our bachelors of management, business management, public relations could work in chain stores selling household equipment, furniture, in market administrations, in advertising agencies, in show business. The general higher education they receive would allow them to restructure and adapt to market conditions. And in such fundamentally non-market areas as education, medicine, public administration, it would be desirable to leave our Russian specialist. However, we now also train bachelors of pedagogy (which is not even in the USA, where a bachelor's degree is not enough to get the right to teach in high school).

Our state has simply identified undergraduate and special professional higher education. According to the Federal Law of the Russian Federation of August 22, 1996 No. 125-FZ "On Higher and Postgraduate Professional Education" "A bachelor's degree is a document that confirms the completion higher professional. education". In fact, the state recognized the equating of bachelor's degree and curtailed (in terms of the volume of educational programs) professional higher education.

The Russian magistracy differs from the Western one in its intended purpose. In the West, a master's degree gives a bachelor's degree a professional specialization. With us, a student receives a specialized professional education already in the bachelor's degree. As a result, the magistracy turns into a kind of threshold for graduate school. Our magistracy does not graduate highly qualified specialists for production, business, the state, the healthcare sector, etc., but scientists and university teachers of the lower level. A Russian master's degree graduate is an assistant without a degree, who most often goes to graduate school and, after defending his Ph.D. thesis, becomes a full-fledged teacher.

So, the transfer of the Western two-level education to Russian soil did not work out. We have preserved our traditional model: specialty - postgraduate studies. Only the specialty was reduced to four years, and now it is called a bachelor's degree, while postgraduate studies, on the contrary, have been extended for five years, and now it has two cycles: a master's program (two years), which ends with the defense of a "trial" master's thesis, and the postgraduate course itself (three year), which ends with the defense of a "real" PhD thesis.

In Europe - the course is considered successfully completed if a certain number of points is scored, the work for the semester is taken into account.

In Russia, mainly by the result of the exam, or by approximately the same BRS

For example: For a semester course that ends with a credit or exam, a student can and should receive a certain number of points. So, for a semester course that ends with an exam, each student can get no more than 80 points (70 + 10 incentive points). These 70 points are made up of points for attendance, speaking at seminars, solving problems, writing essays (this is called current control), and most importantly - for passing "boundary control" (testing, tests). "Milestone control" is carried out three times a semester after the end of each module (an elementary whole piece of the discipline being studied; the semester course material should consist of three modules). An additional 10 points are awarded for special merit of the student, for example, for participation in scientific conferences, scientific publication, etc.

On the exam itself, the teacher can give the student no more than 30 points. In total, the maximum number of points is 100 (students who receive 80 points do not take the exam in the semester, because 80 points already mean “excellent automatically”). A student who scores between 80 and 100 is awarded an "excellent", between 60 and 80 is "good", between 45 and 59 is "satisfactory", and up to 45 is "poor".

Students who have not scored the minimum number of points are generally not allowed to take the exam (until they score them by “working off”, that is, completing individual tasks).

The grading system in the West is designed to unify and convert the received components of education: grades A, C, D they talk about the level of knowledge, regardless of the content of the subjects, where they were studied, what was the behavior of the student. The grading system in Russia (points that are converted into our usual grades from “excellent” to “unsatisfactory”) is a tool for offsetting official forced labor. They say that the student has or does not have the right to continue his studies, receive a scholarship and eventually become the owner of a diploma (regular or “red”) with the prospect of entering graduate school and choosing a job on his own.

What we do not have, or have, but perverted

In Europe, a student can make his own schedule. There are a number of classes that he must choose, and there are electives that are not required. A European student is not expelled from the university if he fails one or more optional exams, he can listen and pass it again or score and choose a new course.

A student in Russia chooses only a faculty. Everything else is chosen by the institute for him, the program applies to the entire period of study. The student is required to pass all exams, for failure in the exam he can be expelled.

Credit system (credit units)

Another article by the same guy.

Another requirement of the Bologna reform is the introduction of a system of credits (credit units). In the West, it is called the European Credit Transfer System (ECTS) - the European system for the transfer and accumulation of loans. Its main purpose is the transparency and compatibility of educational programs of different universities and different European countries. Neither the European Union as a whole, nor any of its countries individually has a unified national curriculum or educational standard (which is the case in Russia). Moreover, there students choose up to 50% of subjects individually. But what if, say, a student studied for one year at a German university, and then expressed a desire to complete his studies in French? He brought with him a document stating which courses he attended and passed at another university, but most of these disciplines simply do not exist at this university.

In this regard, the educational programs of all universities - participants in the Bologna Agreement are divided into elementary parts. For the development of each such elementary part (in whatever university it happens), the student receives one credit unit (“credit”). In essence, a credit is the volume of laboriousness of a semester-long training course, which is usual for the West, which is read one hour a week (and includes not only lectures and seminars, but also independent work of students). The entire educational program at any university that is part of the Bologna Agreement is divided into such “elementary courses” and their combinations (modules), passing which gives the student 1, 2, 3, 10, etc. credits. To transfer to the next course, you need to score 60 credits, in a semester - 30, in a trimester - 20. To obtain a certain qualifying degree, you need to score a certain number of credits (about 240 for a bachelor's degree and about 300 for a master's degree). In the case of continuing education at another university - a member of the Bologna Agreement, credits received earlier are counted as received at this university.

So, the system of credits makes it possible to take into account the volume of work of students in a situation where students study in different educational programs that do not coincide in content. When transferring to another university, a European student should not finish those subjects that his new classmates studied, because, studying and passing other subjects, he spent as much work, expressed in credits, as they did.

In Russia, a completely different system of accounting for the work of students and teachers has developed. Its elementary unit is an academic hour (formally, this is a 45-minute lesson, although not only the classroom load can be calculated in hours). A student for all the years of study is obliged to master a certain number of hours in a certain number of disciplines specified in the curriculum (attend lectures, attend seminars and laboratory classes, pass tests and exams, and practice). The hours also calculate his work on the preparation of term papers, theses, passing tests and exams. But hours are by nature incomparable to loans. The credit is not tied to the content of the course, it is an elementary volume of the abstract free educational labor of the student, regardless of whether the student studied physics or medicine (and thus resembles the abstract labor of the worker, which is the basis of the exchange value of the commodity according to Marx, and exactly so Just as the abstract labor of a worker makes it possible to compare and exchange goods of different quality, credit makes it possible to compare educational programs of different content).

The academic hours worked by a student in the 1st year of the Faculty of Physics of a Russian university, on the contrary, are not identical to the hours in the 1st year of the Faculty of Chemistry of the same or another Russian university, and if a student is transferred after the first year of the Faculty of Physics to the second year of the Faculty of Chemistry, then, having passed exams at the physics department, he still finishes those disciplines that were studied at the chemistry department, but which were not at the physics department (which is unfair from the point of view of the Western system, because in the end he spent more educational work than his new chemist classmates). In short, credits are convertible but hours are not.

Academic hours are not a measure of abstract free educational work, but of a student's specific official educational work. The term "service labor" was introduced into science by the economist O. E. Bessonova to describe the alternative market distribution economy that dominates in Russia. Service labor is compulsory labor that the state imposes on a person, and the state itself regulates this work, that is, it indicates how much to work, where and how. To account for this service work, workdays, coupons, etc. can be used.

The Soviet university was an institution that carried out educational handouts. The basis of his work was the service work of teachers and students. This work was taken into account with the help of academic hours (the university analogue of collective farm workdays). In Russian universities, the same system has been preserved (with some changes).

Thus, equating hours to credits is just as impossible as kilograms to meters. However, this is exactly what the Ministry of Education and Science did when, in a special letter, it mechanically equated one credit to 36 academic hours. Curricula and plans during the “transition to the Bologna system” were redesigned: for example, if the course consisted of 72 hours, they wrote “2 credits”.

As already mentioned, in the West, loans are needed because different students and different universities have different educational programs and there is a problem of comparing them. In the USSR there was no such problem. The curricula of the same specialties in all higher educational institutions of the USSR were unified and approved by the state. But with the transition to the Bologna system and the emergence of elective courses in our country, a similar problem arose. The transfer of subjects when transferring from one university to another within Russia has now become more problematic - after all, elective courses differ in different universities. Further, the appearance of the variable part has led to the fact that compulsory courses can be called differently and have different content.

In addition, now the programs at the same faculty change every year (the ministry issues new federal state educational standards, the faculty authorities also constantly change programs, creating new specializations in order to attract applicants). A student who has gone on academic leave, returning, is forced to add subjects for courses already completed.

However, it is impossible for us to solve this problem with the help of loans, as it was done in the West, because our loans - camouflaged watches - are of a different nature. In reality, the administrations of universities, which in the West technically reread subjects, in our country preferred to leave this at the mercy of the teachers, who decide for themselves: to re-read, to force them to take it again, or to limit themselves to an essay. And this is not a whim of the administrations, they are driven by an intuitive understanding of what we have already talked about: hours within the Russian higher education system are not identical to Western loans, and even if the volumes of different special courses in different universities are equal in hours, this does not mean anything. Watches are the embodiment of a certain amount of service work, and service work is not abstract, but concrete. It is forced labor, and a specific person, a teacher, carries out coercion, and one teacher makes students learn everything “from and to”, the other requires knowledge of the most basic, but they give the same assessment. As a result, a student transferring from another university should ideally take the subject to the same teacher who was taken by the students of this university, then the amount of knowledge received by him will be adequate to their volume.

So, another requirement of the Bologna Agreement is the introduction of a system of credits in our universities. This requirement was fulfilled formally, credits were mechanically equated to a certain number of academic hours. It could not be otherwise: the units of calculation of educational labor in Western and Russian universities (credits and hours) are incommensurable due to the fundamental difference between the learning processes in the West and in Russia.

academic mobility

In Europe - the ability to freely move from one university to another, without having to retake exams

In Russia - internships abroad or (in Soviet times) the opportunity for students of rural institutions to continue their studies in the capital

In fact, in Russia there is no Western-type academic mobility declared by laws and by-laws; it has been turned into a resource managed by the university administration; moreover, this resource is built into the mechanism for distributing other resources needed by higher education institutions (the number of foreign students or teachers, as well as students and teachers of this university studying and working abroad, determines the rating of the university, and hence its funding and the possibility of further existence) .

PROCEDURE FOR DETERMINING THE LEVEL OF EDUCATION

9.1. The level of education of pedagogical workers when establishing wage categories according to the ETS is determined on the basis of diplomas, certificates and other documents on the relevant education, regardless of the specialty they received (except in cases where this is specifically stipulated).

9.2. The requirements for the level of education when establishing the categories of remuneration of employees according to the UTS, defined in the section "Requirements for qualifications by categories of payment" of the tariff and qualification characteristics (requirements) for the positions of employees of educational institutions of the Russian Federation, provide for the presence of secondary or higher professional education and, as a rule, , do not contain special requirements for the profile of the received specialty in education.

Special requirements for the profile of the acquired specialty in education are presented for the positions of accompanist, speech therapist, teacher-defectologist, teacher-psychologist, speech therapist (the title of the position "speech therapist" is used only in healthcare institutions).

9.3. For pedagogical workers who have received a state-recognized diploma of higher professional education, the UTS wage categories are established as persons with higher professional education, and for pedagogical workers who have received a state-recognized diploma of secondary vocational education, as persons with secondary vocational education.

The fact that employees have a state-recognized diploma "bachelor", "specialist", "master" gives them the right to establish wage categories according to the ETS, provided for persons with higher professional education

The fact that employees have a state-recognized diploma of incomplete higher vocational education does not give them the right to establish wage categories according to the ETS, provided for persons with higher or secondary vocational education.

Completion of three full courses of a higher educational institution, as well as a teacher's institute and educational institutions equated to it, gives the right to establish wage categories according to the ETS, provided for persons with secondary vocational education

9.4. For concertmasters and teachers of musical disciplines who graduated from conservatories, music departments and departments of club and cultural education of cultural institutions, pedagogical institutes (universities), pedagogical schools and music schools, working in educational institutions, the categories of remuneration according to the ETS are established as employees with higher or secondary musical education

9.5. Teachers-speech therapists, teachers-defectologists, speech therapists, as well as teachers of subjects (including in primary grades) of special (correctional) educational institutions (classes) for students, pupils with developmental disabilities pay categories according to the ETS as persons with higher defectological education, are established:

- upon receipt of a state-recognized diploma of higher professional education in the specialties of typhlopedagogy, deaf and deaf pedagogy; oligophrenopedagogy; speech therapy, special psychology, correctional pedagogy and special psychology (preschool); defectology and other similar specialties who graduated from special faculties in the above specialties and received a state diploma of higher professional education.

9.6. The level of education of persons who graduated from educational institutions prior to the entry into force of these Recommendations is determined on the basis of the instructions that were previously in force (see clause 1.2., Section 1).

9.7. Employees who do not have special training or work experience established by the qualification requirements, but who have sufficient practical experience and perform their official duties efficiently and in full, on the recommendation of the attestation commission of an educational institution, as an exception, may be appointed by the head of the educational institution for relevant positions in the same way as employees with special training and work experience, and they can be set the same salary category according to the ETS.

Basic education is:

Basic education- a concept used in the field of education and science, which means the previous stage of completed (documented) education when receiving further education (primary education is basic for secondary education, secondary education is basic for higher education, higher education is basic for further education: postgraduate study , postgraduate education is the basis for doctoral studies.

Why did the concept of "basic education" arise and in what sense is it used?

Taking into account the qualitative side of education (specialty, specialization, qualifications), further education requires an appropriate base (foundation) of knowledge. The term "basic education" makes sense only if identified in relation to the current (proposed) further education received. It is incorrect, for example, to consider secondary specialized education basic in relation to a graduate student who received higher education before entering graduate school (after secondary education) - in this case, higher education will be basic; it is also incorrect to consider the first higher education as “basic” in relation to an applicant for the degree of Doctor of Science who completed postgraduate studies after a higher educational institution - in this case, the basic education will be the education received in graduate school in the event of a successful defense of a candidate's dissertation.

Continuity and systemic education

The concept of "basic education" is an important element in the system of concepts related to the continuity and systemic nature of education: if the first (primary) education is general (non-specialized), it can be the basis for subsequent levels of education and specialization. If secondary specialized education, for example, is specialized - for example, a hairdresser, it cannot be basic for obtaining higher education in another specialization (say, in this case, in art history, if secondary specialized education is medical, it cannot be basic for obtaining a specialty a lawyer in the system of higher education, if higher education is humanitarian, it cannot be basic for postgraduate study in a specialty related to technical sciences or considered as basic in labor activity in a technical direction (in such cases, you must first obtain additional education in the relevant profile ).

Basic education and the system of academic degrees and academic titles

When applying for the scientific degree of a candidate of sciences, higher education is the basic one (if necessary, supplemented by passing the candidate's minimum in the chosen specialty). For an applicant for the degree of Doctor of Science, the basic education is the education received in graduate school, confirmed by the defense of the corresponding candidate's thesis. For a person who has successfully completed the training, the previously (confirmed) education is considered as basic in case of an intention to receive an education at a subsequent level (bachelor, master, doctor of philosophy, doctor of science).

Basic education for higher education teachers

If a university teacher does not have an academic degree or academic title (for example, an assistant or a senior teacher), then the higher education received by the teacher earlier (confirmed by a diploma) is considered as basic education, taking into account attestations in postgraduate education or advanced training. The award of an academic title (associate professor or professor) - in a certain specialty or department - if there is an appropriate certificate, can be considered as the receipt of basic education by a teacher for further education or in the process of working professional activity (for example, in the position of associate professor or professor).

From September 1, 2013 Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation” came into force, on the basis of which new levels of education (the so-called educational qualifications) were introduced for citizens of the Russian Federation.

The new law defines the following levels of education:

Please note that in addition to changing the names of the levels of education, the new list does not include such types of education as “initial vocational” and “incomplete higher”.

Article 108 of the above-mentioned law "On Education" establishes the identity (correspondence) between the levels of education that existed before 01.09.2013. (see table below). This was necessary to ensure a transitional period with the entry into force of the new law. Including these explanations of Article 108 are interesting and useful to personnel officers, since they have to draw up personnel documents (employment books, T-2 personal cards), which indicate the level of education of the employee and his specialty.

Many personnel officers who have studied Federal Law No. 273-FZ have a question: how now to make entries in work books and personal T-2 cards?

For those employees who received documents on education after 2013, everything is clear - we indicate a new type of education, which will also be reflected in the diploma in accordance with the Law on Education No. 273-FZ.

But the bulk of workers still have “old” diplomas in their hands, and it is these that are presented to personnel officers when hiring. How to resolve this situation? What to include in documents? On the one hand, there are new types of education and a new legislative act, on the other hand, there are standards that establish requirements for filling out work books and a unified T-2 form.

So, in particular, paragraph 9 of the Decree of the Government of the Russian Federation of April 16, 2003 N 225 “On work books” establishes that "... information about education, profession, specialty is entered into the work book - on the basis of documents on education, qualifications or the availability of special knowledge ...".

The "Instructions for filling out work books" (approved by the Decree of the Ministry of Labor of the Russian Federation of October 10, 2003 N 69) also says that “... a record of education (basic general, secondary general, primary vocational, secondary vocational, higher professional and postgraduate professional) is carried out only on the basis of properly certified documents (certificate, certificate, diploma, etc.);…”.

And in the unified form T-2 (which many continue to use without change) are listed in the appropriate column as possible options for indicating the level of education "old" names.

Thus, those wordings that are contained in education documents (certificates, certificates, certificates, diplomas) should be transferred to work books and T-2. Representatives of the Ministry of Labor of the Russian Federation adhere to the same opinion. So, Deputy Head of the Federal Service for Labor and Employment Shklovets I.I. said: “If an employee brought you a diploma obtained before the reform of the education system, then you write in the work book the level of education indicated in the diploma (for example, “higher”, “primary vocational”), even if this level of education has already been abolished” .

Since 2014, education documents have been issued according to new forms and they no longer indicate the specialty, but use the wording of the following structure: "Ivanova Maria Ivanovna was awarded the qualification (degree)" bachelor "in the direction of training" Psychology "". Since the forms of work books have not changed, data on higher education, taking into account entries in new diplomas, should be reflected in this way. In the column "Education", indicate the level of education with a reflection of the assigned qualifications. If a bachelor - then "higher - bachelor's degree", if a master - "higher - magistracy", if a specialist - "higher - specialty". In the column "Profession, specialty" indicate the direction in which it was received, for example, "Training direction" Psychology "".