Educational system of the Russian Federation concept and structure. Structure of the education system in the Russian Federation

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-mentioned elements of the education system are designed to ensure their implementation.

There are three subsystems in the education system: -

functional; -

organizational and managerial.

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

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

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

2. The concept of "education".

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

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

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

1) purposefulness;

2) organization and controllability;

3) completeness and compliance with quality requirements.

3. Levels of education.

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

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

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

1. basic general education;

2. secondary (complete) general education;

3. primary vocational education;

4. secondary vocational education;

5. higher professional education;

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

7. additional education.

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

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

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

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

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

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

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

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

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

The following levels of higher education have been established:

Incomplete higher education;

Bachelor's degree;

Training of certified specialists;

Master's degree.

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

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

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

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

4. Forms of education.

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

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

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

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

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

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

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

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

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

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

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

5. Conclusion.

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

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

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

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

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

Education in Russia

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

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

Types and levels of Russian education

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

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

Education levels:

• general education;
• professional;
• higher.

General education

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

• preschool;
• school.

School education, in turn, is divided into:

• initial;
• basic;
• average.

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

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

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

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

Professional education

The levels of professional education are as follows:

• initial
• average;
• higher.

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

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

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

Higher education. Levels

So, the levels of higher education are:

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

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

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

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

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

Conclusion

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

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

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

Rice. 1. Structural elements of the Russian education system

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

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

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

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

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

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

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

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

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

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

– preschool;

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

– primary, secondary, higher and postgraduate professional education;

– additional adult education;

– additional education for children;

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

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

– other institutions carrying out the educational process.

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

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

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

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

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

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

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

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

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

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

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

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

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

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.

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

1) preschool education;

4) secondary general education.

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

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

4) higher education - training of highly qualified personnel.

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

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

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

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

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

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

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

federal state requirements - for additional pre-professional programs;

educational standards - for educational programs of higher education in cases provided for by the commented law or decree of the President of the Russian Federation. The definition of the educational standard is given in paragraph 7) of Art. 2 of Law No. 273-FZ, however, we find a more precise interpretation of it in Art. 11 of the Law (see).

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

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

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

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

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

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

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

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

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

1) preschool education;

2) primary general education;

3) basic general education;

4) secondary general education;

In the structure of professional education:

1) secondary vocational education;

2) higher education - bachelor's degree;

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

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

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

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

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

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

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

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

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

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

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

1) bachelor's degree;

2) specialist training, master’s degree;

3) training of scientific and pedagogical personnel.

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

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

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

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

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

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

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

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

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

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

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

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

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

Additional educational programs include:

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

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

The selection of various types of educational programs, including within the framework of additional education, allows us to ensure continuity of education throughout life. The proposed system of educational programs provides the opportunity to simultaneously master several educational programs, take into account existing education, qualifications, practical experience in obtaining an education, and study under an abbreviated training program.

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

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

General education

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

• Preschool education;
• School education.

The second type is divided into the following subspecies:

• Initial;
• Basic;
• Average.

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

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

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

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

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

Professional education

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

• Initial;
• Average;
• Higher.

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

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

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

• Specialty;

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

Education levels in the world

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

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

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

Criteria for evaluating universities:

Academic reputation of the university, including scientific activity and quality of education (data from a global expert survey of representatives of the international academic community)

The scientific reputation of the university in certain areas (data from a global expert survey of representatives of the international academic community).

Total citations of scientific publications, normalized relative to different areas of research (data from an analysis of 12 thousand scientific journals over a five-year period).

Ratio of published scientific articles to the number of teaching staff (data from an analysis of 12 thousand scientific journals over a five-year period).

The amount of funding for the university's research activities in relation to the number of teaching staff (the indicator is normalized by purchasing power parity, based on the economy of a particular country).

The amount of funding from outside companies for university research activities in relation to the number of teaching staff.

The ratio of government funding for research activities to the overall research budget of the university.

The ratio of teaching staff to the number of students.

The ratio of the number of foreign representatives of the teaching staff to the number of local ones.

The ratio of the number of foreign students to the number of local ones.

Ratio of defended dissertations (PhDs) to the number of teaching staff.

The ratio of defended dissertations (PhDs) to the number of bachelors pursuing a master's degree.

The average remuneration of a representative of the teaching staff (the indicator is normalized by purchasing power parity, based on the economy of a particular country).

How is the score determined?

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

For the level of teaching activity, quality of education, and the number of highly qualified teachers, a university can receive a maximum of 30 points.

A maximum of 30 points are awarded for the scientific reputation of the university.

For citation of scientific works – 30 points.

For developing innovative projects and attracting investment to them, the university receives a maximum of 2.5 points.

For the university’s ability to attract the best students and teachers from all over the world – 7.5 points.

World ranking of universities 2014-2015