The current education system is founded. The modern system of domestic education

“The idea of ​​sending children to some kind of charitable institution, where they will be taught by strangers according to programs drawn up by politicians and high-browed theorists, is in itself so absurd and divorced from the real needs of the child that one can only wonder how it managed to come true.”

Stephen Harrison, Happy Child

“It is ridiculous and impossible to believe today that the very word “school” comes from an ancient Greek root meaning leisure!”
Marina Kosmina, Education and Career magazine

It is unlikely that today anyone will argue that the current model of education is more like a conveyor for stamping the cogs of an economic mechanism than a system that promotes the development of a FREE personality. Well, in principle, this is understandable. The state does not need free individuals. But what do parents think?

Apparently, parents are so carried away by the education of their children that they forgot that the very essence of the education of the child is the creation of his happy life. After all, a happy life is what we wholeheartedly wish for both our children and ourselves.

Most of my friends parents, as well as teachers, for that matter, are terribly dissatisfied with the modern comprehensive school. But, nevertheless, no one is trying to change anything ... After all, the majority went through this system and considers it the only possible one.

Have they forgotten their own hatred of the dictatorship of the school? Let's open the encyclopedia: "Totalitarianism: one of the forms of the state ( totalitarian state), characterized by its complete (total) control over all spheres of society, the actual elimination of constitutional rights and freedoms, repression against the opposition and dissidents. Don't you think it's about our school?!
“Yes, that's right,” remarks journalist Marina Kosmina, “the class-lesson system of education, with all the attributes of its terror over the freedom of the individual, is, firstly, hostile to the child and necrophilic in principle. And secondly, it is hopelessly outdated.

Everything that we are accustomed to consider as an unshakable foundation, the essence of the school, the norm of its structure - all this School Regime, which, we hope, disciplines them and accustoms them to work (especially intellectual), to life in society with its need for daily work in general and on in particular, with its schedules, schedules, plans and deadlines, with the inevitability of submission and super-demand for diligence - and so, this whole school regime is actually just a punitive-compulsory system that does not allow the child to breathe freely, live and develop. That is why they hate her so unanimously and consistently.

And in such conditions, unfortunately, the school teaches not so much mathematics and chemistry as it gives lessons in the ability to dodge, deceive, adapt to the pressure of force and power, lie, betray.

This is not fantasy. This is reality…

So let's still try to figure out: a) what is more from the modern school - harm or benefit, and b) is it really modern school is the only possible way to educate your child...

Development, creativity, self-confidence

Didn't you notice that your children, before they went to school, simply sparkled with creative impulses, showed a lively interest in everything and gushed with ideas and insights? It's been a few years of school and where did it all go?

I remember that Korney Chukovsky was the first to publish the book "From Two to Five", in which he published the statements of children of this age. Since then, there have been many books of this kind. Children say amazing, paradoxical things. But why are there no books with the statements of children from 14 to 18, why at this age teenagers (for the most part) already speak only platitudes? Obviously, children under five years of age are more creative than well-trained schoolchildren.

As Stephen Harrison rightly notes, “Existing pedagogical systems proceed from the fact that the attention of the child must be held. But is a child really that imperfect? Doesn't he initially carry curiosity, creativity, the desire to communicate - everything that the education system is fighting for? Aren’t children from the very beginning eager to learn how to do things, accumulate information and communicate much more effectively than adults?”

Why do we decide for the child what he needs to learn and for how many hours a day? Why does a child not have the right to spontaneously build the trajectory of his education, making his way into the sea of ​​information following his independent interest, or should he absorb the measure of the cultural experience of mankind measured by adults - passively, with resistance, superficially, with failures, but according to plan?

When I gave my daughter to Kindergarten, she went there for exactly a week, and then flatly refused. To the question "why?" The three-year-old man answered: "Everything is the same there" ... Einstein would not have said more capaciously. A garden is not a school yet!

A modern school consists of classes of 30 people, where children of the same age study according to the same program with the same teaching speed ... At a time when it is written and rewritten, and most importantly, practice shows that when children of different ages communicate, the speed development by several orders of magnitude grows in all (!!!) ages of those who communicate ... In this respect, the yard, with its set of complex communicative situations and choices of the child, contributes much more to the development of your child than classroom. And in general, memorization, action according to a template is the most low level thinking skills, and the school, alas, does not offer another ...

“Is a child engaged in mental work who has been weaned for ten years to create, that is, to really think, and is forced to engage only in memorizing and reproducing patterns? And in what society can a graduate really adapt? Except at the university. I agree: the only life task that yesterday's eleventh grader is really capable of solving is to enter a university, ”says a teacher at St. Petersburg University, author of the book“ Introduction to the Humanitarian Expertise of Education ”, Sergey Leonidovich Bratchenko.

Four questions about school:
What happens at school with a child's faith in himself? With his ability to rely on himself? With his willingness to solve his problems from the standpoint of the author and master of his life? School - does it help each child to believe in himself more, or vice versa?
How does the child understand and feel about himself? How does he know his strengths and weaknesses, his resources? Does the school help him understand himself? Or is she giving him illusions? Or, on the contrary, does it generally turn him away from the desire to know himself?
What does the school do with the child's ability to live among people - just as free, just as unique? What ways of resolving the inevitable contradictions between people does the school show children using the example of intra-school relations? Does the school develop the ability to understand others, accept, despite all differences, sympathize with them and negotiate with them? Or does she know one principle: "Get out of class"?
To what extent does the child develop a craving for building his own life? How much does he understand that life is the result of his efforts? How ready is he to cope with difficulties, how much courage does he have? Does he understand life as work, as creativity, as a decision life problems? Or was he inspired that the right life is straight, and difficulties are not normal, is it someone's fault?

If a school can answer at least half of these questions in the affirmative, then one could say with absolute certainty: it raises Personalities .. Only ... where are such schools ... But that's not all ...

health problems

According to the collegium of the Ministry of Education of the Russian Federation, about 70% of children enter school practically healthy, and only 10% of graduates graduate. Moreover, most diseases are found in high school students. Uncomfortable furniture spoils posture, dry bread - the stomach, lack of light affects vision .. According to preliminary data, almost every fourth child does not see well. Doctors attribute this to poor lighting in school classrooms, and excessive fascination with television and computers. In addition, many children have problems with the musculoskeletal system and the gastrointestinal tract. Pediatricians say that the main cause of children's gastritis and colitis is malnutrition at school. Thus, the doctors concluded that most of diseases occur in adolescents during their studies.
Here are the sad top five most common school-related illnesses:

Respiratory diseases,
myopia,
digestive disorders,
diseases of the musculoskeletal system,
diseases of the circulatory system.

Musculoskeletal diseases - from the wrong posture, which schoolchildren change much less often than is vital. And the furniture in our schools is not always comfortable.
“Most parents will not allow an eight-year-old child to use an adult cricket bat or an adult bicycle, but they do not worry when their children sit unsupported for long periods with a twisted neck and overextended wrists,” said Professor Peter Buckle of the Center Robens Center for Health Economics.
As for the "breather", tuberculosis, alas, is still alive. At school, due to the large crowding of children in one room, a certain, often unfavorable, air-thermal environment develops during the day. Exit? Constantly ventilate and ventilate, which is far from always done.

The eyes are the constant scourge of the school. According to statistics, every fifth child by the 11th grade is not all right with his eyesight. Everything affects this - the number and size of windows in the classroom, the spectrum and shade of fluorescent lamps, the color of the walls (they must be matte, pastel colors), the color of the curtains (necessarily light).

An interesting story with the "calvary", that is, the blackboard. It should be green or brown, but never black. First of all, the eyes deteriorate due to constant re-adaptation during the lesson: in notebooks and textbooks, students write in black on white, and on the blackboard in white on black. So the best thing is generally newfangled white boards, on which they write with a marker.

What do we have? Eye strain + bad light + sitting for a long time + not homemade food + stuffiness and heat - it turns out that school is the most harmful place in a child's life! (We are not yet talking about intellectual workload, exam stress, showdowns with teachers and getting up at 8 in the morning in winter.)

So let's say we agree that school is bad. What are the options? And there are several options, from the mildest to the most cardinal:

The transition of the child to external studies;
Transfer of the child to another type of school (lyceum, college, alternative schools);
The transition of a child to home schooling without the need to pass exams and receive a certificate, or, simply, life with parents.

External study is the procedure for passing exams for courses of a complete secondary general education school for persons who have not studied in them (external students). That is, the child comes to school only to pass exams. How he did it and with whom - no one should worry. The main thing is that you still have to pass the exams according to the same school curriculum. On this point, I will only add that if you decide on an external study, then according to Russian law, any comprehensive school, which has state accreditation, is obliged to provide an opportunity to pass the school program as an external student.

Alternative school
The main features of such schools that distinguish them from standard ones are:

Here the students are respected, not the system.
Students have the opportunity to choose the way and pace of presentation of the material in the lesson.
Flexible academic plan, which changes depending on who is in the class.
Students and teachers are responsible for the principles of learning, not the system.
In the groups they work with, teachers are given free rein.
Outdated pedagogical rules are not prohibited. New ideas are welcome.
Tests are constantly being changed and redesigned to match the level of skill and knowledge.
Ever-changing teaching techniques have been the norm throughout the institution's history.
It is possible that all this is debatable.

Unfortunately, in the post-Soviet space, even the very concept of an “alternative school” seems blasphemous to our certified teachers, and examples of such schools can be counted on one hand:

The Montessori school system, while being a licensed school system that treats students as "independent students", is nevertheless essentially a kindergarten system as it only covers children up to the age of six, so we can talk about the principles used in Montessori pedagogy, but not about real-acting schools...

The Waldorf education system, also an "American" school, is the largest and fastest growing non-religious movement in the world, with 800 schools in over 30 countries. At the initial stage, little attention is paid to academic subjects. The first class program provides for them in a minimal amount. Reading is not taught until the second grade, although children are introduced to letters (in grades 1 and 2). V high school(grades 1-8) students have a classroom teacher (primary) who teaches, supervises and takes care of the children and stays with the class (ideal case) for the entire eight years of school. It should be noted that, as such, there are no textbooks in Waldorf schools: all children have workbook, which becomes their workbook. Thus, they write their own textbooks, where they reflect their experience and what they have learned. Senior classes use textbooks in addition to working on the main lessons. Unfortunately, Waldorf schools can only be found in a few major cities(Moscow, St. Petersburg, Kiev) ...

School of Academician Shchetinin is a real community in the best context of this concept. Its difference from other schools is that it is located in the forest, and in fact, is a small state. Here you will also not find classes of the same age, textbooks and lessons ... The school is built on five foundations: the moral and spiritual development of everyone; striving for knowledge; labor (more precisely, love for labor in any manifestations, for example, all the buildings of the school were built by the students themselves); a sense of beauty, the affirmation of beauty in everything; and finally powerful physical training everyone.

The finds of Russian teachers include the school-park founded by Miloslav Balobanov (Yekaterinburg). There are three fundamental positions in the Park: the rejection of mandatory training sessions, from uniformity in education, and almost entirely from grades. Ideally, no certificate, no grades are needed. According to Miloslav Balaban, the best document about a child's education would be a portfolio with feedback from all teachers about his progress. It's about success! On them and judge, on them and to work, and take to the university. The students of the park school are not divided into classes, and at the same time, each of them is self-determined in relation to each studio: either he is a permanent member (a member of the “team”), or a client, or a visitor (guest).

In addition, each teacher (head of the studio) has apprentices “grown up by him” - students who actively help the teacher in working with other regular members or clients. Any student of the park school can at any time change his status in relation to this studio - from a visitor to become a client, then a permanent member, then an apprentice (the latter, of course, by mutual agreement with the teacher); it is possible to change the status in the opposite direction.

Despite the many positive aspects of alternative schools, it is impossible not to notice that the basic principles of their educational system are very poorly combined with the normative field of mass education. Therefore, as long as the current System exists, alternative schools are unlikely to survive in the form of an institution, but only in the form of a non-profit partnership that unites individual entrepreneurs engaged in self-employed pedagogical activities (Article 48 of the Law “On Education”). This activity is not licensed and is not subject to numerous legal acts regulating the work educational institutions. Which, in principle, cannot scare parents much, since even now no alternative school issues documents on education of a state standard ...

Almost everyone understands that schooling does not guarantee comprehensive education, that a diploma (of higher education) does not guarantee a high position and a large salary, that it is much more important to teach a child to find information when it is needed, and not to keep it in his head in large volumes. And many are ready to ensure that their child is not subjected to creative castration, and in addition, he also learns independence, send him to an alternative school ... But ...

Home schooling

But some parents go even further and, becoming heretics in the eyes of the educational system, completely take their children out of school, that is, transfer them to home schooling ... What drives such rare crazy people who are not afraid to take responsibility for the life of their children completely on themselves, not afraid of paper and bureaucratic obstacles and furiously persuading others, not to mention relatives ... Indeed, without school, how can you live in our world at all, acquire knowledge, learn how to communicate with people, get a good prestigious job, make a career, earn decent money, to provide for his old age ... and so on and so forth.
We will not remember that in tsarist times home education was ubiquitous, we will not even remember that in Soviet times enough famous people studied at home. We just think about what the average person is guided by when sending his beloved child to school? The basis of everything is worry about the future. FEAR before him. The future in the case of home education is very uncertain and does not fit the pattern: school - college - work - pension, where everything goes according to one set pattern.

But are you sure that this "established scheme" suits the child?

Conduct this experiment: take a piece of paper and write down 100 of your friends on it. Then call them and find out what education they received, who in their specialty, and then find out HOW LONG they worked in this specialty. Ninety-five people will answer that not a day ... Four more will say that the diploma was useful to them in order to understand how they made a mistake in choosing a profession and a university ... That is, 99 people out of a hundred admit that 5-6 years of life were wasted by them. And, having got a job completely different from the degree specialty, they learned everything that they could drive into their heads at the institute for five years within two or three months of practice (well, in addition to the theory of Marxism-Leninism and the history of the CPSU, of course)...

Q: Why leave school?
Answer: to get a certificate!
Question: why get a certificate?
Answer: to go to university?
Q: Why go to university?
Answer: to get a diploma!
And, finally, the question: why do you need a diploma if no one works in your specialty?

I agree, until recently, if you did not have a diploma, you simply could not get ANY job, with the exception of a janitor, an elevator operator and a loader. There were two options: either become a loader, or ... an entrepreneur (which, according to the erroneous opinion of the majority, is not given to everyone). Business doesn't even require a degree. Enough ingenuity ... Today, thank God, the range of opportunities for non-graduates has expanded: most commercial firms no longer require a diploma of education, but a resume and portfolio, that is, a list of your achievements. And if you yourself have learned something and achieved something, then this is only a plus.

And what, tell me, can be learned if, instead of what the child is interested in, he is forced to study integrals and benzene rings at school for six to eight hours, and then do homework?

…Tell me, how long will it take you to teach the man on the street all the things you do at your job? Notice I didn't ask how old! Because I'm sure it's a matter of a few months.

Now let's return to the question again: are you sure that this scheme suits the child? That he would prefer to spend 15 years on something that is not useful to him, studying what he likes now, in order to become an expert in this in a year or three?

And finally, let me quote the entrepreneur Yuri Moroz:
“So write it down. The roots of the quadratic equation are b squared plus minus the Discriminant and divided by 4a. It is very important! Divided exactly by 4a!
If your son or daughter comes from school and asks if dad or mom, how to decide quadratic equations, but you don’t remember, it doesn’t mean that your child now doesn’t need to study this topic at school either? You still have to study. It doesn’t matter that later he will forget everything and never apply it in his life, but he will have to study ...

…Wait, wait, I know what you want to tell me. What they say, mathematics is needed to be able to manage computers, here! Are you sure?! How long have you been in the computer club? Come in and listen to what guys say at the age of ten, or even younger. And what terms do they use? I assure you that these boys know a bunch of terms that the computer science teacher at school never heard of. And as for the real application of this knowledge, the teacher has lagged behind forever. Will you argue? And who knows better how to program your VCR, you with a higher education, or your son with an incomplete secondary?

The modern education system is outdated: it takes 15-20 years out of life and raises people who are not adapted to life.

There are many wonderful things you can learn at university, but they have nothing to do with a successful career or financial well-being. You can develop erudition, hone skills critical thinking, expand your horizons, enthusiastically plunging into the rich cultural and intellectual heritage of great thinkers. These are all worthy endeavors. But do not think that by focusing on all these things and having received a diploma to confirm, you can count on successful employment with job security for the next 40 years, followed by a good pension.

More and more people (including those who have not yet received higher education) begin to realize that the old recipe for a successful career (study hard in school, get into good university, finish it with success, then success in life is guaranteed) is no longer valid. It's time to look for new ways, changing at the root modern education system.

“... education, in fact, has become life path allowing people not to think at all. The decision to pursue higher education is made by young people on auto-pilot, without the slightest regard for what they actually expect from life.”

School - life for grades

For Industrial Age people aged 6 to 22, the goal was to get good grades. Getting good grades is the main meaning of life in this age period. Those. mostly memory training. Certainly, great importance given to other activities, such as sports, for example, which give solidity to an autobiography when entering a university. But if you ask directly what parents, teachers, politicians and society as a whole think should be the focus of attention for young people from 6 to 22 years old, the answer is simple - assessments.

Have you ever wondered how ridiculous this is? Why have we convinced ourselves that this is the right way to spend the best 16 years of our lives, when the foundations of all the future life of a person are being laid? Why spend your youth - years of life with great potential, full of enthusiasm, energy, creativity and fun - to get beautiful pieces of paper confirming the study of a particular academic program?

“…education has gradually evolved into a system that is very much status oriented. Status is acquired with the strict implementation of specific rules. Get a degree, get a job, do this or that, and get the status you want.”

This is a rather stupid system, because if you do not plan to work in science in the future, then everything that you will be taught, except for basic professional knowledge, will have no effect on success in your area of ​​​​professional interests. By developing your practical intelligence, on the contrary, you will make a very large investment in your future success.

Mental ability and success in life

The main task modern education system- development of mental abilities (IQ) above the average level. But this, as it turned out, also has nothing to do with efficiency in real life, grades (that we've been hard at work on for 16 years) above average have nothing to do with high chances of success in life, great achievement, or a sense of fulfillment.

Let's compare the lives of two people born with very high IQs: Chris Langan, "the smart person in America", whose IQ exceeds 200, and Robert Oppenheimer, scientific director of the Manhattan Project. Their level of talent is comparable, but one of them (Oppenheimer) made an outstanding contribution to history, and the other (Langan) can boast of nothing but numerous attempts to publish his research.

The main difference is that Oppenheimer, in addition to his highest intellect, possessed a highly developed practical intellect, which helped him to behave correctly with people on whom his success depended. All these little things - to know what, to whom, when and how to say in order to receive best result- were given to him easily and naturally. Langan, on the contrary, was almost devoid of this quality. Therefore, we do not often hear his name when it comes to significant achievements.

If you want to be successful in modern world, you should focus on acquiring skills that are useful in real life, and work on developing such qualities and skills that will allow you to significantly outperform graduate students. It doesn't matter if you went to university or not.

After a person reaches a certain level logical thinking and basic erudition, other factors take on a dominant role in determining the measure of his success in life, namely:

• creativity;
• innovative thinking;
• practical and social intelligence.

It is important to note that all these qualities are formed in real life situations, and not within the framework of formal training.

The modern education system is not educated

Believe me, I support with both hands the pursuit of knowledge for the sake of knowledge itself and the mastery of tools for a better understanding of the world and society. To see this, just look at my bookshelves full of books on philosophy, psychology, politics, spiritual development, poetry, various biographies and all kinds of popular science literature. But isn't it possible to show love and desire for knowledge in less expensive ways, such as reading books on your own after work and on weekends, or enrolling in online distance learning courses?

The strangest thing, in my opinion, is that education, in fact, has become a life path that allows people not to think at all. The decision to pursue higher education is made by young people on autopilot, without the slightest regard for what they really expect from life.

Unfortunately, our formal education has gradually become a very status oriented system. Status is acquired with the strict implementation of specific rules. Get a degree, get a job, do this or that, and get the status you want. Such is the firmly established hierarchical system of our society. Agree studying for status is wrong and everyone knows it.

The situation in the modern education system reminds me of the Wizard of Oz hiding behind a curtain. I believe that our formal education has become too status-oriented and surprisingly far from what interests people who want to succeed in life and make a difference. the world positive influence. And the situation is seriously aggravated by the fact that our society is becoming more and more predictable.

Today, everyone is trying to find the most predictable and safe activity in life, and meanwhile, over the next few decades, the world will become more and more crazy, chaotic and unpredictable.

Unfortunately, the modern education system in its current form, from kindergarten to postgraduate education, has nothing to do with flexibility, sustainability and adaptability. It teaches a narrow set of academic and analytical skills, largely unrelated to the practical realities of life, hammering them into our heads for hours, days, weeks, months and years. Of course, analytical skills are needed to succeed in a changing world, but that's not all. Success, happiness, innovation, achievement, and leadership depend on a range of human skills, most of which are not taught in school or college.

Kris.h.Nive based on the book
Michael Ellsberg "Millionaire without a degree"

The concept of the education system

The education system is understood as a set of educational institutions operating in a particular society, the relationship between them and those general principles upon which these institutions are built and operate.

The education system includes educational institutions that carry out:

1. preschool education;
2. general secondary education;
3. out-of-school education and upbringing;
4. vocational education;
5. secondary specialized education (technical schools and colleges);
6. higher education;
7. training of scientific and scientific-pedagogical personnel;
8. postgraduate education;
9. professional development and retraining of personnel.

Strategy for the development of a modern system of domestic education

The strategic goal of the state policy in the field of education is to increase the accessibility quality education which meets the requirements of the innovative development of the economy, the modern needs of society and every citizen.

The priority tasks in the implementation of the strategic goal are:

• modernization of educational institutions as instruments of social development;
• formation of mechanisms for assessing the quality and relevance of educational services with the participation of consumers, participation in international comparative studies;
• ensuring the innovative nature of basic education in accordance with the requirements of the knowledge-based economy;
• creation of a modern system of continuous education, training and retraining of professional personnel.

The most important aspect in the development of the system of modern education is the processes of integration and internationalization, which ensure the convergence of countries in the creation of a single world educational space. Rapprochement educational systems contributes to Russia's adoption of the Bologna Declaration (2003). The main provisions of the Bologna Declaration are the introduction of a two-level (three-level) system of training specialists (bachelor-master); introduction of a credit system; ensuring quality control of education; increased mobility; ensuring the employment of graduates. Transition to a common European system standard Russian education does not mean identity. The modern system of Russian education, using the accumulated results of research, modernizes it, taking world experience as a basis.

The modern system of domestic education is characterized by such features as: federalism and centralization.

The structure of the education system

The structure of the modern system of national education includes:

• preschool education, which provides education and upbringing of children from 1.5 to 7 years old.
• elementary school - teaching younger children school age from 7 to 11 years old.
• incomplete secondary education is received by students from grades 5 to 9, then students apply to grades 10-11, or to a college (technical school).
• General secondary education is the education of schoolchildren in grades 10 and 11, after which they receive a document on general secondary education.
• Secondary specialized education is obtained by schoolchildren after graduating from grade 9 (4 years of study), or after grade 11 (2 years of study), they receive a diploma of secondary specialized education.
• The modern system of domestic education provides for education in universities, depending on the period of study, students complete a bachelor's degree, a specialist's degree or a master's degree.

Higher education reforms

The general characteristics of the modern system of higher education include several main stages: incomplete higher education is received by students who have studied at a university for two years; to obtain a bachelor's degree - four years, specialists are trained for five years, and masters - six years.

Also in Russia, the system of continuing education is gaining popularity, thanks to which everyone can update their knowledge, at the same time, it is possible to obtain special skills. In other words, lifelong education is usually understood as a kind of teaching associated with the constant improvement of a person and the lifelong development of his abilities.

Most contemporaries are sure that now it is best to complete such a system of education with the help of new levels designed for different periods of a person's life. One of the main goals in the management of this system is related to the development of the potential qualities of a person and his thinking. But in the central part of the system, a person should be located, as well as all his desires, because without this it is impossible to develop abilities.

Modern trends in the development of domestic education

The main trends in the development of modern domestic education are the processes of diversification, internationalization, individualization, advanced and continuous education is developing rapidly, the learning process is being intensified and computerized, cyclicity and multi-stage are recognized.

These trends contribute to improving the quality of education in accordance with the modern requirements of the social and economic development of society. Use of new methods and technologies in modern education accompanied by innovation and the use of innovative technologies.

The essence of informatization of education lies in the implementation of aspects of improving the quality of the content of education. The main directions of informatization of education are the following:

• virtual information environment and its creation at the level educational institutions;
• ensuring system integration information technologies in the education system, allowing to support the learning process of schoolchildren, their scientific research;
• building a unified educational information space;
• creation of a network including information centers that are focused on Information Support educational systems with computer programs.

Open education, which is gaining popularity in Russia, orients schoolchildren and young people to prepare for full participation in the public and professional field in today's market conditions. The quality of openness in the education system makes it possible to more freely carry out the process of planning education, as well as to choose the place, time, pace of education. In practice this system implemented using network technologies.

Openness and distance learning in modern education allows various groups of the population to receive high-quality additional education using the Internet. Distance learning in the domestic education system is only getting its development, but the number of educational institutions distance learning, is growing every year.

Education today is one of the main and important spheres of human life and society. It is an independent branch of the social and economic sphere. The education system in our country has undergone many changes.

The concept of education

As a rule, education refers mainly to the pedagogical sphere, and within the framework of this area of ​​science, its concept is as follows: it is a process aimed at educating and training in the interests of a member of society, during which he masters a body of knowledge. Thus, the process of education can be characterized by several features: purposefulness, organization, manageability, completeness and compliance with the quality requirements established by the state.

The origin of education in Russia

Education and literacy have always been widespread in Russia, as evidenced by found birch bark letters dating back to the 1st millennium.

The beginning of widespread education in Russia was laid by Prince Vladimir, when he issued a decree to take children from the best families and teach them "book learning", which was perceived by the ancient Russians as savagery and caused fear. Parents absolutely did not want to send their children to study, so students were enrolled in schools by force.

The first large school appeared in 1028 through the efforts of Yaroslav the Wise, who was able to gather 300 children and issued a command to "teach them books." Since then, the number of schools began to increase. They were opened mainly at monasteries and churches, and not only in cities, but also in rural settlements.

It should be noted that princes Ancient Russia were educated people, so they paid increased attention to teaching children and books.

Education and its level grew until the Mongol-Tatar invasion in the 13th century, which was of catastrophic significance for Russian culture, since almost all centers of literacy and books were destroyed.

And only in the middle of the 16th century did the rulers think about literacy and education again, and already in the 18th century education began to occupy a special place in the history of Russia. It was then that an attempt was made to create a state education system. Schools were opened and specialists in various sciences were invited from abroad, or Russian teenagers were sent to study abroad.

Only under Peter I, education and enlightenment, as well as their development, the opening of schools of various specializations (mathematical, geographical) became an important state task. Thanks to this, a system of vocational education arose in Russia.

With the death of Peter I, Russian education fell into decline, since his successors did not pay due attention to the sciences.

But if earlier only children of nobles and other noble families and families were allowed to study, then from the second half of the 18th century everything changed dramatically. Catherine II laid in the concept of "education" a completely different meaning - the education of the people.

The Ministry of Public Education was first created in 1802 by decree of Tsar Alexander I, the types of educational institutions were established: parish and district schools, gymnasiums and universities. Continuity between these institutions was established, the number of grade levels increased to 7, and it was possible to enter the university only after graduating from the gymnasium.

V late XIX and the beginning of the 20th century, questions began to be raised about the reform school education which very soon found themselves in the center of public attention. In this period Russian school, despite various difficulties and contradictions, experienced a period of growth: the number of educational institutions, the number of students in them increased, a variety of forms and types of education appeared, as well as its content.

The history of the development of education in the XX century

The destruction of the education system that existed at that time began after the 1917 revolution. The structure of school administration was destroyed, private and religious educational institutions were closed, and the screening of "unreliable" sciences and teachers began.

The idea of ​​the Soviet school was a unified system of free and joint general education. The advantages for enrolling in classes were given to peasants and workers, the system of socialist education developed, and schools were separated from churches.

The laws adopted in the 40s on education in Russia have actually been preserved to this day: teaching children at school from the age of 7, introducing a five-point grading system, final exams at the end of school and awarding excellent students with medals (silver and gold).

Russian education reform

V modern history In the Russian Federation, the education reform began in 2010 with the signing of a bill on a set of measures to modernize the education system. The official start was given in 2011 on January 1.

The main measures taken to reform education include:

• The introduction of a unified state exam(EEG) instead of the “unfair”, according to legislators, examination system that has been operating in Russia for many decades.
• Implementation and further development higher education at several levels - bachelor's and master's programs, aimed at bringing Russian education closer to European. Some universities have retained five-year training in some specialties, but today there are very few of them left.
• Gradual reduction in the number of teachers and educators.
• Reduction in the number of higher education institutions through their complete closure or reorganization, as a result of which they join stronger universities. This assessment was given to them by a special commission created by the Ministry of Education.

The results of the reform will not be summed up soon, but opinions are already divided. Some say that as a result of these changes, one of the highest quality and fundamental educational systems in the world collapsed. Since government subsidies have become much smaller, everything has come down to the commercialization of education at all levels of educational institutions. Others say that thanks to European standardization, Russian students have got a chance to work abroad, and the number of exam rigging has decreased in schools.

Structure

The education system in Russia consists of several components:

• State requirements and education standards developed on federal level.
• Educational programs, consisting of different types, areas and levels.
• institutions in the field of education, as well as teaching staff directly the students themselves and their legal representatives.
• Education management bodies (at the federal, regional and municipal levels) and advisory or advisory bodies created under them.
• Organizations dedicated to providing educational activities and evaluate its quality.
• Various associations working in the educational field ( legal entities, employers, public structures).

Legislation and legal regulation of education

The right to education for citizens of our country is guaranteed by the Constitution of the Russian Federation (Article 43), and all issues related to this are under the jurisdiction of the state and its subjects.

The main document regulating the education system is the federal law dated December 29, 2012 No. 273-FZ “On Education in the Russian Federation”.

According to the document, decrees, orders, resolutions and other documents in the educational sphere can be adopted not only at the federal, but also at the regional and municipal levels, as additions to the main national laws.

Standards and state requirements for education

All training standards are adopted at the federal level and are designed to provide:

• Unified educational process throughout the Russian Federation.
• Continuity of the main programs.
• A variety of program content at the appropriate level, the formation of programs of various directions and complexity, taking into account the needs and abilities of students.
• Guaranteed level and quality system of education within the framework of uniform mandatory requirements educational programs- according to the conditions and results of their study.

In addition, they are the basis on which the quality of education of students is assessed, as well as the timing of the training of a particular type of education.

Compliance with standards and requirements is a prerequisite for the implementation of basic education programs in preschool and other organizations engaged in educational activities.

State standards include, among other things, the requirements for basic educational programs:

For students with handicapped special requirements and standards are provided for, which are also available at the level of vocational education.

Education management in Russia

The education system is managed at several levels: federal, regional and municipal.

At the federal level, management is carried out by the Ministry of Education and Science of the Russian Federation, whose functions include the development of state policy and legal regulation in the educational sphere. Documents are accepted at the level of the President and the Government of the Russian Federation.

The Federal Service for Supervision in the Sphere of Education and Science (Rosobrnadzor) is engaged in licensing, attestation of educational institutions, attestation of scientists and university teachers, attestation of graduates, confirmation of documents on education.

Management of education at the regional level is under the jurisdiction of the ministries, departments of education formed in the constituent entities of the Russian Federation. Controls the implementation of federal and regional legislation in the field of education Rosobrnadzor.

At the municipal level, education management, as well as the implementation of federal, regional and municipal laws and requirements, are carried out by departments, departments and departments of education located on the territory of municipalities.

Types of education systems and forms of education

The modern education system in Russia is divided into several types.

• System preschool education(nursery, kindergarten).
• Primary (kindergarten, school).
• Basic (schools, gymnasiums, lyceums, cadet corps).
• Secondary (schools, gymnasiums, lyceums, cadet corps).

Professional:

• Average system special education (vocational schools, colleges, technical schools);
• Higher education system - bachelor's, specialist's, master's and staff training highest qualification(universities, academies).

Additional means:

• Specialized education for adults and children (palaces of children's creativity, art schools for adults and children).
• Vocational education (training institutes). It is usually carried out scientific organizations, institutions.

Education is divided into 3 main forms of education: full-time, or full-time; part-time (evening) and part-time.

In addition, education can be obtained in the form of external studies, that is, self-study and self-education, and family education. These forms also give students the right to pass final attestations in educational institutions.

The new forms of education that have emerged as a result of the reforms include: the network education system (getting education with the help of several educational institutions at once), e-learning and distance learning, which is possible using remote access to educational materials and passing final examinations.

Education and its educational and methodological support

The information base is the main tool for organizing the educational process. It reflects not only the ways of building educational process, but gives a complete picture of the amount of learning content that is to be mastered.

The main goal pursued is the implementation of the requirements of state educational standards to provide all students complete set training and teaching materials for all forms of education.

The issues of educational and methodological support of the education process are supervised by the Ministry of Education and Science of the Russian Federation. It also approves the federal list of textbooks and their content. According to the order of the department, all school textbooks must also have an electronic version containing multimedia and interactive elements.

Well-established educational and methodological support allows you to systematize methodological, regulatory materials; analyze and improve the efficiency and quality of training sessions; build an objective system of assessing the knowledge of students and graduates.

Education spending

V last years the system of general education in Russia, its renewal and improvement is one of the highest priority tasks of the state, despite the economic difficulties. In this regard, subsidies allocated by the Government are growing from year to year.

So, for example, if in 2000 more than 36 billion rubles were allocated for the development of education, then already in 2010 - 386 billion rubles. budget injections. At the end of 2015, the education budget was executed in the amount of 615,493 million rubles.

Development of the education system

The concept was set out by the Government of the Russian Federation in Decree No. 497 of May 23, 2015 “On the Federal target program development of education for 2016-2020”.

The program is aimed at creating a number of conditions for the effective development of education in Russia, aimed at providing affordable quality education that will meet the modern requirements of a socially oriented society as a whole.

The tasks to achieve this goal are:

• Formation and integration of structural and technological innovations in secondary vocational and higher education.
• Development and implementation of a set of measures to develop an effective and attractive system additional training children, scientific and creative environment in educational institutions.
• Formation of such an infrastructure that would provide conditions for the training of highly qualified personnel in the conditions of the modern market.
• Formation of a demanded system for assessing the quality of education itself and its educational results.

The implementation of the Program is divided into 2 stages:

• 2016-2017 – approbation and implementation of measures initiated since the start of the Federal Education Reform.
• 2018-2020 - changing the structures of education, distribution of new educational programs, introduction of new technologies and much more.

The Consequences of the Reform and the Problems of the Development of Education in Russia

Russian education, which was underfunded in the 90s and has been undergoing fundamental changes since 2010, according to many experts, has begun to lose much in quality. Here we can single out a number of problems, due to which education not only does not develop, but slides down.

Firstly, the social status of teachers and instructors has decreased. This applies not only to the degree of respect for such work, but also to the level of payment and social state guarantees.

Secondly, a powerful bureaucratic system that does not allow young and talented scientists to receive scientific degrees and titles.

Thirdly, the elimination of educational criteria and standards that have been built up for decades, and from that they have become transparent and accessible to everyone who is interested.

Fourthly, the introduction of the EEG as an exam, which boils down only to assessing the student's memory in certain subjects, but in no way contributing to the development of logic, creative thinking.

Fifth, the introduction of new types of education systems: undergraduate (4 years) and master's (6 years). The departure from the specialist's degree programs (5 years) has led to the fact that now 5-year programs are cut to a minimum, and master's programs are replete with additional and often completely unnecessary subjects for teaching a future undergraduate.

The current education system is based on teaching the skills that make it possible to live comfortably in a relatively static world. Traditional ethical principles, proven formulas, established facts.

2) What goal should be implemented in the new education system? What old and new function should it perform?

The new education system must be built on teaching skills that make it possible to live comfortably in a dynamic world. The old function of education - the transmission through generations of traditions, an established culture remains. But it is complemented by a new function - learning to change culture, to predict ... in order to increase beneficial and reduce harmful consequences ...

Time and method must come into the content of education. Today, a student receives knowledge outside the context of time and without understanding how they were obtained ... Instead of memorizing facts - the ability to work with information. Even more precisely: the ability to work with information in the face of its lack, as well as an excess of low-quality information. The ability to see information in the system and formulate in contradictions.

Today, a student receives knowledge outside the context of time and without understanding how they were obtained ... Instead of memorizing facts - the ability to work with information. Even more precisely: the ability to work with information in the face of its lack, as well as an excess of low-quality information. The ability to see information in the system and formulate in contradictions.

The author considers work with information to be an important method of the new education system, because students nowadays receive ready-made information for memorization, therefore, they do not know how to search and process information themselves, and this is very important in today's dynamic world. In addition, with the advent of the Internet, where there is an incalculable amount of information, a person needs the skill of filtering it and the ability to work with information presented in various formats.

4) Give an example of a situation,
a) lack of information: Grandmother wants to choose a new phone to call her children (assume they are in another city), but she does not understand the functions / characteristics of phones, therefore, it is difficult for her to choose due to lack of information.

b) an excess of low-quality information: The girl liked some boy and she decides to find out about him from her friends / acquaintances. Some tell her one information, others - another, in the end, neither one nor the other said anything sensible, because of the large number of low-quality information, she never learned anything.