Reforming the education sector in developed countries. Main directions of education reform. Bologna Declaration and its implementation in the Russian Federation. Test questions and assignments

The reform of secondary (general) education began with the introduction of the Unified State Exam (USE). The Unified State Examination is an examination in individual subjects that all graduates of a comprehensive secondary school must take. The unity of these exams lies in their two features:

a) their results are simultaneously taken into account in the school certificate and upon admission to universities,

b) when conducting these exams throughout Russia, the same type of tasks and a single rating scale are used, which makes it possible to compare all students

The quality problem, exacerbated by the introduction paid education, the non-state sector of higher education, numerous branches of state universities - this problem today is the main danger for discrediting Russian higher education both within Russia and abroad.

In November 2004, the ministry decided to move to a two-level higher education system (4 years bachelor's degree + 2 years master's degree). At the same time, a break is possible between a four-year bachelor's degree and a two-year master's degree. According to the official version, such a scheme will help the student consciously choose a path for further education.

Another problem is the reduction budget places in Russian universities.

On September 1, 2013, with the exception of certain provisions, it came into force Federal law dated December 29, 2012 No. 273-FZ “On Education” (hereinafter referred to as Federal Law No. 273-FZ).

Thus, we can distinguish main directions of reforming the education sector.

The state policy in the field of education becomes the policy of the subsidiary state (state responsibility); however, along with state educational institutions, alternative ones arise and operate, incl. and private.

Bringing the education system, including higher education, out of the financial crisis and ensuring its stable development. The level of funding should not be lower than the average level of leading countries in which spending on education is considered a social priority.

Raising the average educational level of the country's population to the level of the most developed countries. The goal is to increase the level of coverage of children and youth in preschool, complete secondary and higher education to the level of developed countries.

To solve these problems, it is necessary to introduce universal secondary education in Russia lasting at least 12 years as a necessary condition for the development of higher education.

A transition is being made to normative budget financing, and payment for each student must be made in a targeted, individual manner. Budget funds for the implementation of educational projects are planned to be distributed on a competitive basis, both between state and non-state educational institutions. The regulatory framework in the field of education is developing. Approved standard provisions about all the main types and types of educational institutions; state educational standards for secondary and higher vocational education.

The implementation of state social guarantees for students is expressed in the realization of the rights of citizens to free general education. It is necessary to ensure equal access to higher education for all young people who meet the competitive requirements for entering universities, regardless of their mother’s age. ial position parents. Creating an effective talent search system and ensuring the admission of talented youth to the most prestigious universities in Russia.

The task of constantly increasing the proportion of people with higher education has been defined

There is an expansion of the autonomy of educational institutions (especially higher educational institutions) in determining the content of curricula and programs in the main areas of training as the main guarantee of their timely updating or replacement with new ones in connection with the new requirements of science, technology and technology.

BOLOGNA DECLARATION

The Joint Declaration of the European Ministers of Education was adopted in Bologna on June 19, 1999

It was signed by ministers of 29 European countries. The Declaration is based on the statement made at the Sorbonne on May 25, 1998, at the initiative of France, Germany, Great Britain and Italy; it points out the main role of universities in the development of European culture, strengthening intellectual, cultural, social, scientific and technical potential, creating a “European knowledge” base, as well as maintaining stability, peace and democracy throughout Europe. The statement emphasized the need to create a European higher education sector that would promote the mobility and employment of citizens, as well as the development of the continent as a whole. In the statement, the ministers committed themselves to take political steps to achieve a number of goals, the most important of which are:

– adoption of a system of academic degrees that is easy to read and understand;

– adoption of a system that would be based on two types of educational programs – programs of higher professional educational institutions (leading to a bachelor’s degree) and programs of academic universities (leading to a master’s degree);

– promoting the removal of obstacles to the free movement of students, teachers, as well as researchers and workers in the field of higher education;

– formation of a European quality assurance system.

The following goals, as of paramount importance for the creation of an educational space in Europe and increasing the international prestige of European higher education, were identified in the Bologna Declaration:

– introduction of a system of precisely defined and comparable degrees, including through the introduction of a diploma in order to facilitate the employment of graduates and increase the international competitiveness of the European higher education system;

– introduction of a two-stage higher education system: basic and postgraduate. Access to the second stage requires successful completion of the first stage of study, lasting at least three years. The degree obtained after the first stage of study is recognized on the European labor market as a sufficient level of qualification;

– adoption of a credit system – similar to the ECTS system– as a means of ensuring broad student mobility. Credits can be valid at any level of the education system, including continuing education, provided they are recognized by all host educational institutions;

– stimulating mobility and creating conditions for free movement:

– for students – ensuring access to education, training and related services;

– for teachers, researchers, administrative staff – recognition and assessment of their work in European countries without infringing on their legal rights;

– development of European cooperation in the field of quality control in order to develop comparable criteria and methodologies;

– development of European aspects of higher education, especially in areas such as curriculum development, inter-university cooperation, mobility plans, education, training and research programmes.

At that time, the document was signed by the following states: Austria, Belgium (Flemish community), Belgium (French community), Bulgaria, Great Britain, Hungary, Germany, Greece, Denmark, Ireland, Iceland, Spain, Italy, Latvia, Lithuania, Luxembourg, Malta , Netherlands, Norway, Poland, Portugal, Romania, Slovak Republic, Slovenia, Finland, France, Czech Republic, Switzerland, Sweden, Estonia.

The Bologna Declaration is a public commitment by 29 countries to reform the structure of their higher education systems towards convergence.

Reforming the education sector - myths and reality

The exacerbation of old and the emergence of new problems in the Russian education system occurred against the backdrop of constantly renewed attempts to reform this system. Some of them (decentralization of management and variability of education) were implemented and led to a significant deterioration of the situation in this area. Others (in particular, the transition to financing general education according to the standard cost per student) were not implemented due to the insufficiency of budget funding in general and differentiation in its volumes by region of the country, which has increased significantly in recent years, including as a result of the “successful "implementation of the principle of decentralization of management.

The next stage of reforming the education sector was proposed by the developers of the Development Strategy Russian Federation until 2010" and the "Concept of Reform" developed on its basis Russian education until 2010." The latter was approved by the Government of the Russian Federation in October 2001. One of the main principles of the concept of education reform is to increase the "participation" of the population in the financing of educational institutions. The indicators given by the authors of these documents make it possible to calculate what is predicted for 2010 - with the implementation of this approach - the ratio of budgetary and extra-budgetary expenditures on education. According to these calculations, state budget expenditures will amount to about 60% of all expenditures on education, public funds - about 30% (with employers' expenditures - about 10%). education (60-40) differs significantly from that adopted in economically developed countries (see Fig. 3) with a significantly higher level of income of the population (and, no less important, significantly less differentiation in income), as well as a large share in the structure private expenses of employers and patrons.

Figure 3. Structure of education expenditures, % (1997)

The validity of the proposed expansion of tuition fees for education seems to us extremely doubtful. Firstly, the authors of these documents significantly (about 2 times) overestimate the population’s existing expenses for paying for educational services. At the same time, the amount they cite of so-called shadow expenses that do not go to educational institutions (payment for tutors by parents of university applicants) - 0.75% of GDP, or more than 50 billion rubles in 2000 - does not stand up to criticism at all. Per one applicant, this amount is comparable to the amount of expenses for the entire period of study at a university in a paid department. Secondly, the possibilities for growth in household spending in the next 10 years are significantly overestimated. The authors' expected growth in comparable prices by 3 times (and per student by about 4 times, taking into account the demographic forecast) with the projected growth of average incomes of the population is, in principle, possible only with a sharp reduction in income differentiation. The observed trends, as well as the decisions taken by the government (in particular, the introduction of a flat income tax scale and a regressive social tax scale) exclude such a change in the structure of the population by income group. And finally, thirdly, and what seems most important, the implementation of this principle will inevitably lead to further degradation and deformation of Russian education.

The expansion of fees in vocational education in the current labor market has already led to a significant “disconnection” between the needs of the economy and the orientation of the vocational education system. The proposed expansion of fees in general education, which is currently much less commercialized (Table 8), can only lead to the final disintegration of general education into elite and mass. The degradation of the latter clearly follows from the specific provisions of the concept of education reform. This, in particular, is the establishment of only minimum educational standards, according to which the financing of education should be carried out by the state. Moreover, these standards should ensure “unloading” of the content of school education while simultaneously strengthening its humanitarian orientation. In other words, the quality of education in disciplines that determine the country’s competitiveness, such as mathematics and natural sciences, in public schools will inevitably decline. In this regard, it should be noted that one of the goals of the reform of secondary general education announced in the United States is to significantly improve the quality of mathematics training for schoolchildren. The main goal of this reform is to equalize the level of training of students (“No Child Left Behind”).

Table 12. Ratio of public and private (population)* expenditures on education in the Russian Federation, in %


	State budget	Population	state budget	population
All expenses
including:
for general (preschool and school) education
for higher and secondary special education
Of which for higher education

*Excluding employers' expenses

Note: indicators in Table 12 are calculated based on data on the execution of the state budget, Goskomstat indicators on the volume of paid educational services, the number of students in private schools and paid students in secondary secondary schools and universities, the cost of children’s stay in preschool institutions, expert assessments of the cost of education in fee-paying schools and students studying on a fee basis in secondary educational institutions and universities.

“Unloading” the content of school education is necessary, according to the authors of this concept, in the interests of students’ health. It is quite common to believe that the recent deterioration in the health of school-age children, as well as the fact that many schoolchildren are now not mastering a significant part of the content of the subjects taught to them, is explained by the exceptionally high educational load of Russian schoolchildren. This explanation seems to us very controversial. The deterioration in the health of children reflects the general trend of deterioration in the health of the Russian population, which is explained, in particular, by a sharp drop in income and, accordingly, a deterioration in living conditions, including nutrition, of a significant part of the population and, first of all, families with children. At the same time, as we noted above, TIMSS research data showed that the level of training of Russian schoolchildren directly depends on the level of material well-being of families. As for the teaching load, according to the same TIMSS study, the average teaching load (net lesson time per year) on average for the 38 countries participating in this study was 1022 hours, and in Russia - 870 hours.

No less controversial, including to many experts in the field of education, are such innovations proposed in this concept, such as the introduction of a unified final exam in secondary schools and the financing of universities on the basis of the so-called state registered financial obligations (GIFO), or educational vouchers. To the best of our knowledge, the experience of using the latter is limited to only one US state in funding secondary schools. They have never been used anywhere in the financing of higher education.

18 - Development Strategy of the Russian Federation until 2010 - M., 2000.
19 - The concept of reforming Russian education until 2001 - M., 2001.
20 - Blue Paper on Education. Washington, 2001.
21 - Tipenko N.G. Institutional transformations in education. Dissertation for the degree of Candidate of Economic Sciences. M., 2001.

Education reforms in our country have acquired the status of state policy. The organizational basis of state policy in the field of education was the Federal Education Development Program, adopted by the State Duma in April 2000. The program determines the strategy for the priority development of the education system and measures for its implementation, and also provides for ensuring the normal functioning and sustainable development of the system.

The main goal of the Federal Program is to create organizational, institutional and substantive foundations for implementing the principles of state policy in the field of education.

The concept of modernization of education has determined the leading directions in the development of the economics of education:

· transition to regulatory financing;

· modernization of interbudgetary relations, restoration of state responsibility for general education institutions;

· reforming wages in accordance with the characteristics of the industry;

· development of economic independence of educational institutions and their extra-budgetary activities.

Introduction of regulatory (per capita) financing – one of the key directions of the federal strategy for modernizing education.

In general, per capita financing implies reimbursement (by providing subsidies) of an organization’s expenses for the provision of standardized services to specific categories of consumers according to uniform standards, calculated administratively, including in accordance with approved industry standards of financial costs for the provision of state (municipal) services. services.

The main goal of introducing regulatory per capita financing is to ensure that the volume of budget funds (subsidies) is determined for organizations providing state (municipal) services in accordance with state (municipal) assignments, using uniform methods by multiplying the standard cost of a unit of state (municipal) services by the number of services provided.

One of the key ideas of modernization is to ensure equal starting opportunities for students. Therefore, expenses should be financed not for the educational institution, but for meeting the educational needs of a particular student. This is the essence of regulatory funding in education. The budget of an educational institution should be simple and transparent: how many students and their parents chose this educational institution, the amount of financial resources it should receive. A widespread shift to regulatory funding, where money follows the student, will lead to systemic changes in education.

The system of general secondary education is switching to the principles of normative financing. So far, the standard only affects what is related to educational activities (salaries of teachers, costs of materials and equipment, etc.) However, the maintenance of buildings and structures is still financed in fact, although, of course, the highest total costs per student fall precisely on this article.

The transition to normative financing began with the general secondary education system, but, of course, should extend to other types of educational institutions. The transition to 12-year secondary education, the introduction of a unified standardized federal final exam, which allows a school graduate to enter any university without an exam if they obtain the required number of points, and along with this comes funding for the student.

The transition to normative per capita financing in education, in essence, brings the nature of relations in the education system to a state adequate to the nature of relations in a market economy.

There are many unresolved problems in the relationship between educational institutions and authorities at various levels. Bills establishing standards for delimiting the functions of government bodies at the federal, regional and local levels have classified school education as issues of local importance, which, of course, complicates the process of reforming inter-budgetary relations in the education system, can weaken state responsibility for the functioning and development of the education system, and deteriorate the quality of educational services.

However, the adopted law “On Amendments to Certain Legislative Acts of the Russian Federation Regarding Financing educational institutions" and "On the state standard of education" establish legal norms of financing on a regulatory basis in volumes that allow the implementation of the education standard established by the state.

Comprehensive schools should be financed on the basis of federal, regional and local standards, but the lack of federal standards as a result hinders the transition to regulatory funding.

Thus, one can see the struggle between two directions in state policy in the field of education. In one case, through the normative nature of financing, the introduction of state standards, and the reform of inter-budgetary relations, conditions are created for building an effective economic system in education, allowing for the implementation of the principles of equal opportunities in obtaining a quality education. In another case, due to the desire to minimize federal budget costs to support regional budgets in the field of social costs, to equalize commercial and non-profit organizations in tax policy, to tighten control over the planning and expenditure of funds in the budgetary sphere, there is a tendency to minimize budget financing and deterioration of conditions for extra-budgetary activities, which ultimately forms a two-level education system: a poor budgetary one and a better-off commercial one, which, of course, is unacceptable.

Thus, we can distinguish main directions of reforming the education sector.

Raising the average educational level of the country's population to the level of the most developed countries. For example, in a number of countries more than 80% of the population aged 25-64 years have completed secondary education, i.e. graduated from 12-13 year high school). Of course, there are countries in which less than 50% of the population of this age group has completed secondary education. In countries such as Canada, USA, Norway, Sweden, more than 25% of the population aged 25-64 years have higher education. The focus should be on achieving this level. public policy Russia in the field of education.

The goal is to increase the level of coverage of children and youth in preschool, complete secondary and higher education to the level of developed countries.

To solve these problems, it is necessary to introduce universal secondary education in Russia lasting at least 12 years as a necessary condition for the development of higher education. According to UNESCO, the duration of school education (primary + secondary) in the world is as follows: 10 years of study in 8 countries; 11 years – in 35 countries; 12 years – in 124 countries; 13 years – in 47 countries; 14 years – in 5 countries. Thus, countries with 12 years or more of schooling account for 80%.

As part of the ongoing reform in the field of education, the possibilities for choosing variable forms of education (lyceums, gymnasiums, colleges, specialized classes, etc.) are expanding. In parallel with the free education system, there is paid education at all levels from kindergartens to universities. Constantly develop incentives for the non-state sector of higher education as an equal part of the Russian higher education system.

A transition is being made to normative budget financing, and payment for each student must be made in a targeted, individual manner. Budget funds for the implementation of educational projects are planned to be distributed on a competitive basis, both between state and non-state educational institutions. The regulatory framework in the field of education is developing. Standard provisions on all main types and types of educational institutions have been approved; state educational standards for secondary and higher vocational education.

The implementation of state social guarantees for students is expressed in the realization of the rights of citizens to free general education. It is necessary to ensure equal access to higher education for all young people who meet the competitive requirements for entering universities, regardless of the financial situation of their parents. Creating an effective talent search system and ensuring the admission of talented youth to the most prestigious universities in Russia.

The task of constantly increasing the share of persons with higher education (including university and non-university education) in the total labor force has been defined. For example, in countries such as Canada it is 51%, the USA - No. 5, Belgium - 31%, Germany - 26%, Great Britain - 24%. This requires a sustainable increase in the number of students, both in absolute and relative terms, as much as the demographic situation in Russia allows. Countries with the number of university students per 10 thousand people exceeding 200 people can serve as reference points. These include: Canada (354); Spain (344); USA (341); Austria (321); New Zealand (314) and others.

It is necessary to enter and subsequently consolidate Russia’s position in the global market of educational services by increasing the share of foreign students in the country’s total student population to the level achieved by leading countries. For example, the share of foreign students in the total student population in Austria and Switzerland is 11%, in Belgium - 10%, more than 5% in Australia, Great Britain, France, Germany, Norway. One of the main tasks is to preserve the unified educational space of the Russian Federation and strengthen the common educational space of the CIS member countries.

One of the main directions of reforming the education system is to improve the quality of education at all levels by tightening the requirements for the qualifications of teachers and teaching staff, objectively assessing their work, developing and implementing effective mechanisms for stimulating their activities and raising social status, introducing innovative technologies into the educational process teaching methods and new information technologies.

It is necessary to integrate fundamental research carried out at universities and institutes of the Russian Academy of Sciences, and other state and public academies, to strengthen ties between higher educational institutions and production in order to quickly implement the achievements of fundamental sciences in new technologies and the production of competitive products.

One of the directions of reforming the system of higher professional education is transition to a multi-stage education system, the essence and content of which can be represented as follows.

In the early nineties, many universities and technical universities in Russia began to introduce a system of multi-level higher education, which is designed to diversify the existing system and give it greater variety. As a basis new structure Higher education took the multi-stage US system, which in the process of its development absorbed the best world experience, transformed it in relation to its socio-economic conditions and became a standard that many countries strive to achieve.

For Russia, this system is of undoubted interest, since, due to its flexibility, it allows for rapid adaptation to changing socio-economic conditions. However, the Russian education system has its own specific differences and should not blindly copy the American structure. In particular, the American system is based on diverse forms of secondary education. Our educational system has only recently been enriched with new school institutions such as lyceums, colleges, gymnasiums, etc. Due to their small number, they are not yet decisive in shaping the level of training of applicants.

Currently, two leading forms of organizing education in universities have emerged:

a) specialist training system, as a rule, with a five-year period of study - this is a traditional education system;

b) two-level training(bachelor's and master's levels) with a duration of study, as a rule, 4+2 years, respectively.

In our country, for almost eighty years, a system of training specialists has been formed and is functioning steadily. The five-year training period turned out to be very effective, as proven by many years of experience in the domestic educational system.

However, such training is not without its drawbacks: the rather short training period does not allow the development of a wide system of special courses, especially those not in the main profile of knowledge, etc.

In the world practice of education, a two-level education system exists and is developing: bachelor's degree with a duration of study of 4 years and master's degree with training period 2 year. The bulk of students (up to 80%), as a rule, “settle” at the undergraduate level. The bachelor's level of knowledge in many cases makes it possible to satisfy society's need for professionals of this level. This means that the fifth year for a large mass of graduates is, as it were, superfluous. However, this is true only for some specialties and for a certain level and complexity of tasks. The economic factor - “savings due to the elimination of the fifth year of study” - must be assessed from the position of the readiness of the “undergraduate mass” to solve a certain level of problems in the future!

In our country, technical schools are like secondary specialized educational institutions (ssuz), actually solved the educational problem of a bachelor's degree and thereby represented, as it were, the first level of two-level foreign education.

The introduction of master's programs creates a different structure of higher education in the country, since it cuts off many from “real” higher education for the following reasons:

A) psychological- the bachelor already has a higher education, i.e. motivation to study at a higher level sharply weakens (“Maybe a master’s degree is not needed?”, “I’ll get by with this!”);

b) economic- master's degree is paid for everyone. This means the economic elimination of the mass contingent of students;

V) strategic- while remaining at the bachelor’s level, the student does not use the energy of youth in a timely manner, loses the pace of learning, and in a more mature age it is usually difficult to correct this decision.

In Russia today there are two education systems: training of specialists and a two-level education system. Reducing the domestic five-year education system to only a four-year one at the bachelor's level, of course, is a step backward and sharply reduces the effectiveness of domestic education. The introduction of six-year education (4+2 years of study) generally increases the level of university education, but only for 20% trainees.

This correlation between the domestic education system and foreign two-level education encourages us to search for ways to find a compromise solution to this problem.

The combination of the domestic system of training specialists and the two-level system can be done as follows.

1. A two-level combined single-profile education system (4+2 years of study) is being created.

2. First level - bachelor's degree. It ends with the defense of the final work and receipt of a state diploma, which indicates receipt of the first higher education.

3. Second level - master's degree. This level consists of two steps: First stage- 5th year of study, which ends with the defense of a state diploma and obtaining the qualification of a specialist in the relevant specialty.

The thesis in the specialty is a qualifying work that indicates practical and theoretical training of a master's specialist.

Second stage- 6th year of study, which ends with the defense of the final work and the awarding of the academic degree “Master of Science”. " or "Master of. " In the sixth year of study, research, methodological, etc. are carried out. final university preparation.

Practically and on the basis of the existing six-year training in this area-profile, some graduates are able to complete a Doctor of Philosophy dissertation.

This compromise solution does not destroy any of the compatible systems. Moreover, it significantly enriches and expands the capabilities of each of them. The system for training specialists remains. After four years of study, defending a final thesis and receiving a bachelor's degree, the graduate can leave the university with a first higher education. However | student can continuously continue studying in the 5th year, defend a diploma and obtain a specialist qualification, as well as a certificate of completion of studies at the 1st stage of a master's program.

The first five years of continuing education are based on a budget.

Second stage second education is always paid. Duration of training is 1 year. However, after a bachelor’s degree it is possible immediately, i.e. continuously or with some interruption, enroll in a two-stage paid master's program with a duration of study of two years. Thus, the preparation of a specialist and the defense of a diploma in the specialty are bypassed.

In a two-year master's program, however, two basic teaching methods are used: practical and technological in the first year of study and theoretical, research in the second year.

The main problems of the “combined system” are as follows:

a) the basic set of bachelor’s degree disciplines, on the one hand, must contain the academic disciplines necessary for a possible master’s degree, and on the other, have appropriate completion at the bachelor’s level;

b) the educational process of two-level education should be created on the basis of interconnectedness, i.e. the list of all undergraduate and graduate disciplines is a logically interconnected pyramid of knowledge, which is divided into levels and steps without loss of logic and the necessary content of training;

c) the interconnectedness of the principle of constructing the learning process means, first of all, that all previous knowledge is necessary fragments of subsequent stages and levels of learning;

d) the principle of interconnectedness makes it possible to implement a strict logic in constructing curricula, eliminating duplication, and most importantly, combining the interests of all levels and stages of education.

The bachelor's training program is designed to obtain (in no less than 4 years) higher professional education, initial research skills and, at the same time, professional mobility, the ability to quickly enter different types labor activity.

The specialist program (at least 5 years) is designed for industrial economics; it prepares a person for professional activity in a specific field, and prepares a narrow specialist. This training scheme was indispensable in a planned economy and targeted training, when the graduate knew the place of his future work.

Today, when there is no graduate distribution system, just as there is no administrative-command economy, holders of bachelor’s diplomas (and bachelor’s diplomas of higher education are absolutely full) are in no worse position than holders of specialist diplomas. Bachelors with good fundamental training successfully apply for any economic position, and, if necessary, then receive a narrow specialized education taking into account the needs of the organization.

The purpose of training at the master's stage is to prepare high-class specialists with broad scientific potential, ready for research, scientific and pedagogical work and to continue their studies in graduate school and doctoral studies.
Thus, it should be recognized as fair that the main thing in educational reform is considered to be a change in the content of education, its new content, which allows creating the necessary conditions for identifying and shaping the creative individuality of a future specialist. It is not the diploma (or not only the diploma) that should be converted, but the content of education, correlating it with existing world standards. At the same time, this must be done carefully, not allowing thoughtless destruction of the fundamentality, globality of the current national educational system, denying or ignoring the accumulated positive experience, but, on the contrary, taking into account and using it as much as possible, preserving established domestic traditions.

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Introduction

Conclusion

References

Introduction

IN modern world Scientific knowledge is becoming increasingly important. Only those countries where education and science are developing dynamically can lay claim to a worthy place in the world. In advanced countries, science has already become the main productive force. The annual turnover on the global market for high technologies and knowledge-intensive products is several times higher than the turnover of the raw materials market. Every dollar invested in science in the West produces several tens of dollars in net profit. Dynamically developing science constantly accelerates all economic processes. In developed countries, science and education are the main source and factor of economic growth and high living standards

Of course, caring for the education of the population is one of the most important strategic tasks of the state. Recently, the Russian authorities are seriously concerned that many domestic graduates are not working in their specialty, the Russian education system does not meet international standards, the financing of higher education does not follow market laws, and the remuneration system for teachers and lecturers clearly leaves much to be desired.

In the next few years, serious changes are expected in Russia related to the modernization of the education system: bringing Russian standards into line with European standards, introducing funding for universities on the principle of “money follows the student,” wider introduction of the Unified State Exam and much more. It is assumed that the package of laws ensuring reforms legislative framework, will enter State Duma already this spring session. Most likely, the passage of the bills will not be easy: deputies, like their voters, are quite wary of changes associated with education reform, and, probably, parliamentarians, like society, will be divided into two camps - supporters and opponents of modernization.

The purpose of the work is to generalize and highlight the features of reforming the education system in Russia.

In accordance with the set goal, the following main tasks were solved:

Consider the current state of the education system

Study the reform of the education system in Russia;

Analyze trends in the development of the Russian education system

The object of research is the system of educational development in Russia.

The subject of the study is the features of reforming the education system.

1. Current state of the education system, goals and stages of its reform

Fundamental changes in the socio-economic life and state-political structure of the Russian Federation have necessitated educational reform. During the first stage of its implementation, the domestic education system freed itself from the legacy of totalitarianism and became more open, democratic and diverse.

However, the implementation of educational reform was hampered by the difficulties of the transition period. These difficulties are due both to the reduction in production volumes and national income, which made a temporary reduction in budget funding for education inevitable, and to the delay in creating a new organizational and economic mechanism for the educational sector itself. These reasons led to the unsatisfactory state of the material base of educational institutions, caused delays in remuneration of teaching staff, and affected the organization and quality of the educational process. Financial stabilization and a trend toward economic growth make it possible not only to overcome emerging difficulties, but also to begin a new stage in reforming the education system.

The new stage provides for profound changes in the activities of educational institutions. The content and structure of the education system needs to be radically updated. It is necessary to create conditions for the development of scientific research, strengthen the system of social guarantees provided to the staff of educational institutions, and ensure the improvement of student health. One of the key aspects of the reform is the creation of a new organizational and economic mechanism that meets the conditions of a modern market economy and is designed to ensure the attraction and rational use of resources necessary for the development of education.

Reform of the education system will be carried out in three stages: experimental, designed for a year and focused on the selection of promising innovations; short-term, which will cover the period until 2001 and will focus primarily on urgent measures to stabilize the socio-economic situation in the field of education and create organizational, personnel, legal, financial and logistical prerequisites for the full-scale deployment of the reform; medium-term, until 2005 inclusive, when it is planned to ensure the implementation of the main part of the planned transformations.

The new stage of the reform will be implemented on the organizational basis of the Federal Program for the Development of Education in Russia, coordinated by the Ministry of Education of Russia, regional, local and departmental education authorities with active and largely independent actions teaching staff of educational institutions of all types, boards of trustees and parent councils of educational institutions. It is advisable to revise the Federal program in accordance with the main provisions of this Concept. Private and public initiatives are called upon to play a huge role in reform, as well as the support of families and employers, interested business, state-political and other public circles.

As a result of reforming the education system, it is expected to quickly eliminate the preconditions for social tension in educational institutions, normalize their financing, and create conditions for improving the organization and improving the quality of the educational process.

2. Reform of the education system in Russia

In Russia, education reform has been underway for several years now, which is now increasingly called the more politically correct word “modernization.” These transformations did not go unnoticed in society, which was divided into their supporters and opponents. In 2004, the problems of domestic education began to be discussed in the highest echelons of power. In particular, President Vladimir Putin paid great attention to them in his Address Federal Assembly RF. And at the beginning of December 2004, the Government of the Russian Federation approved the priority directions for the development of the national education system, prepared by the Ministry of Education and Science of the Russian Federation. Prime Minister Fradkov also highlighted three main areas of reform: ensuring access to education for all segments of the population, improving the quality of teaching and improving funding for the sector.

The essence of the reform boils down to the introduction in Russia of a two-level system of higher education (bachelor and master), the creation of a preschool education system, reducing the weekly load on school students, giving them the opportunity to choose those subjects that are more necessary for them in the future, and receive additional education.

The transition to a two-tier system is the task of the Bologna process. In 1999, in the Italian city of Bologna, a joint declaration was signed by the ministers of education of a number of European states, announcing the creation of a pan-European educational space. The countries that signed this declaration committed themselves to develop comparable national education systems, criteria and methods for assessing its quality by 2010, and to cooperate on the recognition of national educational documents at the European level.

In general, the Bologna process provides for a set of interrelated measures aimed at bringing together educational systems and methods for assessing the quality of knowledge, academic degrees and qualifications in European countries. As a result of all the changes, students should have greater freedom in choosing their place and program of study, and the process of finding employment in the European market will become easier.

In September 2003, Russia joined the Bologna Declaration. But it will be very difficult for our country to join the pan-European process, since the domestic educational system is traditionally far from the foreign one. In particular, the difficulty lies in the system of training Russian certified specialists. The transition to a two-level education system began in many Russian universities back in 1992, but it is not popular among us.

First of all, many people found it incomprehensible to have a bachelor’s degree, which most Russians continue to consider as a certificate of incomplete higher education. Domestic bachelor's programs, which differ significantly from Western ones, are also problematic. Over the four years of study, Russian universities, with rare exceptions, do not provide their bachelor graduates with complete knowledge in their specialty, sufficient for them to be able to use it in practical work, since more than half of the academic hours are devoted to teaching fundamental disciplines. As a result, most students, after receiving a bachelor's degree, continue their studies and receive traditional Russian specialist diplomas or become masters.

In addition to Russia’s two-level system, in order to fully enter the pan-European educational space, it will soon be necessary to adopt a system of credit units for recognizing learning outcomes, as well as a similar European supplement to a diploma of higher education, and organize a system comparable to the European one for ensuring the quality of educational institutions and university programs.

In addition, the modernization of education involves a new form of financing, including a transition to the so-called normative per capita method, when “the money follows the student.” However, there can be no talk of privatization of the educational system and the widespread introduction of paid higher education in the near future. At the same time, the Ministry of Education proposes to give, in particular, secondary school teachers the opportunity to provide additional paid services to students.

Perhaps no other area of modernization of the domestic higher education system has caused as much controversy as the introduction of a unified state exam. The experiment to introduce the Unified State Exam has been going on in Russia since 2001, and every year more and more regions of the Russian Federation take part in it. And all this time, the confrontation between supporters (among them officials, directors of secondary and secondary specialized educational institutions) and opponents of the unified state exam (which included most of the heads of higher education) continued. The arguments of the former were that the Unified State Exam is an effective tool in the fight against corruption in universities; it is capable of objectively identifying the level of knowledge of students and the level of teaching in schools in various regions of Russia, as well as making it more accessible for young people from the outback to enter elite higher educational institutions. Opponents of the Unified State Exam pointed out that it completely excludes a creative approach in the selection of future students by universities, which, as is known, is best implemented during a personal conversation between the examiner and the applicant. In their opinion, this risks the fact that not the most gifted students will get into higher education, but those who managed to prepare correctly and answer most of the test questions.

However, during which the experiment lasted, the opposing sides unexpectedly took a step towards each other. The rectors recognized that the Unified State Exam really helps children from remote places in Russia get a higher education, and that the work of admissions committees has become less labor-intensive and more transparent. And supporters of the experiment realized that corruption had migrated from universities to secondary schools, that the introduction of the Unified State Exam was associated with a number of organizational difficulties, that the unified state exam cannot be the only form of testing the knowledge of applicants, and listened to the arguments of rectors who had long talked about the need to provide benefits to applicants to universities for the winners of Olympiads, including regional ones.

Previously, it was assumed that the Unified State Exam would be officially introduced throughout Russia in 2005. However, the shortcomings identified during this experiment led to the fact that, on the initiative of the Minister of Education and Science Andrei Fursenko, the experiment was extended until 2008.

The experiment related to the introduction of state registered financial obligations (GIFO) related to the Unified State Examination has also been extended. The essence of the GIFO is that, based on the results of the points scored during the Unified State Exam, a graduate is issued a cash certificate, which is intended to pay for tuition at the university. Unlike the Unified State Exam, this project was less promoted and information about it rarely became available to the general public. Perhaps this is explained by the fact that over the several years during which the experiment lasted, more questions appeared than answers.

Initially, it was obvious that the GIFO was an expensive project, so it was carried out on a smaller scale than the Unified State Examination experiment. Only a few universities from Mari El, Chuvashia, and Yakutia took part in it. But the results of the experiment for the 2002/03 academic year revealed the fact of overspending of public funds. It turned out that the cost of category “A” of the GIFO (the best results on the Unified State Exam) was too high and it was profitable for universities to accept as many excellent students as possible.

The rates were immediately cut and the next year the GIFO experiment was carried out according to a different scheme. It has ceased to bring material benefits to universities. In response to the rectors' objections that even the highest GIFO rates cannot fully compensate for the costs of training one student, the initiators of the experiment responded that the GIFO provides for covering only part of the costs.

However, despite all the imperfections and costs of the GIFO experiment, it is impossible to completely abandon it today. Because in essence this is a scheme for the so-called per capita principle of financing universities. This is an alternative to the estimated principle of financing, from which, as is known, the Russian education system intends to move away, and in addition, an alternative to the introduction of fully paid education in the country. Now many, in particular the Russian Union of Rectors and a number of high-ranking officials of the Ministry of Education and Science, propose to support the State Financial Institution with a system of educational loans that students will take out from public and private banks, as well as from commercial companies. The first positive results of providing educational loans to students at leading universities in the country have already been achieved. However, this idea has many critics who believe that not all regions of Russia are ready to introduce educational loans today, but only the most economically developed ones, and the majority of the country’s population does not yet trust the new financing mechanism. In addition, even in the US, which is prosperous from the point of view of the financial and credit system, where education on credit is widely developed, the return of such loans is a big problem, let alone Russia

two-level education reform

3. Trends in the development of the Russian education system

Education systems are dynamic: being relatively stable, they gradually begin to lag behind the constantly changing demands of society and thereby slow down its development. As a result, education reforms are carried out periodically (usually at intervals of 10 - 15 years). In the 20th century The Russian education system has been reformed several times. Currently time goes by a new long stage of its reform. What are the leading trends and directions of these transformations?

Modernization Russian society involves a transition from industrial society to information, in which the processes of creating and disseminating new knowledge become key.

Specifically, the priorities of education for the modernization of society should be:

1. Facilitating socialization in a market environment through the formation of values: responsibility for one’s own well-being and for the state of society through the development by younger generations of basic social skills, practical skills in the field of economics and social relations.

2. Ensuring social mobility in society through supporting the most talented and active young people, regardless of their social origin, through the younger generation mastering the possibilities of quickly changing social and economic roles.

3. Support for the entry of new generations into the globalized world, into the open information community. To achieve this, communication, computer science, foreign languages, and intercultural understanding must take a central place in the content of education.

4. Counteracting negative social processes, such as the spread of drug addiction and the growth of crime among young people. Repressing antisocial behavior, combating homelessness.

5. Realization of the resource of freedom, a field of choice for every person receiving an education. The social order for education should not be only and primarily an order from the state, but should also represent the sum of the private interests of families and enterprises.

The organizational basis of the new education reform is a gradual transition to a 12-year period of study in secondary school, which should be completed by 2010. The reform, in fact, began in the 2000/01 school year with the transition of all primary schools to a 4-year period of education for children, starting from the age of six. The reform involves the restoration of mass preschool, considered as part of general education, which will be carried out according to flexible programs.

The content of basic and secondary general education should change significantly, implying:

Strengthening the social and humanitarian orientation of general secondary education, which will be realized through an increase in the relative volume of subjects in the social and humanitarian cycle (law, economics, fundamentals political system social structure, foreign languages);

Increasing the practical orientation of general secondary education based on achieving an optimal combination of fundamental and practice-oriented knowledge; the focus of the educational process not only on the acquisition of knowledge, but also on the development of thinking abilities and the development of practical skills; studying procedures and technologies, rather than a set of facts; expansion of various kinds of workshops, interactive and collective forms of work; linking the studied material to the problems of everyday life; a sharp increase in the role of communication disciplines, primarily computer science and foreign languages;

Differentiation and individualization of the educational process through the development of variable educational programs aimed at various groups of students (from gifted children to children with problems), as well as the formation of individualized programs and training schedules in relation to the personal characteristics and abilities of each student.

The reform involves developing the structure of the senior level of school with specialized training opportunities to more effectively prepare its graduates for various types professional education and professional activities. Main profiles: humanities and human sciences; socio-economic disciplines; exact sciences and computer science; natural sciences, physical and chemical technologies; technology and engineering; agricultural complex and agricultural technologies; art.

The reform involves solving the following tasks:

Eliminate the tradition, characteristic of both general and vocational education, of overloading curricula with subjects and information that are not the foundation for new knowledge. All subjects must be necessary for subsequent stages of education and in demand in further social and professional activities;

Change teaching methods, expanding the weight of those that form practical skills in information analysis and self-study; increase the role of independent work of students;

Introduce the necessary basic training in applied computer science already in high school, and in specialized applied programs in high school;

Ensure working knowledge of at least one foreign language for all high school graduates.

The implementation of the reform should turn education into one of the priority areas of policy of our state. It's up to you to decide specific tasks It will be necessary for those who today came to student classrooms and will create professional and pedagogical support for the reform.

Conclusion

The purpose of the reform is to reliably guarantee the constitutional rights, freedoms and interests of citizens in the educational sphere, to bring the education system in line with the modern needs of the individual, society and state, to create the prerequisites for its further development, increasing achievements and preserving the best traditions based on a combination state, public and private initiatives, to significantly improve the preparation of representatives of new generations for life and work in a democratic civil society with a market economy.

Education reform is aimed at achieving this goal as a set of government policy measures provided by financial, economic, organizational, administrative, advisory and information methods.

References

1. “Afterword to the reissue of A.B. Sakharov’s book “On the personality of the criminal and the causes of crime in the USSR” // Russian Criminological View. - 2009. No. 1.

2. “On the personality of the criminal and the causes of crime in the USSR//Russian Criminological View. 2009. No. 1.

3. “Reasons for the growth of computer crime” // Man and Law. - 2008. No. 8.

4. “Juvenile crime as a social problem”//Russian justice.-2008. No. 6.

5. Alekseev S.S. General theory of law. T. 2. - M.: Legal lit. 2008.

6. Alekseev S.S. General theory of law. T. 2. - M.: Legal lit. 2009.

7. Babaev V.K., Baranov V.M., Tolstik V.A. Theory of state and law in schemes and definitions: textbook. - M.: Lawyer. 2007.

8. Alekseev S.S. General theory of law. T. 2. - M.: Legal lit. 2008.

9. Novgorodtsev P.I. Historical school for lawyers. - St. Petersburg: Lan, 2008.

10. Kashanina T.V. Origin of state and law. Modern interpretations and new approaches: Textbook. - M.: Yurit, 2009.

11. Nersesyants V.S. History of political and legal doctrines: textbook. - M.: Norma, 2009.

12. Kryukova S.S. Customary law in the scientific heritage of the early historical school of law in Germany // Ethnographic Review. - 2009. - No. 3.

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