educational reform. Education reform

Introduction

The current state of the education system, goals and stages of its reform

Reform of the education system in Russia

Trends in the development of the Russian education system

Conclusion

Bibliography

Introduction

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

Undoubtedly, concern for the education of the population is one of the most important strategic tasks of the state. Recently, the Russian authorities have been 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 is not entirely according to market laws, and the system of remuneration for teachers and lecturers clearly leaves much to be desired.

In the next few years, major 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 Examination and much more. It is expected that the package of laws that will provide the legal basis for the reforms will go to the State Duma this spring session. Most likely, the passage of the bills will not be easy: deputies, like their voters, are rather wary of the changes associated with the 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 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 the trends in the development of the education system in Russia

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

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

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

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

At the new stage, profound changes are envisaged 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 personnel of educational institutions, and ensure the improvement of the health of students. 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.

The 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 up to 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 a full-scale deployment of the reform; mid-term, until 2005 inclusive, when it is envisaged 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 of the teaching staff of educational institutions of all types, trustees and parental 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, as well as the support of families and employers, interested business, state-political and other public circles, are called upon to play a huge role in the reform.

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

2. Reform of the education system in Russia

Russia has been undergoing a reform of education for several years now, which is now increasingly called the more politically correct word "modernization". These transformations did not go unnoticed in society, divided into their supporters and opponents. In 2004, the problems of national education were also discussed in the highest echelons of power. In particular, President Vladimir Putin paid much attention to them in his Address to the Federal Assembly of the Russian Federation. And in early December 2004, the Government of the Russian Federation approved the priority directions for the development of the domestic education system, prepared by the Ministry of Education and Science of the Russian Federation. Prime Minister Fradkov also identified three main areas of reform: ensuring the availability of education for all segments of the population, improving the quality of teaching and improving the financing of the sphere.

The essence of the reform is the introduction in Russia of a two-level system of higher education (bachelor and master), the creation of a system of preschool education, reducing the weekly load on school students, giving them the opportunity to choose those subjects that they need more 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 common European educational space. The countries that signed this declaration pledged by 2010 to develop comparable national education systems, criteria and methods for assessing its quality, to cooperate in the recognition of national education 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 transformations, students should have greater freedom in choosing a place and study program, and the process of their 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 graduates. The transition to a two-tier education system was started in many Russian universities back in 1992, but it is not popular with us.

First of all, many did not understand the bachelor's degree, which most Russians continue to consider evidence of incomplete higher education. Domestic bachelor's programs, which differ significantly from Western ones, are also problematic. For four years of study, Russian universities, with rare exceptions, do not provide their bachelor graduates with full-fledged knowledge in the 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, after receiving a bachelor's degree, most students continue their education and receive traditional Russian diplomas of specialists or become masters.

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

In addition, the modernization of education involves a new form of its financing, including the transition to the so-called normative-per capita method, when "money follows the pupil and student." However, the privatization of the educational system and the widespread introduction of paid higher education in the near future is out of the question. 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, none of the areas of modernization of the domestic system of higher education has caused so much controversy as the introduction of a unified state exam. The experiment on the introduction of the Unified State Examination 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 leaders of higher education) continued. The arguments of the first were that the USE is an effective tool for fighting corruption in universities, it is able to objectively identify the level of knowledge of students and the level of teaching in schools in various regions of Russia, as well as make it more accessible for young people from the outback to enter elite higher educational institutions. Opponents of the USE pointed out that it completely excludes a creative approach in the selection of future students by universities, which, as you know, is best implemented in a personal conversation between the examiner and the applicant. In their opinion, this is fraught with the fact that not the most gifted students, but those who managed to properly prepare and answer most of the test questions, will get into higher education.

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

It was previously assumed that the USE would be officially introduced throughout Russia in 2005. However, the shortcomings identified during this experiment led to the fact that, at the initiative of the Minister of Education and Science, Andrei Fursenko, the experiment was extended until 2008.

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

Initially, it was obvious that GIFO was an expensive project, so it was carried out on a smaller scale than the USE 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” GIFO (the best results in the Unified State Examination) was too high and it was beneficial for universities to accept as many excellent students as possible.

Rates were immediately cut and the next year the GIFO experiment was carried out according to a different scheme. It ceased to bring material benefits to universities. To rectors' objections that even the highest GIFO rates cannot fully compensate for the cost of educating one student, the initiators of the experiment responded that the GIFO only covers part of the costs.

However, despite all the imperfection and cost of the GIFO experiment, it is impossible to completely abandon it today. Because in essence this is a scheme of 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 leave, 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, are proposing to back up the GIFO with a system of educational loans that students will take from public and private banks, as well as from commercial companies. The first positive results of providing educational loans to students of the country's leading universities are already there. However, this idea has many critics who believe that not all regions of Russia are ready for the introduction of 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 United States, 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.

3. Trends in the development of the Russian education system

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

The modernization of Russian society involves a transition from an industrial society to an information society, 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 young generations of basic social skills, practical skills in the field of economics and social relations.

2. Ensuring social mobility in society through support for the most talented and active young people, regardless of their social origin, through the development by the young generation of opportunities for a rapid change in social and economic roles.

3. Support for the entry of new generations into the globalized world, into the open information community. To do this, communication, informatics, foreign languages, intercultural understanding should take a central place in the content of education.

4. Counteracting negative social processes, such as the spread of drug addiction, the growth of crime among the youth. Repression of antisocial behavior, the fight against homelessness.

5. Implementation of the resource of freedom, a field of choice for every person receiving 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 term 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 the entire primary school to a 4-year period of education for children starting at 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, assuming:

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

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

Differentiation and individualization of the educational process through the development of variant educational programs focused on different contingents 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 working out the structure of the senior level of the school with the possibilities of specialized training for more effective preparation of its graduates for various types of vocational education and professional activities. Main profiles: humanitarian disciplines and human sciences; socioeconomic disciplines; exact sciences and informatics; natural sciences, physical and chemical technologies; technology and engineering; agrocomplex and agrotechnologies; 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 the subsequent stages of education and in demand in further social and professional activities;

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

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

To provide a working knowledge of at least one foreign language to all graduates of the upper secondary school.

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 the state, to create prerequisites for its further development, increase in achievements and preservation of the best traditions based on a combination of state, public and private initiatives, significantly improve the preparation of new generations for life and work in a democratic civil society with a market economy.

The reform of education is aimed at achieving this goal as a set of state policy measures provided by financial, economic, organizational, administrative, recommendatory and information methods.

Bibliography

1. "Afterword to the re-edition of the book by A.B. Sakharov "On the identity of the criminal and the causes of crime in the USSR"//Russian Criminological View.-2009. No. 1.

. "On the identity of the offender and the causes of crime in the USSR / / Russian criminological view. 2009. No. 1.

. "Reasons for the growth of computer crime"//Man and law.-2008. No. 8.

. "Juvenile delinquency as a social problem"//Russian Justice.-2008. No. 6.

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

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

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

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

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

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

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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Introduction

Conclusion

Bibliography

Introduction

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

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

Consider the current state of the education system

To study the reform of the education system in Russia;

Analyze trends in the development of the education system in Russia

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

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

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

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

2. Reform of the education system in Russia

reform education two-tier

3. Trends in the development of the Russian education system

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

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

4. Counteracting negative social processes, such as the spread of drug addiction, the growth of crime among the youth. Repression of antisocial behavior, the fight against homelessness.

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

The reform involves solving the following tasks:

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

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

To provide a working knowledge of at least one foreign language to all graduates of the upper secondary school.

The implementation of the reform should turn education into one of the priority areas of the policy of our state. Those who have come to student classrooms today and will create professional and pedagogical support for the reform will have to solve specific problems.

Conclusion

The reform of education is aimed at achieving this goal as a set of state policy measures provided by financial, economic, organizational, administrative, recommendatory and information methods.

Bibliography

1. "Afterword to the re-edition of the book by A.B. Sakharov "On the identity of the criminal and the causes of crime in the USSR"//Russian Criminological View.-2009. No. 1.

2. "On the identity of the offender 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 delinquency as a social problem"//Russian justice.-2008. No. 6.

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

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

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

8. Alekseev S.S. General theory of law. T. 2. - M.: Jurid.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: a 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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Reforming the education system in Russia: lessons from two hundred

Historical Education today is one of the most complex and controversial elements of the federal state program.

Within the framework of the process of reforming the system of school history education, a number of stages can be conventionally distinguished, which generally coincide with the stages of reforming Russian education.

The first stage - approximately 1988 - 1992. characterized by the processes of disintegration of the former, existing in the USSR, centralized system of historical education and the search for approaches to building a new system in the Russian Federation. The border of the stage can be conditionally considered the adoption in the summer of 1992 of the Law of the Russian Federation "On Education".

The second stage - the end of 1992 - the beginning of 1996-- can be conditionally limited by the adoption of amendments to the law of the Russian Federation "On Entities". The qualitative parameters of this stage were the beginning of the development of standards for historical education as a fundamentally new phenomenon for Russian pedagogy, an attempt to switch to a concentric education system, the gradual acceptance by the pedagogical community of the idea of variable education and the related idea of a standard as a factor in ensuring the integrity of the federal educational space and creating conditions for its development. development.

The third stage - from the beginning of 1996 to the present- characterized by the continued search for a national consensus (in terms of the federal, not ethnic) in relation to the model of the standard of history education, the gradual adoption of the concentric structure of history education and the gradual involvement of an ever wider range of teachers in various mechanisms of international cooperation in the field of history education. As an example, we can mention cooperation within the framework of programs organized by the Soros Foundation (1994-1997), programs implemented at the initiative of the Council of Europe (1994-1997), cooperation with the European Association of History Teachers "Euro-Clio" ( 1995--1997).

It is interesting to emphasize that the international cooperation of educators, including authors of programs and textbooks, experts, specialists in the field of education management, and practicing teachers, in our opinion, leads to a certain change in the educational paradigm.

The success of reforms in society largely depends on the educational policy, its consistency, consistency and effectiveness. It would not be an exaggeration to say that the school determines the future of Russia and is an indispensable condition for its revival. Overcoming the crisis processes and the formation of a new Russian democratic state, and, accordingly, an adequate perception of Russia by the world community, largely depends on the effectiveness of the educational process in Russian schools.

The study of national models of reforming education in the context of reforms in society is undoubtedly of interest not only for narrow specialists in the field of the history of education and pedagogy, specialists in sociocultural problems of the development of society, but also for all teachers who take part in practice and search for the most promising ways and ways to build an effective system of school education.

The global reform of the Russian education system was put into effect by the law “On Education”, adopted in 1992. At present, we have to state a certain inconsistency of state policy in the field of education. At this stage in the development of education, Russian teachers entered a new stage in the reform of the educational system - the modernization of education.

Thus, new ideas, goals, technologies acquire significance for teachers at each new formation of a certain historical stage. Under these conditions, the teacher must have qualities.

The reform of the system of secondary, that is, school, education, first of all, is bringing the system into line, on the one hand, with the needs of society in a particular period of its development, and on the other hand, with the socio-economic opportunities and resources that the ruling group intends to allocate to the functioning of this system. The depth and scope of education reforms have always been, to one degree or another, objects of a clash of social interests of different strata of society and political struggle.

The modern reform, in terms of its tasks and scale, fits well into the framework of the numerous reforms of the education system that have been carried out in Russia since the time of Peter the Great.

Let's turn to historical experience.

As a result of progressive transformations in the era of enlightenment in the XVIII century. in Russia were created: large centers of culture, science and education - the Academy of Sciences. University of Moscow; new types of real schools - Mathematical and navigational sciences, schools at factories and shipyards, at the Naval Academy; digital public schools. There was an expansion of the system of educational institutions. At the same time, during this period, the tendency to give the education system a class character intensified: noble educational institutions were created (gentry, naval, artillery corps, private boarding schools, institutes for noble maidens, etc.); in the process of reforming theological education, elementary hierarchal schools and theological seminaries were created; began to open commercial schools, public schools for the children of the urban lower classes, petty bourgeois, soldiers and sailors.

At the beginning of the nineteenth century. the liberal "Charter of Educational Institutions Subordinated to Universities" (1804) was adopted. This document marked the beginning of the organization of the state system of primary, secondary and higher education. He enhanced the role of the universities in the management of public education and teacher training, and provided conditions for the training of personnel in the general education school system.

However, the progressive development of the education system was relatively short-lived. In the first quarter of the nineteenth century the government gradually moved away from the liberal provisions of the Charter of 1804. In the education system, the features of class and religious-monarchical principles intensified. Since 1811, the study of the Law of God was introduced in all educational institutions. In 1817, the Ministry of Public Education was transformed into the Ministry of Spiritual Affairs of Public Education. In 1819, tuition fees were introduced in parish and district schools and gymnasiums, which made it difficult for the children of the poorer strata of the population to receive education.

As early as 1828, a new "Charter of Gymnasiums and Schools Under the jurisdiction of Universities" was adopted, which marked a temporary victory of counter-reforms in relation to the transformations of the early 19th century. The statute strengthened the class-locked nature of the school system. The adoption of this document was a reaction to the ideas that spread in society after the French bourgeois revolution and the Patriotic War of 1812. The Charter of 1828 was repeatedly amended, but in general terms it existed until the 60s. nineteenth century In the 60s. reforms in the education system, carried out by the government under the influence of the socio-pedagogical movement, have become a significant part of the overall process of socio-political reforms. According to the “Regulations on Primary Schools in Native Schools” (1864) and the “Charter of Gymnasiums and Progymnasiums” (1864), all schools received the right to become public and classless, zemstvos and private individuals were given the right to open schools, not only classical, but also and real high schools. School management has acquired a decentralized character, and the role of pedagogical councils has increased in the schools themselves. The system of women's education began to develop.

However, already in the 70s. political reaction stimulated the process of counter-reforms in education and enlightenment. Progressive documents of the 60s. were replaced by new, reactionary ones: the "Charter of Gymnasiums" (1871) and the "Regulations on Real Schools" (1872). These documents restored the class disunity of schools and, to a certain extent, violated the unity of the system of general education, achieved in the previous period. Real general education gymnasiums were reorganized into semi-professional real schools aimed at representatives of medium-sized commercial and industrial circles.

Government policy in the field of education during the counter-reforms of the 70s - 80s. nineteenth century included the following areas;

1) strengthening state control in the field of education, limiting publicity in educational policy;

2) restoration of the principle of class in the education system;

3) strengthening ideological control over the activities of educational institutions, limiting their autonomy and independence, achieved as a result of the reforms of the 60s.

At the same time, the government's conservative policy in the field of education has not achieved, and could not achieve, the expected results. The logic of the evolution of society stimulated the movement towards liberal reforms

At the end of the 19th and the beginning of the 20th, the government developed a number of reform projects in the field of education - a project for the reform of the secondary school of the Minister of Education P.N. Ignatiev 1916 and the 1915 Vocational Education Reform Project.

The relationship between the process of modernization of society and the reforms of the education system acquires particular relevance and urgency at critical moments in social development, during the formation of new social relations. The education system, shaping the mentality of society, largely determines the effectiveness of the modernization process. In pre-revolutionary Russia, the clash of reforms and counter-reforms in education became particularly acute in the 19th and early 20th centuries, at a time when social factors were clearly identified that determined the vector of social modernization and at the same time established the depth and effectiveness of this process.

The development of the system of Russian education in the nineteenth - early twentieth century. was contradictory. The constant confrontation between reforms and counter-reforms in education was the result of the uneven development of the modernization process in Russia. The roots of this confrontation were in the very model of society, in the unwillingness and inability of the ruling regime to embark on the path of consistent reform of all social mechanisms, including the education system. The ruling elite was aware that reforms in the field of education would inevitably lead to the evolution of the regime.

The specifics of the education system, its role in the life of Russian society in the past and at present are expressed in the fact that this system is not only an object, but also a subject of the country's modernization process. The education system contributed to the enlightenment of the people, the growth of self-awareness of society, influenced the change in social stratification, which posed a certain danger to the ruling regime. The government constantly had to make a choice - whether to modernize the education system in the interests of ensuring the country's socio-economic development or to counteract the social consequences of this process. Let's conclude:

A look into the past reveals an inevitable pattern: the period of reforming the education system almost always gave way to a period of counter-reforms. The most striking manifestations of the process of reforms and counter-reforms were: the reform of Alexander I (1803 - 1804) and the Nikolaev school counter-reform of 1828 - 835; educational reform in the 1860s and counter-reforms of the 1870s and 1880s; a draft reform of the secondary school, prepared under the leadership of the Minister of Education P.N. Ignatiev (1916) and the draft reform of the vocational education system (1915). The last two projects remained unrealized.

A radical breakdown of the school system and attempts to build it on new foundations were made after October 1917 - in 1918 - at the beginning of 1920. But already in the 30s. as a result of the fact that the educational system was under the tutelage of Stalin himself, these attempts were largely nullified. Teaching in secondary school (with the exception of ideological subjects) returned to traditional Russian forms.

The October Revolution of 1917 in Russia and the subsequent restructuring of all social relations determined the main directions of the global reform of the education system. Already in the post-revolutionary years, a set of measures was carried out that in practice embody the policy of the Soviet state in the field of education. The decree of the All-Russian Central Executive Committee of October 16, 1918, which approved the "Regulations on the Unified Labor School of the RSFSR" and the "Basic Principles of the Unified Labor School of the RSFSR", became the legislative basis for this education reform. Many of the provisions of these documents continued to operate in subsequent years, right up to the modern education reform in the 90s. 20th century

In accordance with the new state policy in the field of education, the education system was transferred to the jurisdiction of the state, the principles and forms of its management were changed. Instead of schools of different types, a single type of educational institution was introduced by law - the "unified labor school". The teaching of religious disciplines was excluded from the curricula. Free schooling was introduced, equality of men and women in education was ensured. The all-round development of student initiative was encouraged through the creation of various school public organizations. A progressive task was set - in the shortest possible time to achieve universal literacy of the population. The reform of the Russian language and other serious transformations were carried out.

Historical analysis shows that even the first steps of the Soviet state in the field of education were largely directed against the fundamental principles of the functioning of the system, which were established in the process of reform in the 1960s. 19th century and determined the effectiveness of the modernization of the education system in the post-reform years. (Recall that the main achievements of the reform of the 60s include the denationalization of education, the all-estate and expansion of the availability of education, the beginning of pluralism and the de-unification of the education system, the independence of educational institutions and their teaching staff.) The goal of the first reform of the school in Soviet Russia was proclaimed education man of a new era, which determined the new philosophy of education. The principle of labor activity in the broadest sense has become a priority direction in the development of the new Soviet school. The content of education was based on the polytechnical component. Teaching methods during this period were focused on research tasks.

The development of the education system has again demonstrated that reform is inevitably replaced by counter-reform. "Khrushchev's school reform" of the late 50s - early 60s. in certain respects repeated the transformations of the 1920s. Counter-reform of the mid-60s-70s. stabilized the education system. The transformations of the late 1960s - early 80s, which had a stabilization and modernizing character, were completed by the reform of 1984.

The cyclicity of the developed education system was also manifested in the reform of the late 80s - early 90s, which was also replaced by a period of relative stabilization of the education system in the mid-90s. At the same time, today there is a need to intensify the process of updating the education system.

The presented material makes it possible to understand the specificity, complementarity of reforms and counter-reforms in the field of education, as well as the significance and sustainability of traditions in this area of public life.

It is important to emphasize such a paradoxical fact, which characterizes the integrity, consistency and effectiveness of the educational system created in pre-revolutionary Russia, that all subsequent attempts by the Soviet state to destroy it and create a new, Soviet education system, in essence, led to nothing. With all the modifications, the pre-revolutionary system of education in Russia, in its main features, has been preserved up to the present time. It is no less remarkable in terms of comparative history that the American educational system, in spite of all the declarations of politicians, is essentially just as little transformed.

Thus it is possible to do following output: with all the significant differences between the modern Russian and American educational systems, they have something in common. This commonality is expressed in the fact that the national pedagogical systems, which are the foundation of education systems, both in Russia and in the United States, have a significant conservatism, which generally has a positive effect on the quality of education and contributes to the implementation of its role as a factor in ensuring cultural continuity in the development of society. .

Problems, trends and prospects for the development of the historical

education in Russia in the 1990s

Humanity has entered today the phase of understanding the world in its integrity and interconnection. The strengthening of integration processes in the modern world activates the tasks of preparing young people for life in a new civilization based on the priorities of the values of human morality and culture. The critical situation in which the younger generation finds itself (in Russia this situation has become particularly acute for a number of reasons) requires an appeal to a certain system of values associated with the best national traditions, the universal tradition of humanism as a global worldview that determines a person’s attitude to the world around him and to others. people.

Russian society today is going through a period of profound structural, including socio-cultural changes. All these processes cannot but affect the sphere of education and upbringing. At the same time, there are serious grounds for concluding that the complexity and certain inconsistency of the reform of the education system, including historical education as its ideological, ideological component, is due to the incompleteness of the process of reforming society as a whole (in other words, the absence or insufficiency of positive results understandable to the majority of the population reforms).

On the other hand, we emphasize that the success of reforms in society largely depends on the educational policy, its consistency, consistency and effectiveness. It would not be an exaggeration to say that the school determines the future of Russia and is an indispensable condition for its revival. (Of course, the school can perform this function only under certain conditions, we add that this goal should in practice become a priority of the state policy in the field of education). Overcoming the crisis processes, the formation of a new Russian democratic state, and, accordingly, an adequate perception of Russia by the world community largely depends on the effectiveness of the educational process in Russian schools. We should not forget that an equal and worthy dialogue with the world community is possible only if Russia overcomes the internal crisis. Unfortunately, today Russia's authority in the world has reached a very low point, and awareness of this fact requires the adoption of strategic decisions, including in the field of education and upbringing of students. At the same time, it is clear to everyone that appropriate conclusions should also be drawn in relation to the strategy for the development of historical education for schoolchildren as a factor influencing the mentality of young Russian citizens.

Unfortunately, we have to state with sadness that the absence of a state ideology formulated on the basis of consensus between various political forces (or the ideological foundations of the Russian state) makes it difficult to formulate the priorities of state policy in the field of education in general, and especially in relation to the education of historical social science. This fact negatively affects the national security of Russia. Thus, in particular, it is known that back in 1993, analysts of the Ministry of Security of the Russian Federation admitted that “the absence of a historical and philosophical concept of Russia is today the most important destabilizing factor” [No. 7, P. 6]. The situation in this area has not yet changed for the better.

At the same time, it is hard to deny that the reform of the education system in Russia, as part of the process of reforming society as a whole, continues. Serious changes are taking place in the education system, the meaning and significance of which are determined by the search for new educational paradigms that correspond to new trends in the development of Russian society.

Probably, one can and should argue about the extent to which this process is the result of the collapse of the former system of social relations and, on the whole, the former centralized system of public education corresponding to these conditions. Or, after all, the modern reform of the education system is a predictable process and the corresponding result of the targeted policy of the leadership of the former Ministry of Education RF, continued by the new Ministry of General and Vocational Education of the Russian Federation. Among teachers there are many supporters of both points of view ...

In the late 80s - early 90s, education entered a period of crisis, which was of a systemic nature. The demythologization of education, which took place under the influence and became one of the manifestations of the fundamental crisis of education, provoked the destruction of such supporting structures of the Soviet education system as Marxism, atheism and technocracy. It has become clear to many theorists and practitioners of education that the era of the Soviet general educational polytechnic school is close to completion.

The wide spread in the late 80s of not only specialized classes and schools, but even specialized groups in kindergartens destroyed the myth of equal opportunities and abilities for children in education and upbringing. And the very ideas about the mechanical equality of children began to be regarded as inhumane. Thus, the last substantive support of Soviet pedagogy, the last of the essential characteristics of the Soviet education system, collectivism, the principle of "upbringing and learning in a team and through a team" began to collapse.

As a result of the factors mentioned above, already in 1991-92 the following trends became apparent:

In practice, the state has ceased or lost control over professional pedagogical activity;

The prestige of the "official" pedagogical science has significantly decreased, personnel began to leave the sphere, many of the specialists who remained in the industry worked without the demand for the results of their activities on the part of the state; without an accessible publishing base, their works sometimes remained unknown to the pedagogical community;

At the same time, several scientific institutions (the Institute of General Education of the Ministry of Defense of the Russian Federation, formerly the Research Institute of Schools of the MHO RSFSR, the Moscow Institute for the Development of Educational Systems - MIROS, the Center for Pedagogical Innovations, etc.) actively and quite effectively took up the development of a new structure and content of education. , temporary creative teams (VNIK "School", etc.) and individual innovative schools;

New textbooks that began to be developed during this period were largely eclectic, often covering only fragments of certain courses; in general, there were very few alternative textbooks, moreover, structures for their distribution had not yet been created;

Higher educational institutions finally separated from schools, were practically abolished or lost their significance, formally ensuring the continuity of education, state curricula of secondary education.

At the same time, since the beginning of 1993, there have been a number of signs that positive trends have emerged aimed at overcoming the crisis in education, namely:

The adoption in 1992 of the Law of the Russian Federation “On Education” marked the beginning of overcoming the chaotic state of the sphere of education, when the old normative acts were no longer implemented due to their “undemocratic” and “totalitarian” nature, and there were no new ones yet (the experience of functioning education system showed that this law played a positive role in building a new education system);

The obligatory state minimum of the content of education in the form of temporary state standards, variability, the right to independent pedagogical creativity of teaching teams and teachers were legally fixed, which is reflected in the Basic Curriculum of the Russian Federation;

New types and types of educational institutions have appeared and are successfully developing - colleges, gymnasiums, lyceums, innovative and author's schools, schools-complexes, correctional classes and schools, mass pragmatic schools, etc., which is enshrined in "Tipo -vy regulation ”on a general educational institution.

The process of reforming the education system, which largely coincided with the fundamental transformations of Russian society that began after the events of 1991, was based on the principle of the priority of the individual, and the means to achieve this goal were the humanization, humanitarization and differentiation of educational policy in general and educational systems created in specific educational institutions. The transfer of the center of gravity in the education system to human problems, the focus of education on mastering the language of domestic and world culture, the spiritual experience of mankind, on the perception of a holistic picture of the world and the formation of systemic thinking among students - these are the practical guidelines for the education reform, the main directions of the Federal Development Program education. The decisions adopted by the collegium of the Ministry of Education of the Russian Federation, in the event of their consistent, systematic and at the same time creative implementation by the new leadership of the united Ministry of General and Vocational Education of the Russian Federation, can become the basis for launching the process of establishing a civil society and the rule of law in Russia.

Along with the noted difficulties and problems that have not been fully resolved, the Ministry of Education of the Russian Federation has also achieved certain positive results. Thus, in particular, the Basic Curriculum of General Educational Institutions of the Russian Federation was developed and put into effect. The introduction of this document made it possible, to a certain extent, to ensure the unity of the educational space on the territory of the Russian Federation, and also allowed educational institutions to take into account national, regional and local sociocultural characteristics and traditions in their activities. On the basis of the Basic Curriculum and in accordance with its fundamental features, a set of measures was taken to create conditions for the development of the Federal set of programs and textbooks that provide the Basic Curriculum. On the ground, educational authorities have prepared regional programs and textbooks.

Thus, at the turn of the 1990s, the school got the opportunity to choose educational programs containing a federal component of education and corresponding to the State Standard.

Reform of the system of school history education in

Russia and the problem of finding policy priorities in the region

education

The direction and ideology of the ongoing reform of education is evidenced by the adoption in 1994 by the government of the Russian Federation of the Federal Program for the Development of Education.

The program notes the need to update the content of education on the basis of its humanization, humanitarization and differentiation, and it is concluded that the main means of managing this process is the transition to new educational standards.

In 1995, the first stage of the implementation of the Federal Program for the Development of Education was completed, in 1996 the second stage of its implementation began. Among the achievements of the first stage of the reform is the transition from unitary, uniform education to education by choice. Today, students and parents are offered the choice of an educational institution, a profile of education, programs, textbooks, final exams and forms of education. If the choice of an educational institution is mainly available to urban schoolchildren, then in rural areas we can talk about the choice of the direction of education, to some extent about the choice of programs, textbooks and forms of final assessment of students. With all the difficulties experienced by our state, these results have already been accepted by our fellow citizens, including students, their parents and teaching staff.

Experts in the field of education point out that the problem of constructing the modern content of education in Russia has traditionally been and is currently a priority in the reform of the school. It should be noted that Russian society has always been characterized by dissatisfaction with the quality of work of educational institutions. At the same time, a relatively new phenomenon in the last decade has been the desire of a significant number of teachers to go beyond the traditional subject educational system based on the ideas of Ya.A. Comenius.

Among other trends in the development of education, one can note a certain discrepancy between the content of education and the new socio-economic conditions of Russian society, which today are already largely associated with the market mechanism. The latter is expressed in the fact that curricula are not fully adequate to the new social conditions that correspond to a person who is able to independently make choices, solve problems on the basis of broad general education, which should become the basis of professional universalism.

Among the most noticeable trends in the development of education in recent years is a strong trend towards decentralization. This trend manifests itself in various forms and is supplemented, on the one hand, by the formation of centers that seem to pull together the educational space on new grounds - national (including for those nationalities that did not have state status - Germans, Jews, Poles, etc.). , while it is interesting to note that the Russians themselves did not have state status), professional, associative, regional (sometimes not coinciding with the administrative division), and on the other hand, the influence on these processes of the progressive trend towards the formation of a single educational space of the Russian Federation in the form of designing unified educational standards, introducing the Basic Curriculum, developing and testing systems for attestation, accreditation, licensing, testing, etc.

The Russian educational space is formed and develops under the influence of a number of factors. Let's call them.

Today, a very difficult economic and socio-political situation has developed in Russian society. The politicization of public life, the mixing of worldviews, beliefs, the clash of ideologies that occur against the backdrop of an economy in the stage of a crisis that has not yet been overcome, provoke people either to radicalism in an attempt to solve the fundamental problems facing them and society as a whole, or to social apathy .

The destruction in the Russian society of many cultural stereotypes and cultural transmission channels has led to a sharp degradation of the cultural environment. Entire areas of cultural activity were under the threat of death: fundamental science, classical musical culture, etc.

According to theoretical studies and world practice, it is known that education has a stabilizing and developing value for society. It is able to stop the socio-psychological erosion of society, and this is its significance as a factor of national security (education is a reserve for the development of the service market, an incentive for creating additional jobs at all skill levels, etc.). At the same time, this function of education has not yet manifested itself in the proper measure in Russia.

At present, one of the general trends in the development of education can be considered the process of self-reorganization of the mass, in fact still Soviet, schools into new educational institutions. Pedagogical teams carry out organizational and pedagogical transformations and almost immediately face the problem of finding new meanings for the concept of "content of education", with the problem of finding their own educational philosophy, which is the basis of the educational process (here, however, it should be noted that the unresolved fundamental issues philosophy and methodology of education make it difficult to achieve tangible positive results in mass school practice).

Nevertheless, the new socio-economic conditions required the school to change the previously established system of priorities between the structural elements of the content of education, and the social stratification of society differentiated the educational demand. The consequence of this was the emergence in Russia of various types of secondary educational institutions of an advanced level - lyceums, gymnasiums, etc., which also faced problems of correlation between the interconnections of goals, organizational forms, and the content of education in new types of educational institutions.

These are some of the leading trends in the development of education.

It should be emphasized that the success of reforming the education system is largely determined by the acceptance by the pedagogical community of the goals and priorities of educational policy. Therefore, the choice of priorities for the development of the education system, including history education, that is adequate for Russian society, and, accordingly, for the community of teachers, is of particular relevance today.

You can count and prove as much as you like that the school should be outside of politics, and education, including historical education, does not have the goal and function of ensuring the education of citizens of their country, patriots of their Fatherland. At the same time, this statement itself is precisely of an ideological nature, and today this conclusion does not require proof due to its obviousness.

Thus, the central element of the education reform - in its ideological aspect - was the question of which direction of development of the Russian education system, which educational priorities most fully correspond to the long-term interests of Russian society and the state.

Despite the lack of unity on this issue - different social forces and groups sometimes have an opposite understanding of the priorities and goals of Russian education - there are, it seems to us, guidelines that, if accepted by the active part of the population, including the political elite, to build the Russian policy in the field of education as a whole. In this case, specific areas of policy in the field of education - including history - will receive a natural form, corresponding goals and contours.

So, in particular, we can fully agree that the preservation, development and enrichment of national values and. traditions of education and upbringing are relevant for the reform of the school with a focus on strengthening its originality and originality on the basis of the unity of national and universal ideals of pedagogy.

It seems to us that one of the main theoretical and practical problems of building a modern system of historical education is the search for an optimal balance between liberal and national values. Their aggressive clash that is taking place today is leading to their mutual discrediting and the threat of a cultural split in Russian society. Let us add that the young citizens of Russia are faced with the problem of a new national identification, taking into account the modern values of civil society.

In this regard, we believe that there is an urgent need to conduct a broad public and pedagogical discussion on the problem of a modern understanding of the goals of school history education and the upbringing of students. And the very topic of the discussion can be formulated something like this - national priorities and values of historical education and public education. At the same time, it is useful to put the problem of finding and ensuring the optimal balance of political, cultural, ethno-national and other values in the content of education with the dominance of national (state) values at the center of the discussion.

From this we can assume that with a favorable development of events, the reform of education in Russia can become the foundation for the process of establishing a modern, but at the same time balanced, stable society in Russia, in which one of the stabilization factors will be the national priorities formulated and accepted by the pedagogical community. and the values of education and upbringing, the meaning and essence of which can be succinctly expressed in one phrase - the education of Russian citizens who have realized their role and place in the country and in the modern world, who positively perceive the ideas and mechanisms of civil society and the rule of law.

Starting in 2018, Russia began to carry out a series of reforms aimed at improving the education sector, and this process will last until 2020. The changes will affect both preschool and higher education. The Ministry plans to change everything: both teaching methods and technologies. What has already been done, and what reforms are yet to come?

Changes in the Ministry of Science

Last year, the State Duma approved a decision to divide the Ministry of Science into 2 departments: the Ministry of Education, which is responsible for preschool and secondary levels, and the Ministry of Science and Higher Education. The Federal Agency for Scientific Organizations will be liquidated.

The reorganization will be fully completed in the first half of 2019. In addition, the leadership of Russian schools will pass into one hand - the regional authorities. In 2018, this approach was successfully applied in 19 regions of the Russian Federation, so it was decided to approve it throughout the country. Such changes should have a positive impact on the state of the education sector as a whole.

Under the new leadership, a number of reforms are planned. The national project "Education", which was adopted in the fall of 2018, includes 10 projects affecting schools, secondary and higher educational institutions. It will be implemented over 5 years. The main goals of the projects:

create a modern educational environment, as well as a developed infrastructure in educational institutions;
make education of high quality and accessible (including for children with disabilities);
find and encourage talented young people;
to develop effective systems of additional education for children;
prepare highly qualified specialists, teaching them on the basis of advanced technologies;
develop the potential of teachers.

President Putin has set the task of bringing education in the country to a competitive level, so that Russia is among the top 10 countries in terms of its quality. The Ministry of Education and Science has already prepared an updated system of education and training. The best world methods were adopted and suitable literature for teachers was published. The concept of teaching various subjects is gradually changing, as well as the assessment criteria. What exactly awaits each level of education in the coming years?

Kindergartens

In this area, a year ago there was a problem with a lack of places in kindergartens, so appropriate measures were taken. The authorities have introduced an online queue system, obliged kindergartens to take all children, opened and continue to open new institutions for preschoolers. In total, 24.5 billion rubles were allocated for this purpose. According to the plan of the state project, until the end of 2020, there should be a place in the nursery for every child.

Also, to improve the quality of education and training in kindergartens, programs are gradually being introduced that involve working at a computer. Thus, the foundations of programming are laid in kids from childhood.

Schools

The nearest education reforms that should theoretically take place in Russia before 2020 include:

Creation of a unified database of educational literature for schools. Everyone will study using the same textbooks so that the quality of training remains approximately at the same level. For comparison: only in the Russian language 80 textbooks are registered.
Development of an updated curriculum. It can add subjects such as astronomy, family science, technology and chess. Schoolchildren will learn 2 foreign languages: one - from the 1st grade, and the second - from the 5th.

Transition to 12-point system. Starting from 1937 and to this day, a 5-point system has been used in Russian schools, so it is logical that it is already outdated. Such a system is not effective, in many countries it has long been abandoned.
Adding history to the number of compulsory subjects that are taken for the exam.
Implementation of the project "Teacher of the Future", which involves the creation of a new system of certification of principals and teachers. Also, teachers will have the opportunity for career growth, based on achievements in work. Additional positions will appear - senior and leading teacher.

For parents, they plan to open a website where you can get advice on education. This project is called "Modern Parent".

In addition, the government intends to allocate funds for the improvement of material resources. The main directions in this area are:

repair of educational institutions, as well as the roads that lead to them;
provision of additional training places;
purchase of transport for the transportation of children living far from the school;
construction of laboratories, 34 Quantorium technoparks, centers of the Sirius type, as well as health camps.

Interesting: the construction of new schools will soon allow to cancel multi-shift training (now lessons are held in 2 and 3 shifts).

If the Digital School project is implemented, then education will go digital. To do this, each school will be provided with access to the Internet. Printed publications will be replaced with digital ones, and all reporting will also be submitted in digital format. Students will even be able to view lessons online if they are absent due to illness. In the longer term, the use of augmented reality technology and the introduction of educational and methodological complexes based on artificial intelligence, which will adapt to the capabilities and needs of each child.

Such innovations take a lot of time and money. Even buying electronic devices for every child can be a hurdle for some families. So it will take many more years to complete the project. However, in 2020, they promise to introduce electronic learning games and simulators into the educational process.

Colleges and technical schools

According to experts, if the system of secondary education is not reformed in time, a problem will soon arise due to the fact that more students will enter colleges and technical schools than are allocated from the budget. People need professions that guarantee employment, so about 40-50% of schoolchildren are going to leave after the 9th grade. With such a trend, in 2-3 years, a third more students will study in vocational schools. At the same time, no increase in funding is foreseen.

To avoid trouble, the Ministry of Education and Science proposes a project to create Professional Mobility Centers that will operate on the basis of colleges and technical schools. In such institutions, people will be able to receive vocational training in a specific profile, or improve their skills. According to statistics, it is the mid-level staff that is currently lacking.

In total, at least 7 centers should be built, in which 50 most demanded professions will be trained. Moreover, not only school graduates will be trained, but also adults who wish to obtain an additional profession or improve their qualifications. For persons with disabilities, at least 30 specialized education centers will be opened within 2 years.

universities

The tasks of the Federal Target Program, which should be implemented by 2020, include:

introduction of new educational programs for master's and postgraduate studies;
introduction of advanced technologies;
implementation of projects for the construction of laboratory, sports and communal institutions;
elimination of shortage of places in dormitories;
development of new tools for assessing the quality of education.

All reforms carried out in universities are aimed at achieving global competitiveness, so that foreign students come to study in Russia. So, the government plans to launch grant programs for students from other countries and build new campuses.

open centers for innovation, technological and social development at Universities in each region so that educational institutions can enable graduates to develop after receiving diplomas;
increase the amount of grant support for universities and scholarships for graduate students;
open long-term basic research programs.

Again, these activities require about 2 trillion. rub. So far, it is not known how the reform will be financed, which means that it is impossible to say exactly in what ways it will be carried out.

It is impossible to argue with the fact that the educational system of the country is the cornerstone of state and social development. The prospects for the intellectual and spiritual improvement of the population largely depend on its content, structure and principles. The education system is sensitive to changes in the field of social development, sometimes becoming their root cause. That is why periods of state change have always affected education. The main educational reforms in Russia often took place against the backdrop of dramatic changes in the life of society.

History pages

The starting point in this regard can be considered the XVIII century. During this period, the first education reforms in the history of Russia began, marked by the transition from a religious school to a secular one. The changes were primarily associated with a large-scale reorganization of the entire state and public life. Large educational centers appeared, the Academy of Sciences and Moscow University, as well as new types of schools: navigational, mathematical, digital (state). The education system began to have a class character, specialized educational institutions for the nobility appeared.

The traditional step-by-step system of education began to take shape at the beginning of the 19th century, during the reign of Alexander I. The charter of educational institutions was adopted, providing for the levels of higher, secondary and primary education. A number of major universities have opened.

The reform of education in Russia was continued in the 60s. XIX century, becoming part of a whole complex of social changes. Schools became classless and public, a network of zemstvo institutions appeared, universities received autonomy, and women's education began to develop actively.

The reactionary stage that followed this brought to naught many positive changes in the field of education. However, by the beginning of the 20th century, the situation began to improve, the curricula of gymnasiums and real schools were closer to each other, and the number of philistines increased among the students. In 1916, a draft of changes was prepared, providing for the abolition of class restrictions and the autonomy of schools.

Education reforms in Russia in the 20th century

The revolutionary events of 1917 meant a sharp turning point in the life of society and the state, affecting all spheres of life. The field of education was no exception. The Soviet government took a course towards the elimination of illiteracy, the general availability and unification of education, and the strengthening of state control. The first reform of education in Russia of a new formation was the decree of 1918, which approved the provision on a unified labor school (a number of its principles were in effect until the 90s of the last century). Free education and gender equality were proclaimed in the field of education, a course was taken to educate a person of a new formation.

Period 20-30s. became an era of experimentation in education. Non-traditional forms and methods of teaching, class approach sometimes led to unexpected results. The changes affected not only schools and universities. The reforms of art education in Soviet Russia were also noteworthy. The need for change began at the beginning of the century. The academic system of teaching did not meet the demands of the time. The reform of art education in Soviet Russia changed the format of education, students were given the freedom to choose their own teachers. The results of such changes were not the most brilliant, therefore, after two years, many features of academic education were returned to the system of art education.

Traditional elements of education have also returned to school and university education. In general, the Soviet education system stabilized by the mid-1960s. There was a reform of secondary education in Russia, which became universal and compulsory. In 1984, an attempt was made to balance the priority of higher education with additional vocational training in schools.

Change of landmarks

The next large-scale changes in the sphere of administration, the system of state structure, which took place in the 90s, could not but affect education. Moreover, by that time, many educational structures required modernization. In the context of a change in the political and economic course, the next reform of the education system in Russia was supposed to:

contribute to the strengthening of the democratic system, the development of national self-consciousness;
facilitate the transition to a market economy;
build on the principles of openness and differentiation;
create various types of educational institutions, programs, specializations;
provide the student with the opportunity to choose while maintaining a single educational space.

The process of change has not been straightforward. On the one hand, a variety of types of educational institutions and curricula was ensured, universities received the rights of academic autonomy, and the non-state educational sector began to develop actively. In 1992, a law on education in the Russian Federation was adopted, emphasizing the humanistic and social essence of the education system. On the other hand, a sharp decline in the level of state support and funding against the backdrop of a difficult socio-economic situation brought to naught many positive undertakings. Therefore, by the beginning of 2000. the question of the reform of education in modern Russia was raised again.

Doctrine of domestic education

It was in this document that the main priorities for further changes in the educational system were formulated. The key provisions of the National Doctrine were approved by the federal government in 2000. At this stage of the reform in the field of education in Russia, the goals of teaching and educating the younger generation, the means and ways of achieving them, and the planned results up to 2025 were determined. The tasks of education were directly connected with the public:

growth of the state's potential in the field of science, culture, economics and modern technologies;
improving the quality of life of the population;
formation of the basis for sustainable social, spiritual, economic growth.

The doctrine formulated the following principles:

lifelong education;
continuity of educational levels;
patriotic and civic education;
diversified development;
constant updating of the content and learning technologies;
introduction of distance education methods;
academic mobility;
systematization of work with gifted students;
environmental education.

One of the areas of education reforms in Russia was the modernization of the legal framework that ensures this area of social development. At the same time, the state must guarantee: the implementation of the constitutional right to education; integration of science and education; activation of state-public management and social partnership in education; the possibility of obtaining high-quality educational services for socially unprotected groups of the population; preservation of national educational traditions; integration of systems of domestic and world education.

Stages and goals of change

The concept of large-scale changes was formulated by 2004. The government has approved key areas of education reform in modern Russia. These included: improving the quality and accessibility of education, optimizing the financing of this area.

A number of fundamental points were associated with the desire to join the Bologna process, whose tasks included the creation of a common educational space in the European territory, the possibility of recognizing national diplomas. This required a transition to a two-level form of higher education (bachelor's + master's). In addition, the Bologna system implied a change in the credit units of learning outcomes, a new system for assessing the quality of programs and the educational process in universities, as well as the normative per capita principle of funding.

At the beginning of the education reforms in Russia, an innovation was also approved, which is still controversial to this day. We are talking about the widespread introduction of the unified state exam (USE) in 2005. This system was supposed to eliminate the corruption component when entering universities, to enable talented applicants to enter the best educational institutions.

Introduction of standards

The most important step in the reform of the education system in Russia was the introduction of new federal standards at different levels of education. Standard - a set of requirements for a particular educational level or specialty. The first steps in this direction have been taken since the beginning of 2000, but the new format was developed only ten years later. Beginning in 2009, vocational education standards were introduced, and from September 1, 2011, schools began to work according to the Federal State Educational Standard for elementary schools. The terms of study in general education programs were changed even earlier and amounted to 11 years.

Speaking briefly about the reform of education in Russia in this direction, the standard determined the structure of training programs, the conditions for their implementation and mandatory educational results. Changes have been made to:

content, goals, forms of organization of the educational process;
system of evaluation and control of educational results;
format of interaction between the teacher and students;
the structure of the curriculum and programs, as well as their methodological support.

The new regulations establish two levels of educational outcomes, mandatory and advanced. All students must achieve the first. The level of achievement of the second depends on the intellectual needs and motivation of the student.

Particular attention is paid to educational work in an educational organization and the spiritual and moral development of students. The main results of education include: patriotic feelings, civic identity, tolerance, willingness to interact with people.

Federal standards provide:

a variety of school programs (an educational institution independently chooses which of the approved educational and methodological complexes to choose);
expanding the scope of extracurricular activities (mandatory attendance of a wide range of circles, additional classes);
introduction of the "portfolio" technology (confirmation of the educational, creative, sports achievements of the student);
the profile nature of education for high school students in several main areas (universal, natural science, humanitarian, socio-economic, technological) with the possibility of drawing up an individual lesson plan.

In 2012, the transition to new standards began the basic school (grades 5-9). A year later, high school students began to study in a pilot mode according to the new scheme, and a standard for preschool education was also adopted. Thus, the continuity of programs at all levels of general education was ensured.

New vectors of school education

The updated regulations governing relations in the field of education have radically rebuilt the entire educational process, changing the main targets. The reform of school education in Russia provided for the transition from the "knowledge" concept of education to the "activity". That is, the child should not only have certain information on certain subjects, but also be able to apply it in practice to solve specific educational problems. In this regard, the principle of mandatory formation of universal educational activities (UUD) was introduced. Cognitive (ability for logical actions, analysis, conclusions), regulatory (readiness for planning, goal-setting, evaluating one's own actions), communicative (skills in the field of communication and interaction with others).

Among the requirements for learning outcomes, three main groups were identified.

personal results. They include the student's ability and readiness for self-development, motivation for cognitive activity, value orientations and aesthetic needs, social competencies, the formation of a civic position, attitudes towards observing the principles of a healthy lifestyle, adaptation skills in the modern world, etc.
Subject results. Associated with the formation of a scientific picture of the world, the student's experience in obtaining new knowledge within specific disciplines, their application, comprehension and transformation.
metasubject results. This group is directly related to the development of ULA, the key competencies that form the basis of the “be able to learn” formula.

Special attention is paid to the organization of project and research activities of students, the variety of forms of extracurricular practice, the introduction of information and communication technologies into the educational process. In addition to the federal component, educational programs include sections that are formed independently by the staff of educational institutions.

Higher Education Reform in Russia

Ideas about the need for fundamental changes at this level of education were formed at the turn of the 20th and 21st centuries. On the one hand, this was caused by certain crisis trends in the field of higher education, on the other hand, by the idea of integration into the European educational space. The reform of higher education in Russia included:

strengthening the interaction between science and education;
creation of a two-level system of education in universities;
involvement of direct employers in the formation of a social order for specialists of various categories.

In 2005, the process of certification of domestic universities was launched, following which they were assigned a certain status: federal, national, regional. The level of academic freedoms and funding began to depend on this. A few years later, mass inspections of universities took place, as a result, more than a hundred were found to be ineffective and lost their licenses.

The transition to Bachelor's (4 years) and Master's (2 years) programs in 2009 caused a mixed reaction from interested participants in the educational process. It was assumed that this decision in the course of the education reform in Russia would satisfy the massive demand for higher education, while simultaneously contributing to the formation of a category of top-level scientific and educational personnel. There was also a transition to the federal standards of the new generation. As educational outcomes, they provided for a set of general and professional competencies that a graduate should have upon completion of the training program. Much attention was also paid to the forms of organization of the educational process, preference was given to practice-oriented technologies (projects, business games, cases).

In 2015, sk adopted a series of regulations designed to improve educational programs, bringing them more in line with professional standards. According to the developers, this will contribute to the training of specialists who fully meet the requirements of employers.

Law on Education of the Russian Federation

The entry into force of this document has become a landmark event in the framework of the new education reform in Russia. The new law, which replaced the 1992 version, was adopted in December 2012 under the number 273-FZ. Its task is the regulation of social relations in the field of education, ensuring the realization of the right of citizens to receive it, the regulation of legal relations arising in educational activities.

The provisions of the law establish measures of social security, duties and rights of participants in educational relations (children, their parents, teachers). For the first time, the principles of educating citizens with special educational needs, foreigners, etc. are clearly defined. The powers of federal and regional authorities, local self-government are delimited, the format of state and public supervision in the field of education is established.

The law clearly defines the general, preschool (which has become the first stage of the general), secondary vocational, higher, as well as additional and postgraduate. At the same time, the principle of accessibility and quality of education at all levels is proclaimed. In this regard, the spheres of interactive and distance education are regulated, allowing the majority of citizens to receive educational services remotely.

For the first time, the principles and tasks of inclusive education are defined, which can be carried out both in general education and in a specialized institution.

Information openness is becoming a prerequisite for the work of an educational organization. All the necessary information is placed in the free network access.

A number of provisions of the law are devoted to issues of independent assessment of the quality of education at the federal and regional levels. The complex of evaluation procedures includes the analysis of educational results, learning conditions, programs.

Prospects for further changes

The vectors of Russia's upcoming reforms in the field of education are determined both within the framework of federal development programs and at the level of operational decisions. Thus, according to the provisions of the target program for the development of education until 2020, the traditional landmarks of modernization remain:

providing high-quality, accessible education corresponding to the directions of social development;
development of a modern creative, scientific environment of educational organizations;
introduction of technological innovations in the field of vocational education;
activation of the use of modern technologies in general and additional education;
ensuring the training of highly professional personnel for the modern economic sphere;
development of a system for effective assessment of educational results and the quality of education.

Another document defining the priority directions of education reforms in Russia is the state development program until 2025. In addition to the general aim to improve the rating of Russian education in various international quality assessment programs, it highlights several key subprograms:

development of preschool, general and additional education;
increasing the effectiveness of youth policy measures;
modernization of the management system in the field of education;
implementation of demanded professional training programs;
increasing the importance and spread of the Russian language.

In April of this year, a proposal was made to increase spending on the development of education to 4.8% of GDP. The list of priority projects includes: ensuring a variety of forms of early development of children (up to 3 years old), the mass introduction of electronic teaching aids (with artificial intelligence functions), expanding the network of support centers for talented children, and ensuring the innovative development of universities.

It is also expected:

create additional places in schools, provide training in one shift;
meet the needs of the population in the services of a nursery;
make changes to the knowledge assessment system (tests in grades 6, an oral test in Russian for ninth graders, more difficult assignments and the introduction of a third compulsory subject in the USE);
continue to reduce the number of accredited universities, improve the level of training of students;
to modernize the programs of secondary vocational education, ensuring the holding of a qualification exam and obtaining a passport of acquired competencies.

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