“Basic general education – how many classes?” — a similar question arises due to the large number of educational options for children.

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

Each option also consists of several parts.

Basic general education

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

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

In front of him are:

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

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

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

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

The latter options offer more specialized knowledge - this will help you enter a university later.

Secondary general education

This is the name given to the last 2 years of school, that is, grades 10 and 11.

During the learning process, adolescents gain deeper knowledge in basic subjects, learn new ones (for example, economics and law), and prepare to take exams at a university or the Unified State Exam.

One of the goals is to develop independent learning skills.

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

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

Secondary complete education

It includes passing all 3 levels: primary, basic and secondary general education, that is, 11 grades of school.

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

Note: Exams in the Russian language and mathematics are mandatory (all graduates must pass them), the specialized ones (necessary for further admission to a university) are chosen by schoolchildren themselves.

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

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

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

1. The education system in the Russian Federation: structure and general characteristics.

2. Types of education and forms of training in the Russian Federation

3. Legal regulation of relations in the field of education. Legislation on education.

4. Educational management in the Russian Federation: federal, regional and municipal levels and their powers.

5. State supervision and control in the field of education.

6. Licensing of educational activities and accreditation of organizations carrying out educational activities.

7. Educational organizations in Russia: structure and characteristics.

8. Organizations carrying out educational activities as additional ones.

9. History of education in Russia.

10. Educational and methodological support for education.

11. Expenditures on education: dynamics of federal budget expenditures and problems of financing for education.

13. Preschool education in Russia.

14. School education system in Russia.

15. System of higher professional education in the Russian Federation.

16. Problems of higher education in Russia. and ways to solve them.

17. Main directions of development of modern education.

18. Education in the context of globalization.

19. The essence of the concepts of “competence” and “competence”. Basic ideas of an integrated approach to teaching.

20. The concept and essence of the innovation process in education.

21. Problems of reform of domestic education and implementation of the principles of the Bologna process.

22. The problem of quality of education and pedagogical theory and practice.

23. Features of teaching economics in secondary and higher schools.

24. Foreign educational systems: comparative characteristics and opportunities for using experience in domestic educational practice.

25. The main historical stages of the integration of science and economics.

26. Scientific and technical potential and patterns of its development.

27. Organizational structure of science.

28. The main structural units of the scientific and technical complex of modern developed countries (SRI, CIC, RIP, region of science, technopolis, technopark, incubator): general characteristics.

29. Federal and regional programs to support scientific research. Federal research centers and universities.

30. Functions of the modern state in relation to science.

31. Expenditures on science in modern industrialized countries and Russia. Production and export of high-tech products in the world.

32. History of the development of science in Russia.

33. Modern state policy in the scientific field.

34. The main problems of the development of domestic science.

35. Current directions in the development of modern economic science. Problems of theory and practice of economic development.

No 9,10,17,18,19,20,22,24,29,35

1. The education system in the Russian Federation: structure and general characteristics.

Federal Law of December 29, 2012 N 273-FZ (as amended on July 13, 2015) “On Education in the Russian Federation” (as amended and supplemented, entered into force on July 24, 2015) Ch. 2. Education system. Article 10 Structure of the education system.

1. The education system includes:

1) federal state educational standards and federal state requirements, educational standards, educational programs of various types, levels and (or) orientations;

2) organizations carrying out educational activities, teaching staff, students and parents (legal representatives) of minor students;

3) federal state bodies and government bodies of the constituent entities of the Russian Federation, exercising public administration in the field of education, and local government bodies, exercising management in the field of education, advisory, advisory and other bodies created by them;

4) organizations providing educational activities, assessing the quality of education;

5) associations of legal entities, employers and their associations, public associations operating in the field of education.

2. Education is divided into general education, vocational education, additional education and vocational training, ensuring the possibility of realizing the right to education throughout life (lifelong education).

3. General education and vocational education are implemented according to educational levels.

The following levels of general education are established in the Russian Federation:

1) preschool education;

4) secondary general education.

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

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

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

2. Types of education and forms of training in the Russian Federation

Education is divided into general education, vocational education, additional education and vocational training, ensuring the possibility of realizing the right to education throughout life (lifelong education). (professional education)

General education levels:

1) preschool education;

2) primary general education;

3) basic general education;

4) secondary general education.

Levels of professional education:

1) secondary vocational education;

2) higher education - bachelor's degree;

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

4) higher education - training of highly qualified personnel.

Additional education:

1) as additional education for children and adults

2) additional professional education.

Forms of training

In Russia there are three main forms of education: full-time (day); part-time (evening); part-time.

Restrictions on obtaining education in one form or another may be established by education legislation and (or) educational standards.

It is also possible to receive education in the form external studies(self-education) and family education with the right to undergo intermediate and state final certification in educational organizations.

- network training. The network form of implementation of educational programs is the implementation of an educational program using the resources of several organizations engaged in educational activities, including foreign ones, and also, if necessary, using the resources of other organizations;

- electronic and distance learning.

Article 17. Forms of education and forms of training

1. In the Russian Federation, education can be obtained:

1) in organizations carrying out educational activities;

2) outside organizations carrying out educational activities (in the form of family education and self-education).

2. Training in organizations engaged in educational activities, taking into account the needs, capabilities of the individual and depending on the volume of compulsory activities of the teaching staff with students, is carried out in full-time, part-time or correspondence form.

3. Education in the form of family education and self-education is carried out with the right to subsequently pass, in accordance with Part 3 of Article 34 of this Federal Law, intermediate and state final certification in organizations carrying out educational activities.

4. A combination of various forms of education and forms of training is allowed.

5. Forms of education and forms of training in the basic educational program for each level of education, profession, specialty and area of ​​training are determined by the relevant federal state educational standards, educational standards, unless otherwise established by this Federal Law. Forms of training for additional educational programs and basic vocational training programs are determined by the organization carrying out educational activities independently, unless otherwise established by the legislation of the Russian Federation.

A group of American scientists studied the impact of people's tendency to choose partners with a similar level of education on the fertility and genetic makeup of future generations. The researchers concluded that while less educated people do reproduce faster than more educated people, this is unlikely to be due to their genes. The corresponding one was published in the magazine Proceedings of the National Academy of Sciences.

The researchers used data from the U.S. Health and Retirement Survey. In them, they tried to find correlations between educational level, genotype, height, body mass index and the frequency of depression among spouses. For their work, they selected data on 4,686 Caucasian couples born between 1920 and 1955.

The comparison confirmed that it was common for all these age groups to choose people with a similar level of education as spouses. Thus, people with secondary education were more likely to marry people of the opposite sex who graduated from similar educational institutions, the same was true for people with higher education.

Moreover, spouses with a higher educational level had, on average, fewer children than less educated couples. Taller spouses also had fewer children on average than shorter spouses. However, what was unexpected was that there were practically no correlations between genotypes.

It is known that the chances of getting a higher education correlate with certain sets of genes. But there was no difference in the average number of children between individuals who had a genotype “favorable” for education and all others. In other words, no relationship was found between genotype and fertility. Similarly, no correlations could be established between the average number of children and body mass index or susceptibility to depression.

After the emergence of mass education systems, humanity is in previously atypical evolutionary conditions. According to Russian biologist Alexander Markov, in our time, “the choice of stupid women as permanent partners may have adaptive meaning,” since it is known that in many societies in the current period of history, people with low levels of education and low IQ test scores leave more children. A similar situation is observed in different countries of the world. In a number of African countries, the educational level of most spouses does not exceed high school, while in other countries it is significantly higher. Due to greater fertility, the population in the first countries is growing vigorously, while in the second it is often declining.

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

Key words: education, level system, quality of life

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

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

Plekhanov Russian University of Economics, Russian Federation, Moscow

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

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

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

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

The concepts of “quality of education” and “quality of life” are in direct proportion to each other: if the quality of education improves, indicators in other areas will also increase. Only in this way can a person achieve a fundamentally different attitude towards his career and his life, since throughout its existence humanity has tried to improve its quality. This was achieved through the industrialization of society, improving human living and working conditions, and providing a variety of rights and freedoms. However, as history has shown, these measures were unsuccessful. The fact is that this concept of “quality of life” is often confused with the concept of “standard of living”. By providing a person with a higher-paying job or moving him from a village to a city, only his standard of living increases, but not his quality. The very concept of “quality of life” includes two aspects: the standard of living (material benefits) and the level of spiritual development of a person (intangible benefits). By satisfying a person’s housing needs, providing him with medical services, and increasing wages, we only improve his standard of living. To improve quality, it is necessary to diversify and provide an opportunity to satisfy also the spiritual needs of a person.

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

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

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

· correspondence to vocation;

· possibility of intellectual work;

· obtaining knowledge for effective work;

· Opportunity to work in management. In the second direction:

· the opportunity to realize creative potential;

· formation of a scientific understanding of the world;

· development of skills in analyzing social life;

· mastering spiritual culture;

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

· increase in social status;

· achieving a financial position.

The well-being of any country depends primarily on healthy and highly educated citizens, therefore, along with the healthcare sector, the education sector is extremely important for the development of the state. That is why the topic of education is always the subject of heated debate, which is no coincidence: reforms carried out in this sector are often controversial. Our country is no exception in this matter. Recently, educational institutions of the Russian Federation have been “overwhelmed” by a wave of innovative transformations: the transition to a level system “bachelor” - “master”, new educational standards and programs, new textbooks, pedagogical technologies, strict requirements for the educational process; The practice of distance learning, the range of educational services and a number of other innovations have expanded, significantly changing traditional teaching methods. All these processes require serious coordination, and the results of activities require deep understanding, which is impossible without appropriate control and ongoing reforms. It is necessary, on the one hand, to coordinate the work of all structures, and on the other, to take into account the influence of various factors, taking into account national characteristics and the effectiveness of the methods used.

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

In 2003, the Russian Federation signed the Bologna Declaration, the goal of which is to create a Single European Higher Education Area. Thus, the Russian education system began to transition to the existing two-level system in Europe for training professionals with higher education: bachelor's and master's degrees.

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

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

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

Thus, before applying to a university for one direction or another, an applicant should make a deliberate decision, based on his professional interests and personal plans for life, which program of study is best to choose.

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

Table 1 below discusses the main aspects of the “specialist” and “bachelor’s” degrees, and also shows the advantages of the level education system.

Table 1

Advantages of a level education system

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

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

A bachelor's degree takes 3–4 years, and in Russia there are few universities that can graduate qualified specialists within this period without compromising the quality of education.

Russian teaching hours have nothing in common with Western ones, and in order to bring them into line, it is necessary to completely change the methodology of education in Russia. This happens by reducing teaching hours and allocating more time for students’ independent preparation. However, knowing the peculiarities of human psychology, it is easy to notice that most students need an incentive, a “push” that can be given specifically at a university.

The impossibility of transition of a number of educational institutions to the “Bachelor” - “Master” levels. We are talking, in particular, about medical students who will not have time to master all the disciplines necessary for a future doctor due to the large amount of information in such a short time. Reducing the curriculum may lead to the loss of certain knowledge, which is unacceptable, since people’s lives depend on these students in the future.

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

We can talk for a long time about all the advantages and disadvantages of high-level education in Russia. This article discussed the most basic of them. Based on this, the conclusion follows: our country faces a long and rather labor-intensive transition to a new educational system. Certain significant changes have already been made, but we do not need to stop there. When adopting foreign technologies and methods, they should be adapted to the realities of Russian national characteristics, economics, psychology and human behavior. You should not destroy something old if it has not lost its relevance or had undeniable advantages; it is enough to modernize it.

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

Bibliography

1. Baranov S.P. Pedagogy. M.: Education, 1987. 368 p.

2. Federal state educational standards of the Russian Federation

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

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