Реферат: Education in Russia
Реферат: Education in Russia
Contents
Introduction
1. Development of Russian Education System in the end of XX
– the beginning of XXI centuries
1.1 Humanistic character
of modern formation
1.2 Reform of education in
Russia the beginnings of XXI century
1.3 Results of a state
policy in sphere of education during last decades
2. Education System in Russian Federation
2.1 Continuous education
2.2 Characteristic of education system in Russia
2.2.1 Requirements and
educational organizations
2.2.2 Preschool educational establishments and schools
2.2.3 Middle professional education
2.2.4 High school
2.2.5 Private and alternative educational
establishments
Conclusion
Literature
Introduction
Nowadays the
question of surviving in new social-economical conditions becomes one of the
most important. Education must prepare a modern man for the reality of life.
Education system in any country should help to solve the main problems of
social, economical and cultural development of human society. That’s why the
role of school as a basic part of education and its ability to be flexible is
of great importance.
Unfortunately
the attempts to copy American experience in teaching without understanding all
its advantages and disadvantages has given us the results that we did not
intend to get. At the same time many Russian people brought up according to the
humanist principles that are traditional for Russian culture realized this
mistake and began paying more attention to the very personality of students and
to the latest psychological researches.
In fact the
person is inquisitive by the nature, and the satisfaction of information famine
for a usual person is almost the same as the need for food. Therefore really
talented teacher aspires to wake and fix this thirst for knowledge, shows the
pupils, how it is possible to receive satisfaction in the process of knowledge.
However the teacher who will set such a problem, will inevitably collide with a
number of difficulties, especially if he works at an ordinary school. Therefore
in a private school where as everywhere in conditions of the market approach,
" all is made for the client ", such people find way to realize their
ideas. In fact if children find being at school pleasant their parents,
understanding, that it is not vain, will spend the money easier.
The history of
humanity testifies, that education and society are inseparable. All
global problems (economic, social, political, culturological, demographic, ecological,
etc.), with which the society collides, anyhow have influence on the sphere of
formation and education. For example, in connection to the economic
difficulties experienced by many countries including the Russian Federation,
state financing of the education system decreases that conducts to insufficient
quality of material equipment of teaching and educational establishments, to
decrease in quality of preparation of pedagogical staff. The ecological
conditions on the planet have also destroying influence on health of a person
since the very birth. As a result the abilities to training are reduced; there
is the need for creation of educational establishments of correctional,
improving character. During wars, ethnic conflicts that take place in many countries,
problems of formation were put off to the background; in front of the threat of
danger of death the possibility of going to school or a kindergarten
catastrophically loses its importance.
But, on the
other hand, education defines many aspects of a person’s life in a society.
Scientists emphasize social value of education as an important transformation
force of the society. It is known, that for an output from the crisis
experienced now by the world civilization, radical changes in consciousness,
behaviour of people are necessary. To transform the private world of an
individual on the basis of humanistic ideals, purposefully to form moral
qualities, to rise a level of culture and vocational training of the person are
the functions of modern education. The social role of education consists of the
opportunity to influence to the development of tendencies in the society, to
prepare the next generation for the solving of global or local problems of the
present, to learn them to predict it and if it is required to warn their
consequences.
For each person education more or
less expresses personal values. The process of getting education which in the
highly developed countries takes a quarter of a vital way of the modern person,
but at the same time it makes his life substantial and spiritualized, opens his
various emotions, satisfies needs for knowledge, dialogue, self-affirmation.
While a person gets education all the potential abilities of the person develop
his self-realization is carried out, his image is formed. With the help of
formation the person adapts for life in the society, acquires knowledge and
skills necessary for this.
1. Development of Russian Education
System in the end of XX – the beginning of XXI centuries
1.1 Humanistic character of modern formation
Russian
natural-science education is estimated very highly and is considered to be one
of the best in the world. The benefit of it can be seen in the brilliant
results of the Russian schoolboys on the international Olympiads, and also in
the high level of preparation of the Russian employees working at foreign
universities or firms, in comparison with the western colleagues. Nevertheless,
this point of view has also opponents. They refer to a low level of mass
literacy of the Russian population, especially rural, on low erudition of
inhabitants of many small cities situated far from capital mega cities. However
there are all bases in the estimation of scientific-educational potential of
this or that country to conduct comparison by the best, most educated part of
the population.
The changes in social and economic
sphere of a public life have put many countries of the world, including Russia,
before the necessity of reforming educational system. Reforms of education,
becoming a part of social policy of the modern states, are directed to:
- Updating of
all parts of the system from preschool establishments up to universities;
- Perfection
of the maintenance, methods and means of teaching and educational work;
- Improvement of preparation and
improvement of professional skill of the pedagogical staff.
These ideas are put in the basis of
state policy of the Russian Federation in the field of humanistic education.
They found reflection in the Constitution of the Russian Federation (1993), the
Law of the Russian Federation «About education» (1992). In documents it is
declared, that education should be carried out in interests of person, society
and state. It is outlined, that, moving on the way of humanization of society,
it is possible to hope, that education will become one of the most important
needs of the person and favorable conditions for realization of this need, for
development of the general and professional culture of the person will be
created. The main principles of the state policy in the field of education in
Russia are humanistic character of formation, priority of universal values,
lives and health of the person, freedom of development of the person;
protection of national cultures, cultural traditions of peoples of Russia;
general availability, etc.
1.2 Reform of education in Russia the beginnings of XXI century
education
russia reform
It is
possible, that the given estimations are too much subjective, but thus, it is
obvious, that Russian education system is still too theoretical and poorly
aimed at practical application. It is insufficient for the satisfaction of the
need of flexible education in modern conditions.
According to
the Concept of modernization Russian Formations till 2010, approved by the
government on 25 October 2001, education is supposed to be reformed in two
stages:
1. At the
first stage (2001-2003) it was necessary in to restore the responsibility of
the state in the sphere of education, with an output on minimal necessary
budgetary specifications. The decision of socially significant problems and
modernization of education was developed and occurs in a context of the general
process of reforming of the various parties of a life, in close interaction
with other reforms, simultaneously being for them a source of maintenance
necessary personnel resource.
1.
At the
second stage (2004-2005) it is necessary to realize the measures that passed
experimental check in particular at the first stage and after the estimation of
results to introduce new models of education, its organization and financings.
At the second stage the expansion of resource maintenance will be lead.
In 2006-2010
the first results of modernization of formation should be designated such as
real improvement of quality of the general and vocational training and decrease
in social intensity in a society.
On the basis of increase of the
salary of workers in the sphere of education the growth of social status and
improvement of qualitative structure will be provided.
Such a reform
is necessary for Russia education. At existing system it is impossible to
expect essential increasing of the human capital, which basically defines
prospects of development of all economy. Scientists of the world have already
come to a conclusion, that the most important resource of economy is the human
one, possession, which in scales of the country defines its position in the
world.
1.3
Results
of a state policy in sphere of education during last decades
According to the
statistic data the population of 2002, there’re more than 109,4 million persons
in Russia in the age of 15 years have basic general and is higher education
that makes 90,2 % of this age group. Since 1989 the number of persons with such
educational level has increased for 18,3 million or on 20 %. Thus 76,5 % of the
group of the population in the age of 15 years have average (full) general
education, and 59 % have vocational training. In total since 1989 to 2002 the number
of specialists with higher education has increased up to 6,6 million. The number of the persons
having post-grade education (finished postgraduate study, doctoral studies,
Internship) and of the persons having secondary education has also increased for
5 % (up to 1 million).
By the
beginning of 2002 the quantity of students in the country has grown in
comparison with 1990 in 2,1 times that makes 5,95 million person. Similar
tendencies of growth of number were observed in higher educational institutions
(in 2 times).
Besides the quantitative estimations
it is necessary to accept attention quality standards of education system. So,
it is obvious that the level of knowledge and skills, which are received by
pupils, are as high as it’s demanded.
However, despite of the mentioned
above tendencies, in Russia a significant part of graduates don’t work on their
specialties. The mentioned above processes of employment of the population with
higher education, a rate of unemployment on the given category for last 10
years practically has not changed. The basic growth of unemployment falls at
the population with the average general education.
2.
Modern
Education System of Russian Federation
2.1 Continuous education
The question
whether it is possible to be taught, receive formation once for all life, is
not new for the modern society. The idea of continuous (lifelong) training has
arisen in the remote past, but humanity began to test sharp necessity for its
realization in the end of XX century. It shows the dynamism of social and
economic and spiritual development of the modern society. To correspond to
requirements of promptly varying society, the person should fill up, expand,
specify constantly luggage of knowledge, raise his general and professional
culture, and develop the creative potential.
In 80th in
documents of the international organizations (the UNESCO, the Roman club, etc.)
studying the conditions and prospects of development of world education system
the concept of continuous formation was issued. The essence of the concept
consists of the idea of "a training society”, lifelong education, a person
satisfying his needs in continuous perfection and self-realization.
Originally the idea of continuous
formation was developed as a problem of education of adults. Thus the theses of
modern psychology that development of the person is not limited to frameworks
of the childhood were taken into account. It was supposed, that continuous
formation will facilitate for the person change of social roles during the different
periods of a life, will support and improve the quality of an individual and
collective life by personal, social and professional development. In the modern
concept continuous formation is considered as the constant form of all human
life since the early age.
Continuous education is the activity
of the person focused on purchase of knowledge, development of all parties and
abilities of his person, including formation of skill to study and preparation
for execution of various social and professional duties, and also for
participation in social development as in scale of the country, and of the
world.
Main
principles of continuous formation can be formulated as follows:
- Orientation
of educational system to the person, to his individual and base needs;
- Wide democratism of educational
system, availability, openness of any step and form of education to everyone in
spite of the person’s sex, social status, nationality, physical condition,
etc.;
- Fast reaction of educational system
to features of interests of various categories of the population, and also
styles and rates of training;
- Development of various forms of the
educational services allowing to give education in a way convenient for people,
in necessary volume, in a suitable place, at any time;
- Unity of formal and informal kinds
(self-supporting rates, circles, clubs on interests, etc.) of education,
creation of "an educational field” which will transform the society into
"training";
- Use of electronic technology with a
view of maintenance of reception with people getting education at any stage of
their vital way.
Now the system of continuous
formation, which should provide interaction of all factors of formation of the
person, is almost fulfilled. Nowadays continuous education becomes a mass movement
in which study, work, and leisure of people are integrated.
2.2
Characteristics of education system in Russia
2.2.1
Requirements and educational organizations
Modern and
future employers are interested in such worker who is allocated the following
qualities:
- To think
independently and to solve various problems (i.e. to apply the received
knowledge to their decision);
- To possess
creative thinking;
- To possess the rich lexicon based
on deep understanding of humanitarian knowledge.
Thus, the graduate of modern school
who will live and work in the next millennium, in a postindustrial should
possess the certain qualities of the person:
- Flexibly to
adapt in varying vital situations, to be able to acquire independently
knowledge necessary for it, to be able to put them into practice for the
decision of various arising problems;
- To think independently and
critically, to be able to see problems arising in reality and, using modern
technologies to search for ways of their rational decision; precisely to
realize, where and how the knowledge got by him can be applied in the validity
surrounding it; to be capable to generate new ideas, to think creatively;
- To work competently with the
information (to be able to collect the facts that are necessary for the
decision of the certain problem, to analyze them, to put forward hypotheses of
the decision of problems, to do necessary generalizations, comparisons to
similar or alternative variants of the decision, to establish statistical
regularities, to draw the argued conclusions, to apply the received conclusions
to revealing and decisions of new problems);
- To be sociable, contact in various
social groups, to be able to work together in different areas, in various
situations, to find ways to prevent or be able to leave any disputed
situations;
- To work independently on the
development of his own morals, intelligence, a cultural level.
Thus, the
main, strategic direction of development of education system is in the decision
of a problem of person-orientated education, such an education in which the
pupil, the student would be in the center of attention of the teacher and the
psychologist. Such an education system reflects the humanistic direction in
philosophy, psychologies and pedagogic.
Modern Russian
formation is a continuous system of consecutive steps of training, on each of
which the state, municipal educational establishments of different types and
kinds operate. The educational system unites different educational
organizations and includes:
- Preschool;
- General
educational;
-
Establishments for children-orphans and children who have stayed without care
of parents;
- Professional
(initial, average special, higher, etc.) education;
-
Establishments
of additional formation;
-
Postgraduate
education;
-
Other
establishments, rendering educational services.
Educational establishments can be
paid and free-of-charge, commercial and noncommercial. It gives the right to
come to the agreements among themselves, to be united in teaching and
educational complexes (a kindergarten - an elementary school, lyceum – college
or a university) and teaching research-and-production associations with
participation of scientific, industrial and other establishments and the
organizations.
Activity of
the state, municipal educational establishments is under construction on the
basis of the typical positions authorized by the Government of the Russian
Federation, about corresponding types and kinds of educational establishments.
On the basis of typical positions charters of educational establishments are
developed.
2.2.2
Preschool educational establishments and schools
The Russian preschool educational
establishments are guided in the activity by the regulations about preschool
educational establishment accepted in 1995. According to this position
preschool establishments’ aim is to solve a complex of problems, such as:
·
to carry out protection of a life and health of children;
·
to provide their intellectual, personal and physical development;
·
to attach to universal values;
·
to cooperate with family in interests of high-grade development of the child.
Modern preschool establishments are
characterized by multi-functionality, different kinds of educational
organizations, and freedom in choice of priority direction of teaching and
educational process, use of educational programs.
According to
typical position different kinds of preschool establishments function:
- A
kindergarten;
- A
kindergarten with priority realization of one or several directions of teaching
children (intellectual, art-aesthetic, physical, etc.);
- A kindergarten of a compensating
kind with priority realization of qualifying correction of deviations in
physical and mental development of pupils;
- A kindergarten of supervision and
improvement with priority realization of sanitary-and-hygienic, preventive and
improving actions and procedures;
- A kindergarten of the combined kind
(into its structure general teaching, compensating and improving groups in a
different combination can be included);
- The center of a child - a
kindergarten with realization of physical and mental correction of all
children.
It is
necessary to note, that in the system of modern preschool establishments there
is an insignificant number of the day nursery. The matter is that the
conditions of education in a day nursery caused natural criticism on some of
teachers, psychologists, the doctors considering the small child leaving his
family characterized by heavy loading for his imperfect mentality. The analysis
of parameters of development of children of early age, grown-up in a family,
testifies, that half of them have deviations in physical health. Now scientific
researches are conducted with the purpose of development of model of
family-public education of children of early age in conditions of preschool
establishment and family. Searching of new technologies of education of
children of preschool age is carried out. In preschool establishments groups
with a flexible operating mode are created. Therefore, first of all it is
necessary to reconsider and develop:
• the general
approaches to the organization of educational process;
• the general
principles of construction of programs and techniques;
• the general
principles of selection and a professional training.
The central part of an education
system in the Russian Federation is the general secondary education which is
provided with average comprehensive schools, schools with the profound studying
separate subjects, grammar schools, licea, evening schools, educational
establishments such as the boarding schools, special schools for children with
deviations in physical and mental development, out-of-school educational
establishments (children's musical and art schools, schools of arts, choral and
choreographic studios, folklore ensembles, sports schools, etc.). At school
pupils can study for 9 or 11 years.
The main tasks
of general educational establishments are to create favorable conditions for
intellectual, moral, emotional and physical development of the person; to
promote development of scientific outlook; to provide development of system of
knowledge of the nature, a society, the person, his work by pupils themselves;
to generate receptions of independent activity.
2.2.3
Middle professional
education
According to the Law of the Russian
Federation «About education» the treatment of traditionally existing
professional and average special formation is new. Now these both links are
considered accordingly as initial and average vocational training. Initial
vocational training has the purpose to prepare, as a rule, on the basis of the general
education (the basic school), qualified employees on all basic directions of
socially useful activity. It can be received in technical training colleges and
other types of educational institutions of the given level.
Middle professional education is focused
on preparation according to the basis of the basic general, average (full)
general or initial professional training including. Middle professional
training can be received in a special educational institution (school, college)
or in a higher educational institution at the first step of the higher
professional education.
2.2.4 High school
The higher school in Russia is the
most dynamically developing part of the system of continuous education. It is
includes the following kinds of educational institutions: universities (the
centers of fundamental scientific researches and carry out preparation of
experts on different structures), academies, institutes, conservatories, and
the higher professional schools. Reforming of high school is based on introduction
of multistage preparation of specialists, which is realized under the
maintenance, and terms of training by successive general educational programs.
After the end of training on each of steps the graduate receives the diploma,
which allows to be engaged in professional work or to proceed to the following
stage of formation. Such reorganization of higher education enables to satisfy
needs of the country for experts of a different skill level.
Reforms in domestic higher education
have begun in 1992 with acceptance of the federal Law "About
education". It has legalized concepts that are new to us: a bachelor
degree, magistracy, and multilevel system. But, not breaking developed system,
it has kept and has included new and old, one-stage system
The levels (or
steps) of higher education are determined s by the federal Law accepted in 1996
"About the higher professional and postgraduate education ".
According to it the higher education includes three steps:
- The first
step: the incomplete higher education with term of training 2 years;
- The second
step: the basic higher education (bachelor degree) with term of training 4
years;
- The third step - with it business
is more difficultly: the former model is attributed to " the diplomated
expert " with term of preparation of 5 years and a new one is
"master" with term of preparation of 6 years;
If a student wants to continue
training on one of the programs of the third level he has a choice. If he
decides to receive qualification " the diplomated expert " it is
necessary to study 1 more year (under condition of concurrence of programs
actually studying lasts 1 semester, further there is an independent work on the
diploma). But the best way for the bachelor to improve his qualification is the
magistracy. Studying there lasts 2 years and comes to the end after having
writing a final master’s dissertation and, accordingly, getting of a degree of
master.
To all educational establishments the
right to render additional educational services is given. Additional services
can be paid if they fall outside the limits of obligatory educational work with
students that are defined by the curriculum of establishment and the program
accepted for it as basic.
2.2.4
Private
and alternative educational establishments
Since 1991 in
Russia it is authorized to open private educational establishments. The Charter
of the Russian association of non-state education was accepted. For reception
of the sanction to opening of a private school (a kindergarten, university,
etc.) which is given out in the Department of education, it is necessary to
present a package of obligatory documents (the concept of training and
education, the program and the charter of an institution, data on structure of
pedagogical collective, the information on means for the maintenance of
establishment). On an orientation and the maintenance of work private
educational establishments can be divided into some types:
- Exclusive in
which for very high payment high quality of formation is provided;
- For children who require special
conditions for studying and individual development, badly adapt, hardly
transfer a rigid regulation of their behaviour and activity, intensity of a
rhythm of educational establishment; gifted children for whom are necessary a
special atmosphere for development and the special program of training.
The new tendency in development of
educational system of Russia became an occurrence of the so-called
non-conventional teaching and educational establishments, alternative mass
schools, kindergartens. For non-conventional teaching and educational
establishments such attributes, as specificity of the purposes and maintenances
of education are characteristic; freedom of choice of establishment of the
certain orientation; relative administrative independence; a special atmosphere
and moral climate, promoting the best adaptation of the child, his multilateral
development.
Conclusion
Education
influences all kinds of activity of the person. Having left school, one enters
the institute, others go to technical school, and the third do not act
anywhere. It shows the certain filter in a choice of the further trade of the
person. Marking a special role of education in history of humanity, foreign and
Russian scientists speak about discrepancy of a modern education system to
objective requirements of a present stage of social development. This stage,
which came in second half of XX century, is characterized by serious, dynamical
changes in various social and economic spheres. Because of the interest to the
person as to the factor of economic progress the question about humanistic
educations became more important. Progress in science, techniques, cultural and
information revolutions transform education into the necessary attribute of a
daily life.
Today it is possible to allocate
three basic tendencies in sphere of education in Russia: crisis of classical
model, creation of the experimental schools, alternative forms of training,
integration into world culture: democratization of school, an establishment of
communication with the basic subjects of culture, creation of system of
continuous formation, humanization and computerization of education. The third
tendency is the restoration and development of traditions of Russian school.
Literature
1.
Днепров Э.Д.
Современная реформа образования в России: исторические предпосылки,
теоретические основания, этапы подготовки и реализации. А. дисс. … канд. пед.
наук. Спб., 1994.
2.
Козлова С.А.,
Куликова Т.А. “Дошкольная педагогика”. Москва, “Academa” 2000г.
3.
Журналы
“Дошкольное воспитание” №№ 5, 12 1997г., № 2 1998г., № 7 2000г.
4.
Журналы “Вестник
образования” № 9 1998г., № 14 2000г.
5.
Education
in the USSR / Kusin N. P. Moscow, 1972.
6.
Phillip
С. Slechty. “Schools for the 21st Century”. San Francisco, 1990.
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