Reforming the education system of the Russian Federation. Reform of the education system. Doctrine of domestic education

The country is developing a new education system aimed at entering the global educational space. This reform process is accompanied by significant changes in pedagogical theory and practice, a change in the educational paradigm occurs, different content, different approaches, and a different pedagogical mentality are proposed. In the course of such reforms, new curricula are being developed, the concepts of textbooks and teaching aids are being revised, and forms and methods of teaching are being improved.

A large role in transformative activities belongs to the teacher. It is he who involves his students in a range of various problems and shows the main ways to solve them. The fate of humanity ultimately largely depends on his activities.

Educational reforms were carried out throughout the entire historical path of Russia, from the moment of the transition from religious to secular schools (XVIII century).

Starting this year, the state has again turned its attention to the educational sector. On the eve of the new school year, addressing teachers, the President of the Russian

The Federation identified the following priority tasks: “stimulating innovative programs of professional higher and general education by financing projects for the development of educational institutions. State support for initiative, capable, talented youth. Informatization of education through the creation of a system of electronic educational resources and large-scale connection of schools and the Internet.”

Our district and district are doing a lot to create a strong educational system - these include private schools, gymnasium schools, classes with specialized training, with in-depth study of subjects. A large network of additional education has been created - Children's Art Centers, sports institutions, music schools, branches of higher educational institutions. But problems remain.

Reforming the education system in Russia: lessons from two centuries. Pre-revolutionary period.

The success of reforms in society largely depends on educational policy, its systematicity, consistency and effectiveness. It would not be an exaggeration to say that school determines the future of Russia and is an indispensable condition for its revival. Overcoming crisis processes and the formation of a new Russian democratic state, and, accordingly, the 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 education reform in the context of reforms in society is undoubtedly of interest not only for narrow specialists in the field of history of education and pedagogy, specialists in sociocultural problems of social development, but also for everyone who in practice takes part in the search for the most promising ways and means of building an effective school education system.

The problem of reforming the educational system and the search for optimal directions for development have always been and remain relevant for each country and for a specific historical period. For example, in the USA, at the government level, the need for a radical reform of American education is proclaimed, the task of which is to bring American education to first place in the world.

The global reform of the Russian education system was put into effect by the Law “On Education”, adopted in 1992. Currently, we have to admit a certain inconsistency in state policy in the field of education. Today, Russian teachers are discussing a new stage in the reform of the educational system. The modern reform, in its objectives and scale, fits well into the framework of numerous reforms of the education system carried out in Russia since the times of Peter the Great.

Let's turn to historical experience.

As a result of progressive transformations during the Age of Enlightenment (XVIII century), in

Large centers of culture, science and education were created in Russia - the Academy of Sciences,

University of Moscow; new types of real schools - mathematical and navigational sciences, schools at factories and shipyards, at the Maritime Academy; State secondary schools are digital. The system of educational institutions has expanded.

At the same time, during this period there was an intensified tendency to give the education system a class character: noble educational institutions were created (gentry, naval, artillery corps, private boarding schools, institutes for noble maidens and others).

At the beginning of the 19th century, the liberal “Charter of educational institutions subordinate to universities” was adopted (1804). This document marked the beginning of the organization of the state system of primary, secondary and higher education. He increased the role of universities in the management of public education and teacher training, and also provided conditions for training in the secondary school system.

However, the progressive development of the education system was relatively short-lived. In the first quarter of the 19th century, the government gradually moved away from the liberal provisions of the 1804 Charter. In the education system, the features of class and religious-monarchical principles became stronger. And the Charter of 1828 marked a temporary victory of counter-reforms in relation to the transformations of the early 19th century; the closed nature of the school system was consolidated. 1

In the 60s of the 19th century, reforms in the education system carried out by the government under the influence of the socio-pedagogical movement became a significant part of the overall process of socio-political reforms. According to the adopted documents at this time, all schools received the right to become publicly accessible and classless. The system of women's education began to develop. However, already in the 70s, political reaction stimulated the process of counter-reforms in the field of education and enlightenment. Progressive documents of the 60s were replaced by new, reactionary ones: the “Charter of Gymnasiums”

(1871), and “Regulations on real schools” (1872). These documents restored the class separation of schools and to a certain extent violated the unity of the general education system achieved in the previous period.

At the end of the 19th and beginning of the 20th centuries, the government developed a number of reform projects in the field of education - the draft of the secondary school reform of the Minister of Education

P. N. Ignatiev of 1916 and the project of reform of the vocational education system of 1915.

The relationship between the process of modernization of society and reforms of the education system acquires particular relevance and urgency at turning points in social development, during the period of 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 between reforms and counter-reforms in education reached particular severity in the 19th and early 20th centuries, a period when social factors clearly emerged that determined the vector of social modernization and at the same time established the depth and effectiveness of this process.

Post-revolutionary period.

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 practically embodied the policy of the Soviet state in the field of education. The legislative basis for this education reform was 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 “Basic Principles of the Unified Labor School of the RSFSR.” 1 Many provisions of these documents continued to apply in subsequent years, right up to the modern education reform in the 90s of the 20th century. In accordance with the new state policy in the field of education, the education system came under the jurisdiction of the state, and 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 - a “unified labor school”. The teaching of religious subjects was excluded from the curriculum. Free schooling was introduced and equality between men and women in education was ensured. The full development of student amateur performances was encouraged through the creation of various public organizations. The progressive task was set - to achieve universal literacy of the population in the shortest possible time. A reform of the Russian language and other serious changes were carried out.

The goal of the first school reform in Soviet Russia was proclaimed to be the education of a person of a new era, which determined a new philosophy of education. 2 The priority direction of development of the new Soviet school was the principle of labor activity in the broadest sense. The content of education was based on the polytechnic component. Teaching methods during this period were focused on research tasks.

Putting forward goals for the development of the student’s personality was a progressive direction in pedagogy, but at that time it could not be realized, since the educational reform in Soviet Russia was carried out under conditions of a rigid class and party approach.

This caused excessive ideologization of the content of education and all forms of the educational process. The consequence was a certain crisis in the education system, noted by contemporaries at the turn of the 20s and 30s.

Under these conditions, the party and state leadership considered it necessary to carry out a stabilization counter-reform of education, the main content of which was determined in the party and government decrees of 1931 - 1936. In practice, these steps to a certain extent became the restoration of classical gymnasium forms of education. The return of conservative - traditional elements of the education system was positively received by parents and the pedagogical community. The achievements accumulated in the education system in the 30s and 40s and the specialists trained during this period became the basis for sensational scientific successes in the field of space technology and atomic energy in the 1950s.

The development of the education system has again demonstrated that reform inevitably gives way to counter-reform. The “Khrushchev school reform” of the late 50s and early 60s in certain features repeated the transformations of the 20s. Counter-reform of the mid-60s –

The 70s stabilized the education system. Transformations of the late 1960s - early

The 80s, which had a stabilization and modernization character, were completed with the reform of 1984.

The cyclical nature of the development of the education system was also evident in the reform of the late 80s – early 90s, which also gave way to 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.

Here it is important to emphasize such a paradoxical fact that characterizes the integrity, consistency and effectiveness of the educational system created in pre-revolutionary Russia, that all subsequent attempts of the Soviet state to destroy it and create a new, Soviet education system essentially led to nothing. Despite all the modifications, the pre-revolutionary education system in Russia has preserved its main features to the present day. It is no less remarkable in terms of comparative history that the American educational system, in essence, has undergone just as little transformation.

Thus, we can draw the following conclusion: despite 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 the education systems in both Russia and the United States, have significant conservatism, which in general has a positive effect on the quality of education and contributes to the realization of its role as a factor in ensuring cultural continuity in the development of society.

The main directions of modern education reform.

The role of education at the present stage of development of Russia is determined by the tasks of its transition to a democratic and legal state, to a market economy, and the need to overcome the danger of the country lagging behind global trends in economic and social development.

In the modern world, the importance of education as the most important factor in the formation of a new quality of economy and society increases along with the growing influence of human capital. The Russian education system is capable of competing with the education systems of advanced countries. At the same time, a deep and comprehensive modernization of education is necessary, with the allocation of the necessary resources for this and the creation of mechanisms for their effective use.

The concept develops the basic principles of educational policy in Russia, which are defined in the Law of the Russian Federation “On Education”, the Federal Law “On Higher and Postgraduate Professional Education” and disclosed in

The National Doctrine of Education in the Russian Federation until 2025, as well as

Federal program for the development of education for 2000–2010. 1

School, in the broad sense of the word, should become the most important factor in the humanization of socio-economic relations, the formation of new life attitudes of the individual. A developing society needs modernly educated, moral, enterprising people who can independently make responsible decisions in a situation of choice, predicting their possible consequences, are capable of cooperation, are characterized by mobility, dynamism, constructiveness, and have a developed sense of responsibility for the fate of the country.

At the present stage of development of Russia, education, in its inextricable, organic connection with science, is becoming an increasingly powerful driving force of economic growth, increasing the efficiency and competitiveness of the national economy. Therefore, it cannot remain in a state of internal isolation and self-sufficiency. The outdated and overloaded content of school education does not provide graduates of secondary schools with fundamental knowledge.

The main priorities of educational policy are:

Ensuring state guarantees of accessibility to quality education;

Creating conditions for improving the quality of education;

Creating conditions for improving the quality of vocational education;

Formation of effective economic relations in education;

Providing the education system with highly qualified personnel. 1

Thus, modern education will be focused on the labor market and the requirements of the country’s socio-economic development, on the development of the student’s personality, on his high level of cultural development.

Problems in Education

The federal laws “On Education” and “On Higher and Postgraduate Professional Education” guarantee that every graduate of a comprehensive school receives a high-quality higher education and the opportunity to study at prestigious universities in Russia. In this regard, a unified state exam is being introduced for school graduates, which makes it possible to simultaneously pass a school exam in the subject and an entrance exam to a higher educational institution. The Khanty-Mansiysk Autonomous Okrug has been included in the experiment of conducting the Unified State Exam for several years. Starting from this academic year, almost all school subjects will be taken by us, graduates of secondary schools, in the form of the Unified State Exam. The results of the unified state exam in our school, as well as throughout the country, are not high enough.

This worries us. Why? After all, not all graduates of my school want to study in higher educational institutions, many of them will go to college, some are going to work, in addition, not all universities accept the results of the Unified State Exam. So why does every school graduate need to take the Unified State Exam? Where is the student's right to choose? Why is the Unified State Exam not an alternative to “regular school exams”? We think that it is necessary to give students the opportunity to decide for themselves whether to take the Unified State Exam or a “regular school exam.”

Our school has developed and is implementing the “Gifted Children” program, the main goal of which is to promote the development and support of gifted children, ensuring their personal social self-realization and self-determination. The school does a lot in this direction. Students take part in school, district, district subject Olympiads, actively participate in the “Step into the Future” program for young researchers, in various competitions and events.

But every year we see the opposite, fewer and fewer schoolchildren show good results at various levels. Why? As the survey results show, the majority of high school students are not satisfied with the educational process and communication with teachers at school.

This suggests that the school continues to operate “the old fashioned way,” traditionally: traditional lessons, traditional subjects, teachers do not trust students. Today, the school must “keep up with the times”, because it lays the foundation for the future of our country, it forms an independent, proactive personality, capable of actively and responsibly solving issues. We believe that schools need to create as many special elective courses as possible, a variety of electives, interest groups, and discussion clubs. Trust students more.

More than ever, today schools need connections with higher educational institutions so that schoolchildren have the opportunity to get in touch with science, because the connection between education and science is obvious.

The informatization of education, which is talked about so much, has led to the accumulation of many computers in schools, but the condition of these computers wants to be better.

Despite the difficulties that modern schools are experiencing, the students of our school consider their greatest achievement over the years of study there to be good knowledge of subjects and the development of their interests and abilities. This is the result of the work of my school.

Thus, today there are many problems in our school, and probably in all schools in the country. And it is impossible to solve them immediately.

Having analyzed reform activities in the field of education, we fear that the lessons of previous reforms will not be taken into account, and the current education reform will not be completed. Therefore, in order for the modern education reform to be carried out successfully and to be complete, it is necessary, from our point of view, to fulfill the following conditions:

When carrying out reforms in the field of education, the state must take into account historical patterns and carry them out systematically, step by step, and purposefully.

It is necessary to create a deliberative mechanism between stakeholders in the educational process: teachers, parents, students, where each party could actually influence the course of the educational process in an educational institution.

In modern schools, more attention is paid to the moral, civic and patriotic education of schoolchildren.

In order to increase student motivation, it is necessary to introduce a larger number of different electives, interest groups, special courses for students to choose from, and discussion clubs into the educational process of the school.

The school should take the initiative to establish links with higher education institutions.

Make a unified state exam for school graduates at the request of the students themselves.

Don't be afraid of ignorance, be afraid of false knowledge. Everything is evil from him.
L.N. Tolstoy

The education reform of 1864 took place in several stages, which ultimately reformed all education systems in Russia. Primary, general and secondary education were reformed. Key dates for these reforms:

June 18, 1863 – the “University Charter” was adopted.
July 14, 1864 - the “Regulations on public schools” were adopted.
November 18, 1864 – the “Charter of gymnasiums and pro-gymnasiums” was adopted.

Because of the University Charter, the education reform is often called the reforms of Alexander 2 of 1863-1864. In any case, we are talking about changing the education system of the Russian Empire, and below we will look at what exactly was changing, as well as the functioning of the education system in the country.

Primary school reform

On July 18, 1864, the “Regulations on Public Schools” were adopted. The main feature of this provision was the abolition of the state and church monopoly on education. After the reform of the education system, public institutions and private individuals could also open primary schools. The duration of primary school education did not exceed 3 years.

Primary schools were now of the following types:

Sundays.
Church and parish.
Zemsky.
Private.
State.

Secondary school reform

On November 19, 1864, the “Charter of Gymnasiums and Pro-Gymnasiums” was adopted. It was the gymnasiums that were the main link of secondary school. All gymnasiums were divided into 2 types: classical and real. The classical ones prepared for admission to higher institutions, and the real ones - to technical educational institutions.

In all gymnasiums the duration of study was 7 years. After 1871, the period of study in classical gymnasiums was 8 years. In fact, the education reform of 1864 divided people into classes according to the type of education received: classical gymnasiums - people with higher education, real gymnasiums - industrialists and traders.

An important feature of the reform is that absolutely any person in the Russian Empire could enter the gymnasium. True, in fact, education still remained available only to the nobles, since the cost of education in gymnasiums was very high, and most of the population could not afford it.

In 1862, women's gymnasiums first appeared in Russia. Thus, for the first time in the history of the country, women received the right to secondary education. True, we need to make a reservation - the training program in women's gymnasiums was much inferior to men's gymnasiums.

Reforming higher education

On June 18, 1863, the University Charter was adopted. The education reform under Alexander 2 actually began this year with this document and continued in 1864. The main thing in the new charter is that autonomy was returned to universities. Each university had a "council of professors" that elected a rector and a dean. It was the rector, dean and council of professors who were fully and solely responsible for education:

Decisions were made on hiring and dismissing teachers.
The training program was approved.
Approved and edited curricula and disciplines.
All financial issues were resolved.

At the same time, women in Russia have the opportunity to obtain higher education. Women's gymnasiums, of course, did not give the right to enter a regular university, so higher women's courses were created in the country. It was possible to study them in Moscow, St. Petersburg, Kyiv and Kazan. Further reforms opened the way for women to regular universities, but even so they were admitted there under a special status - auditors. The reform in the field of education of 1864 served as an impetus for this.

Significance for the country

The educational reform of Alexander 2 pursued two main goals:

Make education accessible to everyone.
Eliminate the monopoly on education.
To bring order to the system of gymnasiums and pro-gymnasiums.

The advantages and disadvantages of reforms in the field of education should be interpreted from the point of view of the achieved results and goals. The second point of the goals was incidental and not fundamental. “Private” schools eventually appeared, but they did not take root and soon disappeared completely. As for the other goals, they were achieved on paper, but not in reality. Universality of education affected only primary schools (grade 3). Even secondary schools and gymnasiums were inaccessible for 90% of the population due to the high cost of education. Naturally, higher education was therefore also inaccessible. Therefore, in this reform it is necessary to clearly distinguish between what was on paper and what actually happened.

There was also a time bomb in the reforms - complete independence of universities. In fact, they were not controlled by the state: their own rules, their own distribution of funding, independence in determining the program and subjects of study, independence in choosing personnel. This was later actively used by revolutionaries and those who today can be called liberals.

Starting in 2018, Russia began to carry out a number 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: teaching methods and technologies. What has already been done, and what reforms are still 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, 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 completed in the first half of 2019. In addition, management of Russian schools will pass into the same hands - to 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 a period of 5 years. Main goals of the projects:

create a modern educational environment, as well as developed infrastructure in educational institutions;
make education high-quality and accessible (including for children with disabilities);
find and encourage talented young people;
develop effective systems of additional education for children;
prepare highly qualified specialists, training 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 leading countries in terms of its quality. The Ministry of Education and Science has already prepared an updated system of education and training. The world's best methods were adopted and suitable literature for teachers was produced. The concept of teaching various subjects, as well as assessment criteria, is gradually changing. 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 introduced an online queuing system, obliged kindergartens to accept all children, opened and continue to open new institutions for preschoolers. A total of 24.5 billion rubles were allocated for this purpose. According to the state project plan, by the end of 2020 there should be a place for every child in the nursery.

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

Schools

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

Creation of a unified database of educational literature for schools. Everyone will be trained using the same textbooks so that the quality of training remains approximately at the same level. For comparison: 80 textbooks have been registered in the Russian language alone.
Development of an updated curriculum. Subjects such as astronomy, family studies, technology and chess may be added. Schoolchildren will study 2 foreign languages: one from the 1st grade, and the second from the 5th grade.

Transition to a 12-point system. Since 1937 to this day, Russian schools have used a 5-point system, so it is logical that it is already outdated. This system is not effective; many countries abandoned it long ago.
Adding history to the number of compulsory subjects taken at the Unified State Exam.
Implementation of the “Teacher of the Future” project, which involves the creation of a new certification system for principals and teachers. Teachers will also have the opportunity for career growth based on their achievements in their work. Additional positions will appear – senior and leading teacher.

They plan to open a website for parents where they can get advice on educational issues. This project is called “Modern Parent”.

In addition, the government intends to allocate funds to improve 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;
purchasing transport for transporting children living far from school;
construction of laboratories, 34 Quantorium technology parks, Sirius-type centers, as well as health camps.

Interesting: the construction of new schools will soon make it possible to abolish multi-shift teaching (currently classes are conducted in 2 and 3 shifts).

If the Digital School project is implemented, education will move to a digital format. For this purpose, 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 require a lot of time and money. Even purchasing electronic devices for each child can be a barrier for some families. So it will be many years before the project is fully implemented. However, in 2020 they promise to introduce electronic educational games and simulators into the educational process.

Colleges and technical schools

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

To avoid trouble, the Ministry of Education and Science is proposing 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 professional training in a specific profile, or improve their qualifications. According to statistics, it is mid-level personnel that are currently in short supply.

In total, at least 7 centers should be built, which will teach 50 of the most in-demand professions. Moreover, they will train not only school graduates, but also adults who want to acquire an additional profession or improve their qualifications. At least 30 specialized education centers will be opened for persons with disabilities within 2 years.

Universities

The objectives of the Federal Target Program, which must be implemented before 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;
eliminating the shortage of places in dormitories;
development of new tools for assessing the quality of training.

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

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

Again, about 2 trillion is needed for these activities. rub. It is not yet known how the reform will be financed, which means it is impossible to say exactly in what ways it will be carried out.

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REFORMING THE RUSSIAN SYSTEM OF HIGHER EDUCATION, THE MOST IMPORTANT ELEMENT OF THE SOCIAL INFRASTRUCTURE

Cherdantsev Vadim Petrovich, DSc of Economics, Professor, Professor, Department of Management, Perm State Agro-Technological University named after academician D. N. Pryanishnikova, Perm

Education in Russia is the most important elements of the social sphere, ensuring the process of acquiring knowledge, abilities and skills. Subsequently, these knowledge and skills are applied effectively in the professional activity of participants of the educational process, and, therefore, contribute to the development of the state. Currently the Russian education system is under reform. The basis of the reforms is to bring education system in Unified with international acts and agreements.

Keywords: education reform; University; higher education; master program; Bologna process; research work; master's thesis competence.

REFORMING THE RUSSIAN HIGHER SYSTEM

EDUCATION

Education in Russia is the most important element of the social sphere system, ensuring the process of acquiring knowledge, skills and abilities. Subsequently, this knowledge and skills are effectively used in the professional activities of participants in the educational process, and, therefore, contribute to the development of the state. Currently, the Russian education system is at the stage of reform. The basis of the reforms is to bring the educational system into compliance with international acts and agreements.

Key words: education reform; university; higher education; master's degree; The Bologna Process; research work; Master's dissertation; competencies.

UDC 378.225 Higher Attestation Commission of the Russian Federation 13.00.08

CHERDANTSEV Vadim Petrovich, Doctor of Economics, Professor, Department of Management, Perm State Agricultural and Technological University named after Academician D.N. Pryanishnikova, Perm

cherdantsev. [email protected]

The need to reform education in Russia is dictated by changes in the labor market, socio-economic reality, new requirements for graduates of educational institutions for their social and professional competence, and the demand for university graduates by employers.

All levels of education have undergone changes - from general to higher professional and post-professional. Millions of people are involved in the ongoing reforms - students, their parents, school teachers, students, university professors, etc. Therefore, the ongoing education reforms have a great public resonance.

Currently, the process of transforming the higher education system is underway. The result of this reform was the division of higher education into three levels: undergraduate, graduate and postgraduate.

What forced Russia to transition to this system? In 2003, our country became a participant in the Bologna process to create a pan-European educational space, which originates from the Universal Charter of Universities, signed on September 18, 1988 in Bologna, Italy, by the main European states.

Russia, having acceded to the Bologna Agreement and other international acts that allow it to enter a unified educational system, has undertaken certain obligations stipulated by these documents. The essence of these obligations is as follows: the Russian higher education system must be reformed in such a way as to become equivalent to European education and be accepted by the European community. One of the main elements of the Bologna process, which creates opportunities for personal growth and supports cooperation between universities at the international level, is the mobility of faculty, students and graduates.

In Europe, the higher education system has long been divided into two levels: bachelor's and master's degrees. Bachelor's degrees are mainly trained by colleges, and master's degrees by universities. In our country, debates regarding the necessity and effectiveness of such educational practices are still ongoing. However, about 160 universities in Russia currently train masters in more than 90 different areas, and their number is constantly growing.

Turning to history, we can recall that the master's degree in Russia was approved by the Decree of Emperor Alexander I in 1803. Receiving this degree gave the right to head a department at a higher educational institution. In 1819, the “Regulations on the production of academic degrees” were approved, regulating the procedure for passing exams, defending dissertations and awarding academic degrees. The university charter in 1884 abolished the academic degree of candidate of sciences. Since that time, only two academic degrees have been awarded in Russia - master's and doctor of science.

Later, after 1917, the training of masters was abolished. But thanks to the perestroika processes that began in our country in the mid-80s of the 20th century and affected almost all aspects of life, they resumed again. By the Decree of the Ministry of Science and Education, Higher Education and Technical Policy of the Russian Federation dated March 13, 1992 “On the introduction of a multi-level structure of higher education in the Russian Federation,” the training of bachelors and masters began to be carried out simultaneously with the training of certified specialists.

A multi-level higher education system best meets the needs of a market economy, in which the labor market places special demands on the flexibility and mobility of the workforce. At the same time, the introduction of a two-level system does not cancel the classical traditions of Russian (Soviet) higher education. For a number of specialties, multi-level training leading to the award of the degree “certified specialist” will be retained.

Today, master's degree is the second level of higher education in a three-level system. The goal of the master's program is to produce professionals with deeper specialization who are capable of solving complex problems. The main objective of the master's program is to prepare professionals for successful promotion in Russian and international companies, as well as analytical, research and consulting activities.

In the modern understanding, a master's degree is an erudite specialist capable of research, analytical and consulting activities, who is proficient in modern information technologies and the methodology of scientific creativity. To be more precise: a master is a generalist who is ready for analytical and

research activities and masters modern methods and technologies of scientific knowledge. The need for highly qualified personnel with a master's degree is really manifested not only in higher education applications as teachers or in research organizations, but also in companies and organizations of various fields of activity and forms of ownership. The skills acquired during master's studies are relevant not only to those who plan to connect their future careers with university teaching and science, but also to workers in various fields of activity, because even the most highly qualified specialist in his field must be able to present his knowledge to others , this also needs to be learned.

A graduate of a master's program is able to concentrate more deeply on the study of highly specialized issues, and work out in more detail the areas necessary for professional activity, especially in the innovative field.

In addition, studying in a master's program gives students experience in scientific work and allows them to master research skills. While still studying at a university, a master can try himself as a researcher in order to decide to continue his studies in graduate school.

At first, master's programs in our country were perceived as research programs. They were believed to prepare students for teaching or scientific careers. This limited the scope of their use and reduced their demand. But this is not entirely true. Of course, master's programs should have a strong research component, but they should also teach skills in collecting, analyzing, and using information to make decisions.

The quality of training of university graduates largely depends on the successful solution of the problems facing the modern Russian economy. It is important to reorient Russia towards an innovation-socially oriented development model. Important factors in the development of certain competencies among masters, prescribed in the curricula, in the educational programs of universities, are the desire, ability, and skills of graduates in using the acquired knowledge and applying them in professional activities when working in the industrial complex of Russia.

There are many organizational innovations taking place in the Russian educational sphere. In the field of higher education, educational programs of different levels are appearing. But it should be said that new programs will be constructive only if they meet the requirements of professional activity when mastering a basic bachelor's degree.

Master's programs are gradually ousting the so-called “second higher education” from the market. A master's degree is a higher level of higher education; its program is not based on repeating disciplines completed at a university of a different profile, but on transferring previously acquired knowledge to a new level and a new subject area.

In 2010, Perm State Agrarian-Technological University joined the number of participants in the Bologna process in the Perm region. The master's program, created at the Faculty of Economics, Finance and Commerce, is based on many years of experience in training specialists in economics and management. Currently, intensive work is underway to improve the quality of master's education based on the state educational standards of the new generation. The ongoing master's program "Industrial Management" contains in-depth specialized knowledge with a pronounced research component, a significant share of independent work and is aimed at developing competencies that allow graduates to perform intellectually intensive functions at a high qualification level, and comprehensively solve various problems using knowledge of the latest technologies and techniques. Its mission is to meet the needs of government authorities and entities of the real sector of the economy for highly qualified specialists in production management.

The program provides individual educational training for undergraduate students, which makes it possible to conduct effective research, analytical and practical activities in the industries and areas of production management. Creating an up-to-date methodological and organizational base allows the master's student to master basic competencies in the field of solving problems of organizing production and managing it.

Master's students are given the opportunity to independently consider various

new approaches and points of view of outstanding scientists, experts, highly qualified specialists, which makes this course especially relevant and in demand. Master's degree graduates successfully work in companies and organizations in various sectors of the economy, focused on research, scientific and pedagogical, design, experimental and design, technological, executive and organizational activities. Classes in the master's program are taught by leading professors and associate professors of the university and future employers. Master's students undergo internships at enterprises of various forms of ownership

Currently, studying master's programs in "Management" and "Economics" at agricultural universities not only provides an opportunity for specialists in the agricultural industry to gain deeper knowledge in the field of management, economics or commerce, but also allows graduates who have graduated from technical universities to master the relevant areas of education according to the specialty program.

Master's education, in addition to fundamental scientific training, provides instrumental knowledge and skills that are valued by modern employers in any field of activity. Today, the demand for master's programs is increasingly growing, as employers want to get specialists who, in their view, have received a “full-fledged” higher education - education at the master’s level, since a bachelor’s degree is not yet perceived as a full-fledged diploma of higher education. In the difficult political, socio-economic conditions of the country during the sanctions period, economic and managerial training of undergraduates is designed to receive an adequate education to find the right guidelines when making management decisions.

Currently, the problem of graduate employment is an urgent problem in modern universities. The previously existing “study-work” model is no longer relevant. In Soviet times, it provided for a change of activity from educational to labor, that is, the employer perceived a student who had received a higher education as a full-fledged specialist. Under this model, the distribution and compulsory employment of graduates was considered as a trigger for the start of a career. IN

Currently, many students gain their first work experience by combining study and work. This means that there is no distinction between education and professional development. Therefore, the “lifelong education” model is gaining great popularity.

One cannot disagree that Russia really needs educational reform. With the system that operates now, it is difficult to count on a significant increase in human capital, which is decisive for the prospects for the development of the entire economy. The lack of qualified personnel is one of the main limiting factors for business development in Russia. Businesses still have a hard time finding graduates who don't need to be retrained. And it is almost impossible to find a specialist who speaks not only modern knowledge, but also a foreign language.

In conclusion, it should be noted that the process of development and formation of personality in all professional fields is becoming more dynamic. Currently, professional activity is the longest stage, the implementation of which occurs thanks to continuously ongoing educational processes. Continuing education in our country is becoming especially important as in the current socio-economic situation the areas of integration interaction between various sectors of the Customs Union are constantly expanding. From this we can conclude that the governments of countries directly interested in improving the professional qualifications of the population should make the doctrine of lifelong education the predominant direction of the state’s educational policy.

Literature:

1. Bushmeleva D.B. Russia and the Bologna process: opportunities and prospects //Evolution of Russian law: abstracts of reports at the All-Russian Student Scientific Conference (Ekaterinburg, April 25-26, 2008). - Ekaterinburg: Ural, state. legal acad., 2008. - pp. 292-294.

2. Kim I.N., Lisienko S.B. On the role of master’s programs in the strategic development of a university // Higher education in Russia. - 2012. - No. 11. - pp. 23-28.

3. Who are masters and bachelors? [Electronic resource]. URL //http://www.mnogo-otvetov.ru/ kto-takie-magistry-i-bakalavry/ (date accessed 04/06/2017)

4. Kirillova S.B. Development of a system of continuous agricultural education in the agro-industrial complex of Russia // Problems of modern economics. -2008.-No.1.-S. 356.

5. Novikova Yu. V. On the issue of some aspects of continuing education in the agricultural sector // Concept. - 2016. - T. 23. - P. 59-63.

6. Stepanova I. A. Reforming the education system in Russia: prerequisites and prospects // Young scientist. - 2015. - No. 21. - pp. 627-630.

ORGANIZATION OF PRESCHOOL CHILDREN PROJECT ACTIVITY: TEACHER'S ROLE

Chertkoeva Valentina Grigoryevna, PhD of Pedagogical sciences, Associate Professor, Department of Preschool Education, North-Ossetian State Pedagogical Institute, Vladikavkaz, Republic Of North Ossetia - Alania

The article is devoted to the peculiarities of the organization of the project activity of preschool children. The author considers the problems of using the project approach in the preschool education system. Based on the results of a comparative analysis of foreign psycho-pedagogical literature, the role of the teacher in the project activity of preschool children is defined. Methodical recommendations on the application of the project approach to teaching in children's educational institutions have been developed. The developed recommendations will contribute to improving the efficiency of the educational process and will ensure further improvement of the national methodology for project activities. The findings of the study can be taken into account when developing new curriculum.

Keywords: preschoolers; project approach; implementation; problems; requirements; foreign experience.

UDC 37.01 THE ROLE OF THE TEACHER IN THE ORGANIZATION OF PROJECT

Higher Attestation Commission of the Russian Federation 13.00.01 ACTIVITIES OF PRESCHOOL CHILDREN

Kolnikov. The author considers the problems of using the project approach in the preschool education system. Based on the results of a comparative analysis of foreign psychological and pedagogical literature, the role of the teacher in the project activities of preschoolers was determined. Methodological recommendations have been developed for the use of a project-based approach to learning in children's educational institutions. The recommendations developed will help improve the efficiency of the educational process and will ensure further improvement of the domestic methodology for project activities. The findings of the study can be taken into account when developing new educational programs.

Key words: preschoolers; project approach; implementation; Problems; requirements; motivation; Foreign experience

CHERTKOEVA Valentina Grigorievna, Candidate of Pedagogical Sciences, Associate Professor, Department of Preschool Education, North Ossetian State Pedagogical Institute, Vladikavkaz, Republic of North Ossetia - Alania valgrich50lS>mail. g and

As part of modern educational programs of preschool educational institutions (DOU), children are usually given the opportunity to acquire and consolidate knowledge in various ways. At the same time, teachers and psychologists are increasingly expressing the opinion that learning through solving simple problems contributes little to the understanding and assimilation of educational material and creates a negative attitude in children towards learning and school. This problem can be solved by introducing more complex cognitive tasks that provide the child with the opportunity to solve real problems. Knowledge is best learned in context, so learning through complex problem solving is most effective, forcing children to use cognitive tools, multiple sources of information, and other people as learning resources. The teacher’s tasks are to prepare step-by-step assignments in accordance with the tasks being solved; Use modeling, motivation and training to teach students strategic thinking to gradually transfer responsibility for their own learning to them. The implementation of such an approach to learning will motivate children to effectively solve real problems by combining previous knowledge and experience, acquire new subject-specific knowledge and develop cognitive strategies applicable to solving these problems.

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.

As part of the process of reforming the school history education system, we can conditionally identify a number of stages that generally coincide with the stages of reforming Russian education.

The first stage - approximately 1988 - 1992. characterized by the processes of collapse of the previous centralized system of historical education that existed in the USSR and the search for approaches to building a new system in the Russian Federation. The border of this stage can be conventionally considered the adoption in the summer of 1992 of the Law of the Russian Federation “On Education”.

Second stage - end of 1992 - beginning of 1996-- can be conditionally limited to 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 transition to a concentric education system, the gradual acceptance by the pedagogical community of the idea of variative education and the related idea of a standard as a factor in ensuring the integrity of the federal educational space and creating conditions for it. development.

The third stage - from the beginning of 1996 to the present day- is characterized by the continued search for national consensus (in a federal, not ethnic sense) regarding the model of the standard of history education, the gradual adoption of a concentric structure of history education and the gradual involvement of an increasingly wider range of teachers in various mechanisms of international cooperation in the field of history education. Examples include cooperation within the framework of programs organized by the Soros Foundation (1994-1997), programs implemented on 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 international cooperation between teachers, including authors of programs and textbooks, experts, specialists in the field of educational management, and practicing teachers, in our opinion, leads to a certain change in the educational paradigm.

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

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

Thus, at each new development of a certain historical stage, new ideas, goals, and technologies become significant for teachers. In these conditions, a teacher must have qualities.

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

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

Let's turn to historical experience.

As a result of progressive transformations during the era of enlightenment in the 18th century. In Russia, large centers of culture, science and education were created - the Academy of Sciences. University of Moscow; new types of real schools - Mathematical and navigational sciences, schools at factories and shipyards, at the Maritime Academy; State secondary schools are digital. The system of educational institutions has expanded. At the same time, during this period there was an intensified tendency to give the education system a class character: noble educational institutions were created (gentry, naval, artillery corps, private boarding schools, institutes for noble maidens, etc.); in the process of reform of theological education, primary bishops' schools and theological seminaries were created; Commercial schools and public schools began to open for the children of the urban lower classes, townspeople, soldiers and sailors.

At the beginning of the nineteenth century. the liberal “Charter of educational institutions subordinate to universities” was adopted (1804). This document marked the beginning of the organization of the state system of primary, secondary and higher education. He increased the role of universities in the management of public education and teacher training, and also provided conditions for training in the secondary 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. The features of class and religious-monarchical principles became stronger in the education system. 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, district schools and gymnasiums, which made it difficult for children of disadvantaged sections of the population to receive an education.

Already in 1828, a new “Charter of gymnasiums and schools under the jurisdiction of universities” was adopted, which marked the temporary victory of counter-reforms in relation to the transformations of the early 19th century. The charter strengthened the class-closed 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 its main features it existed until the 60s. XIX 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 pro-gymnasiums” (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 and real gymnasiums. School management has become decentralized, and the role of pedagogical councils in the schools themselves has increased. The system of women's education began to develop.

However, already in the 70s. political reaction stimulated the process of counter-reforms in the field of 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 general education system 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 period of counter-reforms of the 70s and 80s. XIX century included the following areas;

1) strengthening state control in the field of education, limiting transparency 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 did not, 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 - beginning of the 20th, the government developed a number of reform projects in the field of education - a project for the reform of secondary schools by the Minister of Education P.N. Ignatiev 1916 and the project for the reform of the vocational education system of 1915.

The relationship between the process of modernization of society and reforms of the education system acquires particular relevance and urgency at turning points in social development, during the period of 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 reached particular severity in the 19th and early 20th centuries, during a period when social factors clearly emerged that determined the vector of social modernization and at the same time established the depth and effectiveness of this process.

Development of the Russian education system in the 19th - early 20th centuries. was controversial. The constant confrontation between reforms and counter-reforms in education was a consequence 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 take the path of consistent reform of all social mechanisms, including the education system. The ruling elite were aware that reforms in the field of education would inevitably entail the evolution of the regime.

The specifics of the education system, its role in the life of Russian society in the past and present are expressed in the fact that this system is not only an object, but also a subject of the process of modernization of the country. The education system contributed to the enlightenment of the people, the growth of self-awareness of society, and influenced changes 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 socio-economic development of the country or to counteract the social consequences of this process. Let's conclude:

A look into the past reveals an inevitable pattern: the period of reform of the education system was almost always followed by 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 of the 1860s. and counter-reforms of the 1870s and 1880s; the secondary school reform project, prepared under the leadership of the Minister of Education P.N. Ignatiev (1916) and the project for reform of the vocational education system (1915). The last two projects remained unrealized.

A radical change in 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 education system came under the tutelage of Stalin himself, these attempts were largely nullified. Teaching in secondary schools (with the exception of ideological subjects) has returned to traditional Russian forms.

In accordance with the new state policy in the field of education, the education system came under the jurisdiction of the state, and 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 - a “unified labor school.” The teaching of religious subjects was excluded from the curriculum. Free schooling was introduced and equality between men and women in education was ensured. The full development of student initiative was encouraged through the creation of various school public organizations. The progressive task was set - to achieve universal literacy of the population in the shortest possible time. A reform of the Russian language and other serious changes were carried out.

Historical analysis shows that the very 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 during the reform process of the 60s. XIX century and determined the effectiveness of modernization of the education system in the post-reform years. (Let us recall that the main achievements of the reform of the 60s include the denationalization of education, the universalization and expansion of access to education, the beginning of pluralism and de-unification of the education system, the independence of educational institutions and their teaching staff.) The goal of the first school reform in Soviet Russia was declared to be education a person of a new era, which determined a new philosophy of education. The priority direction for the development of the new Soviet school was the principle of labor activity in the broadest sense. The content of education was based on the polytechnic component. Teaching methods during this period were focused on research tasks.

The development of the education system has again demonstrated that reform inevitably gives way to counter-reform. “Khrushchev’s school reform” of the late 50s - early 60s. in certain features repeated the transformations of the 20s. Counter-reform of the mid-60s-70s. stabilized the education system. The transformations of the late 1960s - early 80s, which had a stabilization and modernization character, were completed by the reform of 1984.

The cyclical nature of the developed education system was also manifested in the reform of the late 80s - early 90s, which also gave way to 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 allows us 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 characterizing 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 essentially led to nothing. Despite all the modifications, the pre-revolutionary education system in Russia has preserved its main features to the present day. It is no less remarkable in terms of comparative history that the American educational system, despite all the declarations of politicians, is essentially transforming just as little.

So you can do next 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 the education systems, both in Russia and in the USA, are significantly conservative, which generally has a positive effect on the quality of education and contributes to the realization of its role as a factor in ensuring cultural continuity in the development of society .

Problems, trends and prospects for the development of historical

education in Russia in the 90s of the twentieth century

Humanity has today entered the phase of understanding the world in its integrity and interconnection. Strengthening integration processes in the modern world activates the task 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, for a number of reasons, this situation has become particularly acute) requires turning 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. to people.

Russian society today is experiencing a period of deep structural, including sociocultural changes. All these processes cannot but affect the sphere of education and upbringing. At the same time, there are serious grounds for the conclusion that the complexity and certain inconsistency of the reform of the education system, including history 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 educational policy, its systematicity, consistency and effectiveness. It would not be an exaggeration to say that school determines the future of Russia and is an indispensable condition for its revival. (Of course, a school can fulfill this function only under certain conditions; we add that this particular goal should in practice become a priority of state policy in the field of education). Overcoming crisis processes, the formation of a new Russian democratic state, and, accordingly, the 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 dignified dialogue with the world community is possible only if Russia overcomes its internal crisis. Unfortunately, today Russia’s authority in the world has reached a very low point, and awareness of this fact requires making strategic decisions, including in the field of education and upbringing of students. At the same time, it is clear to everyone that the corresponding conclusions must be drawn regarding the strategy for the development of historical education of schoolchildren as a factor influencing the mentality of young citizens of Russia.

Unfortunately, we have to sadly state that the absence of a state ideology (or the ideological foundations of the Russian state) formulated on the basis of consensus between various political forces makes it difficult to formulate the priorities of state policy in the field of education in general and especially in relation to historical education. social science This fact has a negative impact on Russia's national security. 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 difficult 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, it is possible and necessary to argue about the extent to which this process is the result of the collapse of the previous system of social relations and, in general, the former centralized system of public education corresponding to these conditions. Or is the modern reform of the education system 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 Professional Education of the Russian Federation. Among teachers there are many supporters of both points of view...

In the late 80s and early 90s, education entered a period of crisis, which was systemic in nature. The demythologization of education, which occurred 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 technocratism. It became clear to many theorists and practitioners of education that the era of the Soviet comprehensive polytechnic school was close to ending.

The widespread dissemination in the late 80s of not only specialized classes and schools, but even specialized groups in kindergartens destroyed the myth about the equality of opportunities and abilities of children in education and upbringing. And the very ideas about the mechanical equality of children began to be viewed as inhumane. Thus, the last meaningful support of Soviet pedagogy, the last of the essential characteristics of the Soviet education system - collectivism, the principle of “upbringing and learning in the collective and through the collective,” began to collapse.

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

In practice, the state has ceased or lost control over professional teaching activities;

The prestige of the “official” pedagogical science decreased significantly, personnel began to leave the field, many of the specialists who remained in the industry worked without the state demanding the results of their activities; lacking an accessible publishing base, their works sometimes remained unknown to the pedagogical community;

At the same time, several scientific institutes have been actively and quite effectively engaged in the development of a new structure and content of education (Institute of General Education of the Ministry of Defense of the Russian Federation, previously - Research Institute of Schools of the Ministry of Education and Science of the RSFSR, Moscow Institute for the Development of Educational Systems - MIROS, Center for Pedagogical Innovations, etc.) , temporary creative teams (VNIK “School”, etc.) and individual innovative schools;

The 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, and structures for their distribution had not yet been created;

Higher educational institutions were finally separated from schools, and the state educational programs of secondary education that formally ensured the continuity of education were practically abolished or lost their significance.

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

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

A mandatory state minimum of educational content in the form of temporary state standards, variability, and the right to independent pedagogical creativity of teaching staff and teachers were legally established, 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 creative schools, complex schools, correctional classes and schools, mass schools of a pragmatic orientation, etc., which is enshrined in the “Typo -the regulations" on the 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 of achieving this goal were humanization, humanitarization and differentiation of educational policy in general and educational systems created in specific educational institutions. Shifting 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 systematic thinking among students - these are the practical guidelines for educational reform, the main directions of the Federal Development Program education. The decisions adopted by the board of the Ministry of Education of the Russian Federation can, if they are consistently, systematically and at the same time creatively implemented by the new leadership of the united Ministry of General and Professional Education of the Russian Federation, 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 socio-cultural 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 carried out to create conditions for the development of a Federal set of programs and textbooks that provide the Basic Curriculum. Local education authorities have prepared regional programs and textbooks.

Thus, at the turn of the 90s, the school had the opportunity to choose educational programs that contain a federal component of education and comply with Gosstandart.

Reform of the school history education system in

Russia and the problem of finding policy priorities in the field

education

The direction and ideology of the education reform currently being implemented 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 concludes 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 Education Development Program 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 of choice. Today, students and parents are offered a choice of educational institution, educational profile, programs, textbooks, final exams and forms of education. If the choice of educational institution is predominantly available to urban schoolchildren, then in rural areas we can talk about the choice of the direction of study, to some extent about the choice of programs, textbooks and forms of final certification of students. Despite 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 note that the problem of building the modern content of education in Russia has traditionally been and is currently a priority when carrying out school reform. 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 educational programs are not fully adequate to the new social conditions that correspond to a person who is capable of making independent choices and solving problems on the basis of a 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 the powerful trend towards decentralization. This trend manifests itself in various forms and is complemented, on the one hand, by the formation of centers that seem to tighten the educational space on new grounds - national ones (including for those nationalities that did not have state status - Germans, Jews, Poles, etc. , it is interesting to note that the Russians themselves did not have state status), professional, associative, regional (sometimes not coinciding with administrative division), and on the other hand, the influence on these processes of the progressive tendency towards the formation of a unified educational space of the Russian Federation in the form of designing unified educational standards, introducing the Basic Curriculum, developing and testing systems for certification, accreditation, licensing, testing, etc.

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

Today, a very difficult economic and socio-political situation has developed in Russian society. The politicization of public life, the confusion of worldviews, beliefs, the clash of ideologies, which 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 attempts to solve the fundamental problems facing them and society as a whole, or to social apathy .

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

Based on theoretical research and world practice, it is known that education has a stabilizing and developing significance for society. It is capable of stopping 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 services market, an incentive for creating additional jobs of all skill levels, etc.). At the same time, in Russia this function of education has not yet been adequately manifested.

Currently, one of the general trends in the development of education can be considered the process of self-reorganization of mass, essentially still Soviet, schools into new educational institutions. Teaching staff carry out organizational and pedagogical transformations and almost immediately face the problem of finding new meanings of the concept “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 educational philosophies and methodologies make it difficult to achieve tangible positive results in mass school practice).

However, 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 relationships between goals, organizational forms, and content of education in new types of educational institutions.

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

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

You can think and prove as much as you like that school should be outside of politics, and education, including history, 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 ideological in nature, and today this conclusion does not require proof due to its obviousness.

Thus, the central link of the education reform - in its ideological aspect - has become the question of what direction of development of the Russian education system, what 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 opposite understandings 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 Russian policy in the field of education as a whole. In this case, specific directions of policy in the field of education - including history - will receive a natural design, 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 school reform with a focus on strengthening its uniqueness and identity based on the unity of national and universal ideals of pedagogy.

It seems to us that one of the main theoretical and practical problems in building a modern system of history education is the search for an optimal balance between liberal and national values. The aggressive clash between them that is taking place today leads to their mutual discredit and the threat of a cultural split in Russian society. Let us add that 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 social and pedagogical discussion on the problem of 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 place at the center of the discussion the problem of finding and ensuring an optimal balance of political, cultural, ethnonational and other values in the content of education with the dominance of national (state) values.

From this we can assume that with favorable developments, education reform in Russia can become the foundation for the process of establishing in Russia a modern, but at the same time balanced, stable society, in which one of the stabilization factors will be 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 are aware of 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.