The expansion of the processes of globalization and integration was a prerequisite for the standardization of education both abroad and in Russia. In recent decades, national education systems have paid considerable attention to these issues, which caused the transformation of the concept of "standard" in the modern educational space. Marking an era of deep and large-scale transformation of national systems in Europe, the Bologna Declaration provided for changes in educational programs and institutional changes, but at the same time spoke of a "minimum standard". The idea was clearly expressed that the "standard" should not become a limiter to diversity and competitiveness. In April 2004, the Berlin Communiqué of the European University Association fixed a number of concepts designed to provide quality assurance higher education: "standards are principles and values to be followed"; "procedures are a set of activities used by external quality assurance and accreditation bodies"; "settings - recommendations containing control points that allow you to assess compliance with standards."
The evolution of the definition of the concept of "educational standard" is inherent in all educational systems that have gone from the "standard-minimum" to the "standard-level" and the standard as a set of requirements for the conditions for implementation educational activities. At the same time, it is important to note that acceptance shifts from the content of education to its result in the form of the level of education of students, the totality of requirements for the goals of education, the process, and conditions 2 . An example of a new approach to standardization, which sets not a directive, but a recommendatory character, are the quality assurance standards for higher education, which define a single European format of requirements for education systems.
In Russia, at the moment, a unified system of federal state educational standards (FSES) has developed for all levels of education, the implementation of which is mandatory for educational organizations with state accreditation.
Informatization of education.
The emergence of a colossal flow of information, in which a modern person finds himself, is largely due to computers and the Internet system, which makes it accessible to any user. Accordingly, information and communication technologies began to be actively introduced into the educational process. The computer itself in education has become not only an object of study and a means by which they teach, but also a tool to increase efficiency. pedagogical activity and research work, as well as a component of the education management system. It is difficult to find any other technological discovery in the history of mankind that could be compared with the Internet in terms of the degree and depth of its influence on the economy, history, culture and, of course, education. Its globality is indescribable, it is not for nothing that various authors call it galactic (John Licklider "The Galactic Network", Manuel Castells "The Galaxy of the Internet"). Castells, in particular, defines the place of the Internet in society as follows: "If you do not care about the Web, then the Web will still affect you. As long as you live in society, at this time and in this place, you will have to have dealing with the network society".
Today, the e-learning system, which is implemented using information and electronic technologies, is becoming an integral part of education in the world. E-learning increases the openness of modern education. Back in 1969, the first Open University was established in Great Britain, the purpose of which was to provide an opportunity to get an education for people who want to study in a convenient place and at a convenient time. At the same time, 200 thousand students are studying in it, who, at the same time, can be located in different parts of the world. Consortiums of universities are becoming popular at the moment, opening open universities on their sites. For example, the Finnish Online University of Applied Sciences is based on 27 universities, or Alllcarn, another example is the consortium of Oxford, Yale and Stanford universities. e-Learning is highly developed in Korea, becoming a part of the country's economy and bringing in more than $ 2 billion a year. With the support of UNESCO, a nationwide Cyber Noshe Learning System has been implemented in Korea, with the help of which students receive school and secondary education at home, this is also enshrined in relevant legislation. Distribution of e-Learning in traditional schools is 76.8%. There are 19 cyber universities in the country.
Electronic technologies are changing approaches to the forms of education; appear like this:
- virtual classrooms an online learning environment based on the Internet with access to it through a portal or a special software;
- webinars (english, webinar) - online seminars, web conferences, online meetings, lessons or presentations over the Internet;
- learning process management system (LMS) - a software product or site used for planning, implementing and evaluating a specific educational process;
- "flipped" class - a method of learning, the opposite of the traditional one, when lectures and study of the subject take place online, and homework is done in a real class;
- synchronous and asynchronous learning - the teacher and the student synchronously enter the virtual classroom, or the teacher posts his lectures and assignments on the Internet, and the student completes them at a convenient time for himself;
- 1:1 technology, when each student is provided with a laptop or tablet, etc.
An element of e-learning is MOOC (MOOC) - "massive open online courses" - training courses with massive interactive participation, the use of e-learning technologies and open access via the Internet. This is an online educational model that can completely replace the traditional form of education. Course participants watch video lectures, read accompanying material, complete practical tasks, and their progress is recorded in the system. At the end of each module, intermediate control is carried out, and the course itself ends with an exam, after which, as a rule, a certificate is issued. As part of the Open Education Europa project, an online scoreboard is posted, which displays countries and the number of mass open online courses(MOOCs) prepared by educational institutions in European countries, regardless of the platform on which such courses are hosted. As of August 2015, the UK has the largest number of courses (35), followed by Spain (19), France (15), the Netherlands (14), Germany (6). Unfortunately. Russia has so far only one such course. Popular MOOC platforms are Coursera, EdX, Canvas, Open2Study and others, but there is not a single Russian one among them.
However, it should be noted that information Russian education started back in the 1980s. and has already gone through several stages (Program of informatization of education of the Russian Federation 1985-1993, the concept of informatization of the education sector of the Russian Federation 1993-1998; implementation of regional informatization programs 1998-2001; 2002 - to the present - implementation of the priority national project " Education", educational contour of the program "Electronic Russia"). To date, we can talk about the achieved significant results:
- 100% access to the Internet system of all educational institutions;
- availability of computer classes and rooms equipped with computers and multimedia equipment;
- the presence of a wide range of online resources: bitClass - an interactive online system for preparing for the exam in the Russian language and mathematics; "Foxford" - an online learning center for school subjects; ITUIT - National Open University for schoolchildren; UNIVERSARIUM is a free online platform where open courses for different categories, developed by various universities of the country, etc.;
- the requirement to integrate information technology with the learning process at all levels is included in educational standards new generation.
At the same time, in Russia, the level of provision with modern technologies and the degree of their involvement in the educational process still leave much to be desired compared to other countries. It should be noted that the difficulties in the process of informatization of Russian education are largely due to the general low level of development of information and communication technologies (ICT) in the country. Thus, according to the 2014 report, Russia in the ICT development index in 2013 took 42nd place, having dropped two positions compared to the previous rating
The system of training specialists in the field of tourism is in its infancy and involves the solution of very complex tasks, given the diversity of the tourism industry and the multidisciplinary structure of tourism education.
In the latest policy documents of the Ministry of Education and Science of Ukraine, special attention is paid to the restructuring of the educational system. It is aimed at "...improving the content of education, its organizational forms, methods and technologies."
This program provides for the development of nationwide-regional components of the continuity of state educational standards and exemplary educational programs of various levels and directions. "A standard is a document that establishes certain norms for the implementation educational process".
Analysis scientific and methodological literature testifies to the metaphorical nature of the use of this concept due to the transfer from the technical sphere to the social one. The very creation of an educational standard contains a manifestation of the tendency for the project culture to penetrate into education. In 1946, the International Organization for Standardization (ISO) was established to solve the problems of developing, coordinating and unifying international standards, as well as exchanging information in this area.
In the early 1980s, ISO technical committees began compiling standards for the training of machine operators. This was the starting point in the development of the international standard for professional education. The growing interest in the problem of educational standards is reflected in the UNESCO report "On the state of education in the world for 1993", in which the section "Search for standards" is highlighted.
An important step towards deepening the standardization process was the adoption by UNESCO of the International Standard Classification of Education (ISCED 15 CEB) as a tool to facilitate the collection, compilation and presentation of statistics on education - in relation to individual countries and internationally. An interesting experience is the standardization of education at the regional, subregional and interregional levels, carried out by various international organizations, such as the "Initiative of the Center pedagogical research(CERL)", "European Center for the Development of Professional Training (CEDEFOR)", based in their activities on the Treaty of Rome 1957 (Article 128) and the Decision of the Council of the European Union on the conformity of qualification certificates between member countries of the European Council. To the practice of educational standardization different countries resort in different ways, given the huge differences in socio-cultural conditions, traditions in which their education systems are "immersed".
The United States, protecting the interests of consumers of the services of a rapidly developing education system, found a way out in the creation and implementation of a procedure for attestation and accreditation of educational institutions. According to this procedure, the compliance of indicators of a particular educational institution with educational standards was established, which were developed and adopted by professional communities and, accordingly, included: a description of standardized characteristics; mission and goals of the university; finance; physical structures; materials; equipment; libraries and learning resources; training programs and their effectiveness; continuing education and special educational activities; teaching staff; administration; the contingent of students; scientific-methodical and research work, postgraduate programs. For many years, a developed system of test assessments of the level of training has been operating here.
Thus, more than half of four-year colleges and universities in the United States use the three-hour test exam The Scholastic Aptitude Test (SAT), which was first introduced in 1926 as a mandatory part of the admissions process. The number of SAT scores ranges from 200 to 800 units, and the higher the prestige of a college or university, the more SAT scores are required to enter such a university. In 1959, the College Council approved the "American College Test Program - The American Testing Program" and assessment exams - ACT Assessment. Applicants to the master's program will have to cope with the test programs The Graduate Record Examinational (RE), The Miller Analogies Test (MAT), The Advanced Test. The applicant for a position in the company, as a rule, is tested to assess readiness for a particular job. It is obvious that these test systems, albeit implicitly and incompletely, reflect the professionally established and established requirements for the level of preparation of a graduate of the corresponding educational level. They can also be considered as a tool for assessing these requirements. However, there is no explicit description of the requirements for the preparedness of the graduate. That is why this way of developing a system of requirements cannot be considered optimal.
A more reasonable strategy for building a consistent set of diagnosable requirements for the preparation of a graduate is the way of advanced requirements development. This option involves the development of assessment tools (assessment procedure and tools). It includes the creation of tests of directed validity and the subsequent mutual correction of requirements and means for assessing their achievement based on the results of an experimental study.
In 1991, the National Committee on Educational Standards and Testing was established in the USA. Education is interpreted as a "hidden treasure", the possession of which is capable of "pushing the limits of the growth of civilization and culture." The United States announced "... nationwide crusade for new educational standards—not federal government standards, but nationwide standards that represent everything our students need to know to succeed in the enlightened economy of the 21st century." US educational standards are characterized by the following features:
They are regulated by such normative documents as the "Education Act for the Strengthening of economic security", "Laws for Education. US Department of Education, Wash., D. Since 1990, "America in 2000: An Education Strategy" (1991), National Association of Governors' Education Priority Goals Program Framework "2000 Goals: Achieving National Education Goals" (1991);
The standard is considered as a set of final and accompanying goals (in the field of education reform);
The standard provides for the achievement of fixed indicators;
Final examinations are held at the end of each level of education;
There is an interpretation of the curriculum as a general average picture for the country;
Fundamentalization of the main academic subjects is carried out with the installation on the inadmissibility of their accelerated study;
Manifestations of randomness, discreteness, random selection of objects, eclecticism are eliminated;
On the elective courses 25-30% of the time is allocated;
It is envisaged that mathematics and one of the subjects of natural science for future humanities students, as well as a foreign language and one subject of social sciences for the future mathematician/physicist;
A change in the approach to differentiation is envisaged, at I and II levels of 15 SEVs - a unified educational academic training.
In the UK, educational standards are developed and operate on the basis of the government document "National Curriculum" (National Curriculum) - NC, created on a non-competitive, non-competitive basis (1987) and introduced in stages (1991-1995), and the "Law on Education" (1988) . Features of English educational standards:
NC includes 10 academic subjects, including 3 disciplines that form the core of the program - (foundation subjects), and acts as a broad and balanced unified curriculum;
The standard provides for advanced goals and levels for university admission;
The distribution of time between subjects is at the discretion of the educational institution;
The standard provides: the amount of time devoted to the state curriculum should be 70-75%;
The standard ensures the continuity and succession of education through the phased construction of courses and regular monitoring of learning levels;
The standard defines the number of sections and their content for each stage;
The standard provides for the possibility of variability and differentiation of teaching (different subjects - different approaches) by highlighting the "core" (Core Study Units) and additional (Supplementary Units) sections;
The standard provides a choice - as the exact addressee of the standard - the student;
The standard provides for the mandatory mastery of one of the 19 foreign languages, differentiated by two groups: a) the languages of the EU countries; b) languages of other states;
The standard introduces evaluation tools and technologies;
The standard introduces priority in NC academic disciplines humanitarian orientation (6 out of 10).
Objects of standardization vocational education Great Britain are:
Curricula (control of curricula);
The work of an educational institution within the framework of the state program;
Exam requirements. Qualification levels. Vocational education in the UK is administered by the Department of Education and Research and the Department for Employment.
Professional education Federal Republic Germany is governed by a number of laws. The objects of standardization are:
The structure of vocational education.
Fundamentals of professional education.
Classifier of professions.
duration of preparation.
Requirements for knowledge and skills.
The features of the national standards of vocational education in Germany include:
Availability of standard sets of educational and program documentation for certain groups of professions (instruction on the structure of professions, catalog of old and new professions, description of professions, curricula, examination mechanism);
Control functions over the course of vocational education remain with the chambers of commerce and industry. The standardization of vocational education in France is governed by the Apprenticeship Law and the Education Decentralization Law. The objects of standardization are: curricula; certificates; qualifications; exam requirements; control tasks (600 typical works) and inter-ministerial observations of the professional development of graduates. The features of the national standards of vocational education in France are:
Interaction with industrial circles;
Study by professional advisory committees of the evolution of professions and working conditions;
Supervisory functions of departmental subcommittees for professional training.
Vocational education in France is (with various levels of competence) administered by the Ministry of Public Education, the Intergovernmental Consultative Committee (CIC), and a number of semi-governmental organizations.
Vocational education in Japan is regulated by regulations such as the "Vocational Education Law" (1969), the 1985 Law Amendment, the Ministry of Labor document "Education Standards". In Japan, the following are the objects of standardization of vocational education: admission requirements; the content of the curriculum; duration of training; the total amount of study time; manuals and teaching aids. The features of the national standards of vocational education in Japan are:
Unification of curricula, regardless of the departmental subordination of the educational institution;
Expansion of the training profile;
Compliance of vocational education with established standards;
Introduction of minimum standard requirements and standard programs;
Conducting qualifying examinations by special associations;
Supervision of vocational education within its competence by the Ministry of Education and the Ministry of Labour;
Introduction of a program with a large general educational focus by the Ministry of Education. The tense dynamics of the genesis of the educational standard, both in countries with a strongly pronounced centralization in education, and in states with the dominance of liberal market or federal forms of education regulation, testifies to the following: in Western practice, the standard appears as a way to overcome excessive (threatening) degrees of decentralization, pluralism and diversity, as well as responses to trends in education, the economy and labor markets such as globalization and internationalization.
AT Russian Federation the birth of the legislative norm "State educational standard" means an attempt to build education in new conditions, on new (albeit contradictory) grounds: decentralization and regionalization; academic freedoms and autonomy of educational institutions; pluralism in education; priority of personal orientation; maintaining the unity of the educational and cultural space. Lifelong education, interpreted as a means of optimizing the interests of the individual, society and the state in the context of an increase in the dynamics of the socio-economic and political environment, required the renewal of legal, methodological, organizational and institutional forms and methods of its construction. Improving the training of specialists is, of course, a very traditional task. However, the scientific and technological revolution has created new problems. The teaching methods that had developed by the 1950s became a brake, because they ignored the sharp increase in the volume and depth of knowledge that needed to be presented to students.
A large proportion of the scientific literature in this area is made up of publications in which approaches to solving training problems are discussed in connection with the specialist model. Almost all elements of the higher education system were subjected to modeling: curricula, programs, academic work students, the activities of teachers, the personality and psychological qualities of specialists, their knowledge, skills and abilities, the labor activity of specialists in general. In this case, a whole range of methods was used, including logical-epistemological, expert, graphological, empirical, methods of program-target design.
Since 1982, the Bulletin of the Ministry of Higher and Secondary Specialized Education of Russia has been publishing the qualification characteristics of various specialties. This means a transition to mass, in-line, standardized production of specialist models.
In the development of tourism education, the main place is occupied by professiography - the technology of studying the requirements that a profession in the field of tourism puts on personal qualities, psychological and physical abilities of a person. This technology is used to process information, diagnostic, corrective and formative teaching aids and practical advice regarding ensuring the mutual responsibility of the person and the profession. Professiography ensures the formulation of practical tasks and the organization of their solution in order to optimize and increase the efficiency of professional work.
Professiography in tourism activities covers various aspects of tourism activities - social, socio-economic, historical, technical, technological, legal, hygienic, pedagogical, psychological, psychophysical and socio-psychological.
It is necessary to pay attention to the condition of mandatory development and approval simultaneously with the qualification characteristics of complex diagnostic tools. On the one hand, the position of A.P. Valitskaya and I.A. Kolesnikova, who perceive state educational standards as a product of the technocratic paradigm prevailing in modern Russian society, as a desire to suppress, unify human individuality. They emphasize that in the humanitarian educational paradigm, the understanding of the standard as a model, standard, model is changing. Rather, it is correlated with the conditions that can be created by the educational system to ensure the normal development (training, upbringing) of a person in accordance with his nature (for example, the availability of a range of educational services, financial and economic base, appropriate personnel, psychologically comfortable climate, content, etc.). Since any pedagogical system consists of elements that formulate a didactic task, and elements that describe didactic processes as a means of solving this task, the essence of standardization in education consists of two aspects.
1. Didactic task. Its formulation is carried out by revealing three elements pedagogical system: students, the purpose of training (education), the structure of the content of training (education).
2. The purpose of training (education).
From this point of view, the standard is understood not as a list of knowledge, skills and abilities that a student must acquire by a certain point in time, but as a kind of general guideline for self-assessment of the ability to enter a particular socio-educational niche. On the other hand, there is the position of V.P. Bespalko, which is rigidly focused on a diagnosable, normative approach to the role, structure and content of the educational standard. He believes that “under the standard of education one should understand a diagnostic description of the mandatory minimum requirements for certain aspects of education or education in general, which satisfies the following conditions:
It is applicable to a well-defined pedagogically justified educational phenomenon (the quality of a person, the content of an academic subject, the quality of assimilation, etc.), which is easily distinguished from the general structure of education and has a certain value;
Performed in diagnostic indicators of the quality of this phenomenon, satisfying the requirement of completeness of the description of the goals of training or education;
Contains quantitative criteria for assessing the quality of the manifestation of an educational phenomenon, associated with an adequate scale for its assessment;
Focused on objective (reproducible) quality control methods for all selected indicators.
With all the variety of research positions in determining the state educational standard, its functions and content, it can be distinguished general part. The educational standard, reflecting the goals of the functioning and development of the educational system, is a set of social (state) norms - requirements for the level of education, preparedness of the graduate, for the educational system itself. Almost all researchers consider the mandatory functions of the standard:
Part approved by the Government of the Russian Federation, which includes General requirements to the structure and educational programs of professional higher education, the conditions for their implementation, the standards of the teaching load and its maximum volume; unity educational space; objectification of the assessment of the functioning of the educational system;
The part approved by the federal (central) state authority for higher education, which included:
List of areas and specialties of professional higher education;
State requirements for the minimum content of the educational program and the level of training of graduates in each of the areas defined by the list and each specialty of higher education;
Requirements for samples of documents on professional higher education; rules for monitoring compliance with state educational standards.
The state educational standards of professional higher education for any specialty provided for two mandatory cycles:
natural science disciplines;
Humanitarian and socio-economic disciplines. The cycle of natural science disciplines of the state educational standards of professional higher education included as an invariant mathematics, physics, chemistry, biology or ecology and computer science (the so-called general disciplines of the cycle). For various groups of specialties in the natural sciences and technical profile, this cycle had a slightly different volume (from 2 to 2.5 thousand hours) and additionally included some other disciplines. In general, the volume of fundamental natural science training for these specialties was increased by an average of 30% compared to the curricula of 1987.
For each educational program in the direction leading to a bachelor's degree, there are several educational programs (leading to the training of graduates), training in which, in essence, is a continuation of the previous study.
According to the Resolution of the Committee on high school of the Ministry of Science of the Russian Federation of 13.03.92 No. 13, students who have chosen multi-level training instead of single-level training necessarily receive fundamental training in a broad direction and only then on this basis a narrower, more specialized one. In accordance with this logic, a bachelor in a shortened (up to a year) period receives the qualification of a graduate. As a result, the list of areas and the list of specialties turned out to be conjugated with each other.
The only difference is that the totality of knowledge acquired by a graduate who has mastered the educational program in his specialty allowed him, in comparison with a graduate in the direction, to have more a high degree readiness for independent activity in one of the special areas of knowledge, which are its common foundation in the direction associated with it. In professional higher education of the Russian Federation, educational standards were introduced in 1993-1995.
In areas of training (bachelor's programs) - 92 standards;
By specialties - more than 400 standards;
For master's programs - more than 20 standards.
This created favorable conditions not only for maintaining a single educational space in Russia and the equivalence of diplomas, but also for taking into account national characteristics in educational programs. As the analysis showed, not all the requirements related to the educational process were taken into account in the norms of the state educational standards of the first generation. Their main disadvantages were:
Formation of educational standards until the second half of 1996 under the auspices of various educational departments, which caused many complications that were subsequently identified;
Lack of sufficient attention to the educational aspects of educational programs, while the educational legislation unambiguously fixes a number of norms in this area (Article 14 of the Law of the Russian Federation "On Education");
A significant decrease in the identity of the content of educational programs of a related profile, determined not by objective reasons, but by the inconsistency of the actions of various groups of standards developers; naturally, this situation had a negative impact on the degree of academic mobility of students and the technological effectiveness of the educational process;
The inability to use the requirements for the level of training of graduates contained in the documents as a basis for direct diagnosis of the achievement of this level;
Inconsistency of state educational standards of professional higher education with the standards of other levels of education and among themselves.
In professional higher education, there is no consistency in the development of state educational standards for different levels of higher education, as well as standards for different specialties of the same group by various educational and methodological associations. The main methodological approaches to the implementation of a multi-stage system of training at three levels of higher education have not been developed. The concern is the weakening of the continuity of secondary (complete) general and professional higher education. The issue of the conceptual and methodological foundations of educational standards for postgraduate professional education has not been practically resolved. Controversial is the situation in the field of development of basic educational programs, and educational programs provided for by the federal law "On Education".
Among the researchers and developers of the central apparatus of the relevant structural divisions, there is still no unity in the interpretation of key concepts. There is no comprehensive, evidence-based analysis of the practice of introducing educational standards and their impact on the quality of education. There is no consensus on the scope, focus and nature of the national-regional component as an organic component of the federal state educational standard. The conditions for the implementation of state educational standards (temporary requirements) in educational institutions of all organizational and legal forms, unified for the entire territory of the Russian Federation, have not been developed. There are no generally accepted approaches to measuring the quality of graduate training. Unified (agreed) databases on issues of licensing, attestation and state accreditation have not been formed. Legislative support for the functioning and development of the federal and regional education systems remains incomplete. In many constituent entities of the Russian Federation there are no laws on education, and already adopted laws often proclaim norms that contradict federal laws.
To date, a package of normative documents in the field of standardization of professional higher education has been created, reflecting a new level of its development and having no analogues in world practice. This package includes:
Basic Law "Constitution of the Russian Federation" (1992);
Law of the Russian Federation "On Education" (1992) with amendments and additions of 11/16/97;
Federal Law of the Russian Federation "On Higher and Postgraduate Professional Education" (1996);
Decree of the Committee for Higher Education of the Ministry of Science of the Russian Federation No. 13 dated March 13, 1992 "On the introduction of a multi-level structure of higher education in the Russian Federation";
Decrees of the Council of Ministers - Government of the Russian Federation No. 773 of 10.08.93 "On approval of the procedure for the development, approval and implementation of the state educational standard for vocational higher education" and No. 94 of 12.08.94 "On approval of the state educational standard of vocational higher education";
Order of the State Committee for Higher Education of Russia No. 180 dated 05.03.94 "On approval of the state standard in terms of the Classifier of areas and specialties of professional higher education";
Decree State Committee of the Russian Federation for Higher Education No. 3 dated May 25, 1994 "On approval of the regulation on the final state certification of graduates of higher educational institutions in the Russian Federation";
Decree of the State Committee of the Russian Federation No. 9 dated November 30, 1994 "On the requirements for samples of state documents on professional higher education."
To move from a chaotic to an orderly development of the theory and practice of standardization of education in the logic of its continuity and succession - such is the social order of the next stage in the development of education.
An in-depth analysis of domestic and foreign experience in standardization in education, the study of numerous publications, participation in scientific seminars, conferences, communication with leading methodologists and experts made it possible to define the state educational standard for professional higher specialized education (an element of the system of state educational standards): "a set of public and / or professionally recognized norms and requirements with the level of preparedness of a graduate, with a given educational system, reflects the goals of its functioning and development.
The state educational standard of professional higher education, defining the advanced development of the education system, should be a response to the global changes caused by the scientific and technological revolution, but at the same time carefully and objectively take into account the real state and resources of the educational system. The experience of implementing state educational standards for professional higher specialized education indicates that there is a need to develop new generation standards. The aim of this development will be:
Deepening the methodological and methodological interaction of all links in the system of Continuous Education;
Preparation of scientific and methodological foundations for the development and implementation of a quality management system for graduate training;
Development of information technologies in the field of professional higher specialized education;
Expansion of academic freedoms in diversifying the content and methods of implementing educational programs;
Ensuring the continuity of the content of the cycles of disciplines included in the state educational standards of professional higher education of the first, second and third generations.
However, it is necessary:
Continue work to improve the list of areas of training and specialties of professional higher education, bringing it closer to similar lists of developed countries in order to create favorable conditions for integration Russian system education in the international;
Determine the legal status of a bachelor and master in the specialty "management";
Complete the development of a set of educational and methodological support for state educational standards for professional higher education.
The quality of specialist training is a set of properties and characteristics that determine the readiness of specialists for effective professional activity, includes the ability to quickly adapt to conditions scientific and technological progress, possession of professional skills and abilities, the ability to use the acquired knowledge in solving professional problems. One of the ways to assess the quality of training of specialists is the so-called activity approach, based on the analysis of professional activity. The functional-object approach is also known, on the basis of which the current list of specialties was created and within which the first condition for the formation of a specialist is the development of the labor function, and the second is a good idea of the object of labor. The activity approach in teaching is that, as a result of teaching, the student acquires the knowledge necessary to master the professional skills (practical and research) that are set by the learning objectives. The development and implementation of a professional higher education standard is aimed at:
Establish a basic level that ensures the receipt and continuation of professional education, the necessary levels of qualification, personal development, below which the certification of a professional specialist cannot be;
To improve the quality of vocational training by expanding the professional profile, mastering an integrated group of professions, universalizing the content of education, introducing progressive training systems, automated systems for monitoring the effectiveness of the activities of educational institutions and government bodies;
Streamline the rights and responsibilities of all forms of vocational training, all subjects of the system of professional higher education, establish a succession of the latter in the conditions of continuous education;
Ensure the convertibility of higher professional education within the state and beyond its borders for unhindered participation in the international labor market.
Depending on the scope and level of approval, the following types of professional higher education standard are distinguished:
International, developed in accordance with international standards;
State (federal, national), established by the government of the country or an authorized body;
Regional, developed for individual regions in accordance with their intersectoral and specific conditions and established by regional authorities.
The state educational standard, as an essentially new category in domestic and world educational practice and social policy, is:
A means of rethinking the goals and content of education at the present stage, ways of updating them;
The form of the increasing responsibility of the state for the level of education of the nation and the achievement of consensus on the socially significant national content of education;
The method of society's reflection on the renewed purpose and role of education as a modern socio-cultural project and social technology;
A way to maintain educational diversity, streamline variable and diversified educational practices;
The key to solving the problem of objectifying control over performance educational systems and quality of education;
Factor of dynamic growth of citizens' education at the adopted stages, levels and levels of education;
A method of predictive design of a national educational product that harmonizes the needs of the individual, society and the state to the greatest extent;
The mechanism of paradigm re-equipment of education within the national educational culture;
Factor in the democratization of educational policy and the fight against discrimination in the field of education;
A means of maintaining a generally civilized level of education in the world;
The basis for the typology of educational institutions by types, types and categories, in which the educational standards themselves do not lead to the standardization of educational institutions;
One of the ways to streamline the academic professional recognition of educational documents.
The above information refers to the education system in general.
The main objects of standardization of professional higher education (HPE) are:
Characteristics of the direction (specialty), including a description of the sphere, object and types of professional activity, the structure of organizational forms of training, the academic degree awarded, the standard duration of training in this direction (specialty), the possibility of continuing education;
Systemically designed requirements for the level of preparedness of persons who have completed vocational training in the program of the direction (specialty), including general requirements for the education of the graduate, requirements for the assimilation of knowledge, the formation of methods of cognition and activity, as well as integrated training to professional activity in cycles of disciplines;
Requirements for the content and methodology of state control over compliance with both standards in general and its constituent parts.
The main task of the State Educational Standards of Higher Education is the diagnostics of the qualities of pedagogical technologies, i.e., the standardization of the level of professional and personal qualities of a graduate of an educational institution.
All of the above problems are fully related to the tourism sector. As a new field of activity, tourism began to develop rapidly only in the last 20 years. The standards in this area are dealt with by the pedagogy of tourism activities, which includes research on the prerequisites, process and results of current labor activity in the field of tourism; learning practice - the process from learning qualifications to practical skills in the workplace; methodology for mastering the profession; concept of each professional specialization.
In the field of tourism, it is very common to get a profession without special education. This happens in three directions:
1) professional development;
2) retraining for a new specialty;
3) expansion and deepening of professional skills and knowledge in a particular workplace.
Special programs and curricula are developed for such professional training. The problem of creating standards and qualification characteristics in educational institutions tourism profile is on the agenda in Ukraine and requires its prompt permission, since since 2002 some specializations in the field of tourism have already been introduced as generally recognized state universities in state and non-state forms of ownership. When developing standards and qualification characteristics of specialists in tourism universities, it is necessary to take into account all the specifics of this industry, the prospects for its rapid development, as well as the problems of personality formation and education design at the present stage of development of the new information society, which is moving rapidly forward under the slogan "learning throughout the entire life."
Famous Russian teacher B.S. Gershunsky, defining the priorities of educational and pedagogical forecasting for the 21st century, emphasized the relevance of the transition to a new educational technology in the need to study "ways to increase the efficiency pedagogical process on the basis of its fundamental reorientation: from the predominantly executive, reproductive activity of students to the predominance of the creative, search principle at all stages of the educational process; from rigid unification, uniformity of goals, content, methods, means and organizational forms of education, training and development - to individualization and differentiation of educational and cognitive activity of students; from mono-ideologizations of all components of the educational process - to ideological pluralism, freedom of choice of life position, initial principles of worldview and faith, spiritual formation and development; from a systematic imbalance of technocratic and humanitarian guidelines and priorities - to the harmony of natural educational and educational-cognitive interaction between teachers and students".
Society feels the need for a flexible educational system that makes maximum use of modern achievements pedagogy and technology. Such a system should, from the point of view of society, satisfy several fundamental principles:
Allow the student to start, pause, resume the educational process at any convenient time and master the educational material at his own pace;
It is easy to transform under the influence of changing external conditions, allowing you to replace educational modules with more modern ones, to supplement the system without destroying the accumulated valuable experience of successes and mistakes;
Compensate for the lack of political, economic, legal, modal-psychological, environmental knowledge and skills of all, one way or another involved in the educational system.
AT modern system education, such new directions as distance learning and dialogue have appeared. It is important to keep in mind that it Remote education allows to accelerate the integration of higher education into the global educational system. It is known that the US Information Agency announced distance learning one of the priority areas of Russian-American scientific and educational cooperation. Remote technologies are considered as promising in the World Bank project to create a training system for a market economy. The European Cooperation Commission has expressed interest in the development of distance learning and considers it as one of the important areas for project financing.
The UNESCO document "Open and Distance Learning: A Perspective and a Policy Question", published in 1997, notes that distance education is widely used at different levels of higher education based on open universities With distance learning. In turn, these institutions organize programs and award academic degrees equivalent to college and university education. This encourages the higher education system to use modern Information Technology. The presence of many computers and other sources of information greatly changes the intellectual sphere.
Distance learning, unlike distance learning, serves the goals of lifelong education, which initially acts as a conductor of the idea of "final education", representing a superstructure to existing system. Distance learning implies, first of all, the presence of electronic communication, thanks to which the sender and recipient of the message can communicate in near real time. Further, the relationship between the learner and the teacher becomes more individual. With regard to tourism education is formation of a specific learning environment that corresponds to diverse tourist activities.
Practically in all higher educational institutions in the developed countries of the world, where specialists in the field of tourism are trained, distance learning is an obligatory component of education. At the same time, to the extent that this kind of education becomes widespread, it becomes more and more widespread. The main areas of its application are the areas of professional additional education: advanced training and retraining, postgraduate secondary and higher education, in a word, the education of educated adults. This type of education is especially common in the field of tourism education at the present stage of development of the world community. All modern forms of distance and interactive education are widely represented in the field of tourism education, since without modern technologies tourism activities are not possible at all. One of the main elements of the competence of a specialist in the field of tourism is the ability to use a computer.
We considered both the general directions of professional training, and ways to transfer these general principles to the system of training specialists in the field of tourism. New stage modernization of higher education, its renewal in accordance with the requirements modern development of our society and problems in the context of globalization of all processes of human development, requires a completely new approach to teaching in higher education and professional training of modern specialists.
The scientific novelty of the results obtained lies in the fact that for the first time it is the upper echelons of professional training of specialists in the field of tourism that are being studied in a global context, where the professional orientation of education is mainly concentrated. Our study examines in detail the approaches to determining the content and structure of training at these stages; an attempt is made to develop a general educational standard for tourism specialists.
With the help of a special methodology, serious gaps are identified between the skills and abilities of workers in the tourism sector, their knowledge and their competence and the needs of this sector at the present stage. As a result of the study, the principles for selecting and structuring the content of professional training of specialists at the final stage of education have been developed. Thus, we have considered a number of theoretical aspects structure and content of vocational education in Ukraine and in the developed countries of the world.
In the period of globalization of all processes in society, there was an urgent need to reconsider the attitude to professional education, since only a well-trained specialist can withstand fierce competition in the harsh world of a market economy. In our study, we identified a number possible solutions this problem in our conditions of the developing economy of a young independent state, which cannot exist in isolation from the influences of developed countries, and also be strongly influenced by global trends in the system of professional training of specialists in all sectors economic development. One of the priority areas in the development of the economy of our country should be tourism, which is its most profitable industry, solving many problems of providing jobs for millions of people.
UDC 378.01
ON STANDARDIZATION OF THE SYSTEM OF GENERAL EDUCATION
E. V. Sapkulova
ON STANDARDIZATION OF THE GENERAL EDUCATION SYSTEM
Standardization is seen as a quality management tool general education by defining the boundaries of powers and responsibilities of the subjects of the educational process. The appointment of educational standards based on the methodology of human capital is substantiated. The goals of the general education system in the standards of the first and second generation are specified.
Standardization is considered to be the instrument of general education quality management through defining the boundaries of responsibility of the subjects of educational process. The paper supports the development of educational standards based on the methodology of human capital. The purposes of the general education system in the standards of the first and second generations are specified.
Keywords: State educational standards, goals and results of general education.
Keywords: State educational standards, purposes and results of the general education.
The practice of general education is now regulated by second generation standards; in particular, the Federal State Educational Standard of Primary General Education, approved and put into effect on January 1, 2010 (order of the Ministry of Education and Science of the Russian Federation of October 6, 2009 No. 373. The Federal State Educational Standard of Basic General Education was approved by order of the Ministry of Education and Science of the Russian Federation of 17 December 2010 No. 1897, secondary (complete) general education - dated May 17, 2012 No. 413). The federal standards were preceded by the first generation standard, approved in 2004. It should be noted that before the federal standards, general educational institutions used the first generation standards as equivalent regulatory documents (the federal component of the state educational standard for general education and the federal basic curriculum for educational institutions RF) and the Basic Curriculum of General Educational Institutions (1998), Mandatory minimum content of basic general education (1998), minimum content of secondary (complete) general education (1999). This article substantiates the appointment of general education standards from the standpoint of managing the general education system.
The first task that is supposed to be considered in the context of standardization of the general education system, what is the reason for the need to adopt standards in general and change them in particular?
Standardization is one of the most important elements of the modern quality management mechanism. According to the definition of the International Organization for Standardization (ISO), standardization is “the establishment and application of rules for the purpose of streamlining activities in certain areas for the benefit and with the participation of all interested parties ...”. In the Russian Federation, standardization is legally understood as “an activity to establish rules and characteristics for the purpose of their voluntary reuse, aimed at
aimed at achieving orderliness in the spheres of production and circulation of products and increasing the competitiveness of products, works or services.
Standardization, thus, through the definition of rules / norms (order) allows you to ensure the same level of solving typical problems. It is necessary to distinguish between standardization of the process (normative algorithm of activity) and standardization of the product (normative characteristics of the result). The first is the necessary means of standardizing the quality of the product. If the process is standardized, then standard quality is statistically (i.e., within acceptable limits) guaranteed. In the practice of quality management systems, in addition to process and product standards, competency standards are developed that set the norms of knowledge and skills that an employee should possess.
Within the framework of this article, quality, in accordance with the ISO definition, is interpreted as the degree to which the totality of an object's own characteristics satisfies the requirements (needs, expectations that are established, usually assumed or mandatory. It should be said that the concept of "quality" is more organically recognized in relation to material objects - goods (food, clothing, technical goods, etc.) It is more difficult to understand the quality in relation to commercial services (transport, banking services; public catering services), and even more difficult - in relation to traditionally non-commercial services, in particular educational ones.
The standard as a normative document is a set of rules, norms, requirements for the object of standardization approved by the competent authority, and therefore a mandatory set.
An analysis of sources on quality management made it possible to identify requirements for standards: standards must be socially and economically necessary, have a certain range of users and specific requirements; reflect the mutually agreed requirements of complexity for all stages of the product life cycle (from development
to disposal), across all levels of disaggregation (from raw materials to final products), across all aspects of quality assurance and levels of management; have stable claims over a certain period; reviewed in a timely manner.
Accordingly, an important characteristic of standards is the consistency between the content of the standards and the requirements of users. A change in standards may be due to the fact that existing norms do not meet the requirements.
Thus, standardization (development and adoption of standards) is an important component of the quality management process, since such a document streamlines and unifies all processes, simplifies decision-making and coordination with customers, saves resources, etc., and ultimately provides statistically guaranteed normative result (product/service quality).
Taking the point of view of E. M. Korotkov, we will consider the quality of education as “a set of characteristics of the educational process that determine the consistent and practically effective formation of competence...” through the quality of the potential for achieving educational goals, the quality of the process and the quality of the results of education. Accordingly, the standards governing the quality of education should reflect the norms of resource provision, processes and results.
The regulatory framework for the development of educational standards was the Federal Law of the Russian Federation "On Education" of 1992, which legislated not only the diversity of educational systems, but also the recognition of the need to develop state educational standards. Amendments made in 2007 to the “Law on Education” defined standards as “a set of requirements that are mandatory for the implementation of basic educational programs of primary general, basic general, secondary (complete) general, primary vocational, secondary vocational and higher vocational education by educational institutions that have state accreditation". In this document, the purpose of the standards is to ensure a unified educational space and the continuity of educational programs different levels formations.
According to D. I. Feldstein, the task of the state standard is “to provide each student with quality modern education to consolidate and put into practice the best educational models everywhere, to give a positive impetus to the modernization of education” . On the whole, it is difficult to disagree with the position of the Academician of the Russian Academy of Education, Dr. psi-hol. Sciences, however, let us clarify the issue of standardization by updating the management aspect (at the federal and local levels).
The adoption of educational standards meant, in our opinion, the recognition of the economic characteristics of the education system; i.e. education began to be seen not only as cultural phenomenon(providing the transfer of cultural experience under-
growing generation) [for example: 13], but also as an important economic sector that ensures the reproduction labor resources.
The methodological basis of the economic essence of education is the theory of human capital (G. Becker, T. W. Schultz), in which human capital is considered as a stock, structure and nature of knowledge available to everyone, intellectual potential(experience and ability to use knowledge in solving problems), skills of activity, motivation. Educational investment is a source of economic growth. The product of education is a qualitatively new labor force with high level qualifications capable of work of greater complexity. At the same time, general training, i.e., the general education system, forms knowledge and skills that can be applied in various fields professional activity. In the Concept for the Modernization of Russian Education for the Period up to 2010, adopted in 2001, the need for significant changes in the education system was explained, among other things, by the increase in “the role of human capital, which in developed countries accounts for 70–80 percent of national wealth” . The knowledge and skills acquired by a person through education determine the effectiveness of his future professional activity. In this regard, "the resources to which the individual has access in early childhood(first of all, the resources of the family and its personal potential) are transformed into “market assets” (i.e., into qualities that are in demand on the labor market.) mainly through the education system.
In the context of comparing the "Soviet" (without educational standards) and "post-Soviet" periods of education, the transition to standards is the recognition at the state level of the goal of education in the context of the idea of forming labor resources. The adoption of standards is carried out to recognize and achieve the common goals of educational activities (primarily in the aspect of defining education as a social institution). Therefore, it is necessary to analyze educational standards based on an understanding of the essence of education and the goals that various subjects (or, in accordance with ISO terminology, stakeholders) set for the education system.
The second task solved in this article is to clarify the essence and goals (results) of education as the main object of standardization of educational activities.
The goals of general education in the 2004 standard were formulated in accordance with the Concept for the Modernization of Russian Education for the period up to 2010. It emphasized the need for “education to be oriented not only towards the assimilation of a certain amount of knowledge by the student, but also towards the development of his personality, his cognitive and creative abilities. A general education school should form an integral system of universal knowledge, skills and abilities, as well as independent activity and personal responsibility of the student.
learners, i.e. key competencies that determine the modern quality of education” .
It can be said that this wording gravitated more towards traditional knowledge than to personal or competence paradigms, which was reflected in the standard (author's note: once again, note that the Concept was adopted in 2001). includes "acquisition of knowledge, mastery of skills, education, development and practical application of acquired knowledge and skills (key competencies)" . However, the practice turned out to be so conservative that in the list of "knowledge - skills - development" attention was still paid to knowledge, therefore the standard was perceived primarily as a list of knowledge that should be mastered by schoolchildren. The object of standardization was the content of general education.
According to one of the developers of the second generation standards A. Kondakov, their innovativeness is determined by a new understanding of education - “the most important social activities
society aimed at the formation of Russian identity as an essential condition for strengthening Russian statehood. The key feature of the project is the transition from a subject-centered model to a model of variable person-centered education, to partnerships between the main institutions of socialization in achieving the goals of education.
Based on their new understanding of education, the object of standardization is the educational space organized by social institutions: educational institutions (basic and additional education), family, cultural institutions, and the media.
The standard is considered by A. Kondakov as the most important resource for achieving the following strategic goals of education: ensuring the social and spiritual consolidation of society, competitiveness and security of the individual, society and the state. This understanding of education is due to the fact that “success modern man determine the focus on knowledge and the use of new technologies, active life position, installation on rational use of their time and designing their future, active financial behavior, effective social cooperation, a healthy and safe lifestyle.
Academician A. A. Kuznetsov sees one of the reasons for the adoption of second-generation standards in the fact that “not everything that we would like to consolidate through standards could be provided in the conditions of the early 90s of the XX century. In particular, there were no financial resources for the implementation of many conditions for the introduction of the standard.
The methodological psychological and pedagogical basis of the general educational standard of the second generation is the system-activity approach. In the context of the activity paradigm (A. N. Leontiev, D. B. Elkonin, P. Ya. Galperin), learning is understood not only as the assimilation of a system of knowledge, skills and abilities that make up the instrumental basis of
student's petitions, but also as a process of personal development, gaining spiritual, moral and social experience.
The following provision seems to us the most important for understanding the goals declared in the second standard. The system-activity approach assumes “a transition to a strategy of social design and construction in the education system ... to achieve the socially desired level (result) of the personal and cognitive development of students; orientation to the results of education as a backbone component of the Standard, where the development of the student's personality on the basis of the assimilation of universal educational activities, knowledge and development of the world is the goal and main result of education.
In the context of quality management, this provision means recognizing:
1) the development of the student as the main goal and the main result of the functioning of the educational institution;
2) the relevance of social partnership between interested participants in educational activities.
These provisions of the new standard fix, albeit at a formal level, a fundamentally different approach to the management system of an educational institution, including a different approach to the formation of relations between school and family.
The standard of the first generation determined only the subject results, and the standard of the second generation - the subject (learned by students in the study of the subject of knowledge, skills and special competencies, the experience of creative activity), meta-subject (mastered universal methods of activity) and personal (value orientations of school graduates, reflecting their individual-personal positions, motives for educational activities, social feelings, personal qualities) results. It is the emphasis on the ability to apply knowledge, on the formation of methods of activity that is the essential standard of the second generation.
It is important that the personal result is not the subject of the student's assessment; it is revealed through special non-personalized research and serves as the basis for analyzing the effectiveness of the education system for subsequent management decisions, primarily at the state level. Isolation of individual and general results is a significant difference between the standards of the second generation. In addition, in the context of quality management of the educational process, the specified norms of the planned result of the student are not only holistic, but also operational in nature. That is, the standards set, on the one hand, the systemic planned result of education (the formation of a general culture, the spiritual, moral, social, personal, intellectual development of the student through activity), on the other hand, the criterion-specified (measured) result.
The 2004 standards were initially adopted as transitional; at the time of their adoption, it was already
It was decided to develop second generation standards.
Perhaps, due to the length of the period of their adoption (12 years), at the time of adoption they no longer fully reflected the requirements, powers of various participants, interested subjects of education. Due to the existence of two equivalent legislative norms for the activities of an educational institution, the state standards of the first generation were not taken into account by many schools in real practice. The second generation standards were hailed as revolutionary. It seems that this was the reason for the heated discussion of the second generation standards, the low level of readiness of a large number of both personnel and heads of educational institutions to build activities in accordance with federal standards.
Standardization (the process of developing and adopting standards) is considered by us as a significant element of quality management, since such a document streamlines and unifies all processes, simplifies decision-making and coordination with customers, saves resources, etc., and ultimately provides a statistically guaranteed normative result (product/service quality). The change in standards is due to changes in requirements from the consumers of the process.
Literature
1. Aristov, O. V. Quality management / O. V. Aristov. - M.: INFRA-M, 2007. - 240 p.
2. Basovsky, L. E. Quality management: textbook / L. E. Basovsky, V. B. Protasov. - M.: INFRA-M,
3. History of economic doctrines: textbook / ed. V. Avtonomova, O. Ananyina, N. Makashova. - M.: INFRA-M, 2001.
4. Kanne, M. M. Systems methods and tools of quality management: a textbook for universities / M. M. Kanne, B. V. Ivanov, V. N. Koreshkov [and others]; ed. M. M. Kanne. - St. Petersburg: Piter, 2009. - 560 p.
5. Kondakov, A. Standards of the second generation: continuity and innovation / A. Kondakov. - Re-
accessed: http://www.ug.ru/archive/26160 (date of access: 09/12/2011).
6. The concept of modernization of Russian education for the period up to 2010, approved by the order of the Government of the Russian Federation No. 1756-r: December 29, 2001 // Official documents in education. - 2002. - No. 4.
7. Korotkov, E. M. Management of the quality of education / E. M. Korotkov. - M.: Academic project, 2007. - 320 p.
8. Kuznetsov, A. A. On the standard of the second generation. Vice President speaks Russian Academy Education, Academician A. A. Kuznetsov / A. A. Kuznetsov, M. V. Ryzhakov // Russian literature. - 2009. - No. 2.
9. Mishin, V. M. Quality management: a textbook for students. universities / V. M. Mishin. - 2nd ed., revised. and
add. - M.: UNITI-DANA, 2008. - 463 p.
10. On amendments to certain legislative acts of the Russian Federation in terms of changing the concept and structure of the state educational standard: Federal Law of the Russian Federation: dated December 1, 2007 No. 309-FZ // Russian newspaper. - 2007. - December 5. - Federal issue No. 4535.
11. On technical regulation: Federal Law of the Russian Federation: dated December 27, 2002 No. 184-FZ (as amended on December 30, 2009) // Rossiyskaya Gazeta. - 2002. - December 31. - No. 245.
12. Planned results of primary general education / L. L. Alekseeva, S. V. Anashchenkova, M. Z. Biboletova [and others]; ed. G. S. Kovaleva, O. B. Loginova. - M.: Enlightenment, 2009. - 120 p. - (Stand-
darts of the second generation).
13. Rozhdestvensky, Yu. V. Dictionary of terms (general education thesaurus): Society. Semiotics. Economy. Culture. Education / Yu. V. Rozhdestvensky. - M.: Flint: Nauka, 2002. - 83 p.
14. Quality management systems. Fundamentals and vocabulary: ISO 9000:2008 standards. GOST R ISO 9000-2008. - M.: Standartinform, 2009. - 35 p.
15. Second generation standards // Primary School a plus. Before and after. - 2010. - No. 9.
Standardization of the general education system - streamlining the activities of educational subjects in order to ensure the competitiveness of the individual and the state.
It should be emphasized that the standardization of the general education system - important element(an essential initial condition) for building a single pan-European educational space, since it forms uniform requirements (criteria) for the quality of education.
Analysis of the regulatory framework, publications allows us to make the following generalizations regarding the purpose of the standards of the general education system.
Standardization allows:
Define the boundaries of responsibility (and, accordingly, the powers) of the state and social institutions(families, educational institutions, cultural, entertainment and sports institutions, etc.) organizing educational processes;
Provide criteria and relative transparency for assessing the effectiveness of the education system by stakeholders;
Ensure the continuity of the level structure of the educational system.
16. Federal component State standard of general education. - Part I. Primary general education. Basic general education // Ministry of Education of the Russian Federation. - M., 2004. -221 p.
17. Federal State Educational Standard of Primary General Education: Order of the Ministry of Education and Science of the Russian Federation: dated October 6, 2009 No. 373 (as amended by orders dated November 26, 2010 No. 1241, dated September 22, 2011 No. 2357). - Access mode: http://minobrnauki.rf/documents/922.
18. Khutorskoy, A. V. Educational standards consistent with a person / A. V. Khutorskoy // Internet magazine "Eidos". - Access mode: http://eidos.ru/journal/2011/0525-09.htm (date of access: 07.02.2012).
Sapkulova Elena Vladimirovna - director of MOBU "Secondary school No. 32", Orenburg, 89878518003, 8 9058193490, [email protected]
Elena V. Sapkulova - Head of Secondary School No. 32, Orenburg.
Topic 19. Legislation on education and standardization
Topic number 19.
Standardization and education legislation
Lecturer: Candidate of Philosophical Sciences,
Leading Researcher at the Institute of Legislation and Comparative Law under the Government of the Russian Federation,
Lukyanova Vlada Yurievna
1. The essence and main directions of standardization.
2. Standards and other documents in the field of standardization in the field of education.
1. Essence and main directions of standardization
Improving the functioning of the education system in the Russian Federation and the implementation of educational activities requires increasing the susceptibility of all spheres of life in Russian society to innovation. One of such tools can be a system of standardization and technical regulation.
Standardization is a specific type of human activity aimed at streamlining the activities of people in various fields in an optimal way.
In the most general view the essence of this activity is formulated in the guidance of the International Organization for Standardization ISO / IEC 2:1996 "General terms and definitions in the field of standardization and related activities": "Standardization is an activity aimed at achieving an optimal degree of streamlining in a certain area by establishing provisions for universal and reusable use in relation to actual or potential problems." The means of achieving this goal are the development, publication and enforcement of specific documents - standards.
It is important to emphasize that standardization is carried out in relation to those actual and potential tasks that are of universal importance and the need to solve which arises repeatedly.
Why is she so important?
As you know, the development of society is determined by two trends - variability, i.e. its drive and ability to innovate, and sustainability, the desire to consolidate and root the achieved development results. In conditions of peaceful coexistence, these tendencies complement each other, while the predominance of one of them destroys the genome of the culture of society, giving rise to problems in the field of morality, spiritual sphere, culture and education, because:
The trend towards unilateral sustainability tends to stifle innovation. As a result, the system loses its adaptive properties, which forces it to strive for autarky. Without receiving development impulses from the outside, a closed system inevitably comes to a state of stagnation and degradation;
Long-term and short-term variability also disrupts adaptive mechanisms, preventing the results of system development from being consolidated. This leads to the loss of connections with the environment, to stagnation and disruption of functional connections between its own structural elements. Using the metaphor of the psychologist A.N. Lutoshkin, we can say that the organization acquires the state of "sand placer". The destructive influence of such an organization on the human psyche is reflected in the Chinese proverb, which has the form of a polite wish, but fraught with a significant threat to existence: "You live in an era of change!". In such historical periods, people unconsciously strive for stereotypes of thinking and behavior (standards) in order to determine the starting points that perform the function of a compass and facilitate the processes of life self-orientation. The ability of a person to navigate in time and space plays a decisive role in his mental well-being. If people do not find such guidelines in real, rapidly changing reality, they begin to look for them in various kinds of beliefs, superstitions, and mystical prejudices.
Under these conditions, standardization various kinds activity appears as a natural “fuse”, creating conditions for fixing the new realities of life in the minds and behavior of people, without which the development of human culture and its transmission to subsequent generations is impossible.
1.1. Directions of standardization
World experience has revealed a wide range of problems and tasks that can be solved with the involvement, and sometimes only by means of standardization. In various spheres of the life of Russian society, the terms "standard" and "standardization" in last years are also being used more and more. So, for example, the Federal Law of December 25, 2008 No. 273-FZ “On Combating Corruption” uses the term “anti-corruption standards”, which means the establishment of a unified system of prohibitions, restrictions and permits for the relevant area of activity, ensuring the prevention of corruption in this area .
Standardization and labor standards play an important role. Their establishment began in XIX century and was motivated by three groups of reasons - humanitarian, social and economic. During the twentieth century, a whole block of normative acts of international importance was formed, which tried to introduce certain standards for the level of income and employment and thereby reduce the level of social tension in the world.
International acts containing employment and income standards can be divided into several groups according to their scope and mandatory implementation. By scope, standards can be distinguished: general, which should be valid in all states of the world; regional, operating in specific regions; bilateral, operating on the territory of the states that have concluded the treaty.
General norms unify the level of employment and income, lead to a reduction in contradictions, and regional acts, for all their favorableness for the population of a particular region, only increase the differentiation of development in terms of income and employment. Bilateral acts do not have sufficiently clearly traced consequences on a global scale.
According to the mandatory implementation, there are acts that are binding on states from the moment the treaty is concluded; mandatory from the moment of ratification; recommendatory standards. From the point of view of the impact on reducing the differentiation of countries in terms of income and employment, the acts of the first group are of the greatest importance, but there are very few of them.
The efforts undertaken by the countries in the field of employment have led to the emergence and implementation in the territory of many countries of nationwide employment programs, including the creation of centers for retraining and retraining of workers, free employment services, the payment of unemployment benefits, the organization of public works, job quotas for youth and other socially vulnerable groups in the labor market.
Nevertheless, both in developed countries and in the Russian Federation, the unemployment rate is quite high, and full and productive employment continues to be more of a declared than an implemented goal, therefore, determining the role and place of standardization in the processes of managing labor relations, increasing labor productivity, managing using the possibilities of technological progress to improve the level and quality of life of people remains relevant.
Appeal to the problem of the quality of life of people allows us to talk about the importance for the Russian Federation not only of labor standards, but also of social standards. After all, as you know, social society is characterized by the priority of social goals, the clear definition of which in laws and by-laws is based on the right of all citizens, without exception, to a decent existence and development proclaimed by the Constitution. However, without concretization of constitutional declarations in the relevant social standards provided by law, the accessibility of citizens' social rights turns into a myth. Under these conditions, social standards, as rightly noted by N.L. Shkinder, are a kind of marker, an immanent attribute that determines the belonging of an individual to a particular social stratum. By tracing the dynamics of the formation, development and formation of social standards, it is possible to monitor social processes, determine the degree of stability of social relations, fix the points of transition of society into the bifurcation phase. Before becoming the content of the consciousness of individuals, the main factor in the regulation of their behavior, social standards pass long haul from the established law to traditions and customs, are fixed in the public consciousness of social strata and gradually become the moral norm of a person.
The level of correlation between standards and innovations (reforms) in the life of society indicates, in turn, the sustainable or unstable nature of its development.
The significance of social standards is also determined by their role in the formation of a single social space, in the protection of civil rights, in the reduction of social contradictions and in the development of the partnership nature of social relations, since it is they that reflect the corresponding levels of development of culture, education and basic value orientations that characterize this society as social system. Social standards form the public mood of the nation, its labor and political activity, socio-psychological well-being.
Here we can also mention the Federal Law of July 27, 2010 No. 210-FZ “On the organization of the provision of state and municipal services”, whichregulates relations arising in connection with the provision of state and municipal services, respectively, by federal executive bodies, state off-budget funds, executive bodies of state power of the constituent entities of the Russian Federation, as well as local administrations and other local government bodies exercising executive and administrative powers.This Federal Law establishes the applicant's right toreceipt of state or municipal services in a timely manner and in accordance with the standard for the provision of state or municipal services, regulating in detail the requirements for the standard for the provision of services (Article 14).
With a gradual transition from industrial society to a post-industrial society, to building a knowledge-based economy, such areas of standardization as the establishment of information disclosure standards and compatibility of data presentation formats are becoming increasingly important.
In general, in the Russian Federation, references to documents in the field of standardizationcontain more than 20 legislative acts; standardization is an integral part of the mechanism of legal regulation of such spheres of life in Russian society as social security for various categories of citizens and the provision of housing and communal services to them, the implementation of valuation activities in the Russian Federation and the organization of accounting.
However, most often, both the current Russian legislation and everyday consciousness associate standardization with technical regulation, with activities in the scientific and technical field and in the field of industrial production. And this is understandable, since the elements of standardization appeared precisely in the sphere of material production.
1.2. The history of the formation of the standardization system and its legal regulation
The first historical evidence of the application of standardization dates back to the seventh to sixth millennium BC, when bricks with standard dimensions (8 x 16 x 32 cm) were used in the construction of the Neolithic settlement of Catal Huyuk in modern Turkey. Stones of strictly defined sizes were also used in Ancient Egypt during the construction of the pyramids (third millennium BC). And the emperor of China, Qin Shi Huangdi (259-210 BC), not only introduced uniform weights, measures and coins, which allowed him to simplify the collection of taxes, but also established the same axle length for carts to ensure a single track on the roads.
The history of Russian standardization also has more than one hundred years. For the first time, the mention of the norms aimed at protecting the right of the buyer to receive goods of the established quality is found in the IX-XIII centuries. The standards were mentioned in the decrees of Ivan the Terrible on the calibration of cannonballs (standard calibers were introduced - circles - for measuring cannonballs) and in the Statute of the Grand Duchy of Lithuania, in section 3, article 36 of which it was indicated that in every city, towns of the Grand Duchy of Lithuania , in hotel houses, along the roads on trading and non-trading days, grain was to be sold in the same, equal measure. Which of the subjects did not take into account this provision, they had to answer according to the law: they were obliged to pay a zaruku (monetary compensation).
The first official state standards appeared under Peter I.
In 1713, for the first time, Peter I organized government marriage commissions in Arkhangelsk, which were engaged in checking the quality of flax, wood, hemp, etc. exported from Russia. important branches of the economy. For the first time in Russia, on January 11, 1723, Peter I issued a decree dedicated to both the safety of products manufactured in Russia and the protection of consumer rights, which was called “The Decree on Quality”. It formulated the requirements not only for product quality, but also for the quality control system, state supervision of it, and also determined the measures of responsibility for the release of defective goods.
Standards and standardization became even more important in the era of the industrial revolution and the transition of the economy to mass production.based on the production of standardized parts.
In the Soviet Union, standardization was interpreted as "the establishment and application of rules with the aim of streamlining activities in a certain area for the benefit and with the participation of all interested parties and, in particular, to achieve universal optimal savings while observing the operating conditions (use) and safety requirements." Its main tasks were defined:
Establishment of requirements for the quality of finished products based on the comprehensive standardization of the quality characteristics of these products, as well as raw materials, materials, semi-finished products and components necessary for its manufacture with high quality indicators and efficient operation;
Determination of a unified system of indicators of product quality, methods and means of its testing and control, as well as the required level of reliability and durability;
Establishment of norms, requirements and methods in the field of design and production of products in order to ensure optimal quality and eliminate the irrational variety of products;
Expansion and improvement of the assortment, improvement of the quality of consumer goods;
Development of unification and aggregation of industrial products;
Ensuring the unity and correctness of measurements, the creation and improvement of state units of measurements, as well as methods and means of measurement of the highest accuracy.
Regulatory acts of bodies government controlled The Union of the SSR and the Union Republics established the following system of standardization forms:
State standards of the USSR (GOSTs of the USSR). In terms of their significance, they were the most important, obligatory for application and execution of technical and legal acts regulating the quality, reliability and durability of products. They operated throughout the country, in all industries that produce the types of products provided for by GOSTs, and were approved exclusively by federal government bodies. Based on the nature of state standards as mandatory for general observance, each standard had an indication that its "non-compliance is punishable by law";
Industry standards (OST) are technical and legal acts that regulate the quality, reliability and durability of products that are of industry importance. In other words, the requirements of the industry standard were extended to certain types of products related to the product range assigned to the ministry that is leading in its production. Industry standards were not supposed to violate the mandatory requirements of state standards;
Republican standards (RST) - technical and legal regulations governing the quality, reliability, durability of products that have republican (union republics) significance. Republican standards were approved by the governing bodies of the corresponding union republics: the Councils of Ministers or, on their behalf, the state plans of the republics;
Enterprise standards (STP) were the most specific type of standards and were established “on norms, rules, requirements, methods, components of products and other objects that are applicable only to this enterprise". Enterprise standards could not contain requirements for the supplied products. Enterprise standards were subject to approval by the heads of the respective enterprises.
Thus, in the Soviet Union there was an extensive system of legal acts that regulated in detail all aspects of ensuring the quality and safety of products at all stages of their life cycle, works and services in all sectors of the national economy of the country. It is possible to identify several characteristic features State standardization system:
1) organization for departmental principle;
2) priority attention to issues of product quality and organization of quality control, as far as it concerned ensuring the standard of living of the people. At the same time, given that the proper quality of goods is laid during their design and production, the organization of quality control has almost always been considered as a single process at all stages of the product life cycle from design to consumption, including transportation, storage, etc. Product safety was considered as one of parameters of its quality;
3) since society proclaimed the ideals of asceticism, the system was focused on eliminating "irrational", "unnecessary variety of products", the requirements for the quality of finished products were established on the basis of a comprehensive standardization of the quality characteristics of this product, as well as raw materials, materials, semi-finished products and components required for its manufacture. The standards determined the types, types and brands of products, their quality standards, the necessary tests and methods and techniques for their implementation, dictated the requirements for packaging and labeling of products, the procedure for its transportation and storage, and also established general technical quantities, units of measurement, terms and designations. At the same time, the standardization system, establishing norms, requirements and methods in the field of design and production of products, as well as methods and measuring instruments of the highest accuracy, regulated every step of the product manufacturer, other business entities.
In general, the standardization system that existed in the Soviet Union made it possible to take into account and harmonize the requirements for raw materials, materials, components, semi-finished products and finished products, ensure the creation of products with predetermined properties, and functioned quite effectively within the framework of a planned economy. However, by the beginning of the 1990s, the acts constituting the State Standardization System increasingly began to appear independently of each other, their requirements often contradicted each other, which made it difficult to function as a single system aimed at realizing specific goals. In addition, in the last years of the twentieth century it slowed down significantly, and at the beginning XXI century - the process of revision and updating of state standards and other documents in the field of standardization has practically ceased, while in order to maintain the fund of normative and technical documents at an acceptable level, it is necessary to update at least 10% of the acts of this fund annually.
As a result, by the beginning of the second decade of the twentieth I century, about 80% of the total fund of documents in the field of standardization were the state standards of the Soviet Union, adopted in the 70s of the twentieth century and earlier.
Therefore, the rejection of directive planning of the country's economic and social development and the transition to a market economy were accompanied by a change in the main approaches to the formation of a standardization system and the legal status of its constituent documents. The structure of the State Standardization System was changed - by the Law of the Russian Federation of June 10, 1993 No. 5154-1 “On Standardization”, in addition to state standards, international (regional) standards applied in the prescribed manner were included in the regulatory documents on standardization in force on the territory of the Russian Federation , rules, norms and recommendations for standardization, as well as all-Russian classifiers of technical and economic information. A separate category was the standards of scientific, technical, engineering societies and other public associations.
The same Law introduced the division of the requirements of state standards into mandatory and recommended. Only the requirements established by state standards to ensure:
Safety of products, works and services for environment, life and health of people, and property;
Technical and information compatibility, interchangeability of products;
Unity of methods of control;
Unity labeling.
Other requirements of state standards for products, works and services were subject to obligatory observance by business entities only by virtue of an agreement or in the event that this was indicated in the technical documentation of the manufacturer (supplier) of products, performer of works or services.
However, the modernization has also given rise to a number of problems in the field of standardization. The wording of the provisions of a significant number of acts that constituted this area did not allow making an unambiguous conclusion - whether this or that rule is a mandatory requirement or not. Therefore, the practice of issuing explanatory acts by the relevant authorities, aimed at determining the range of standards and their requirements that are mandatory for application, has become widespread. Moreover, in a number of cases, the control and oversight bodies at their own discretion decided which norms should be checked and which should not. This contributed to the commission of various kinds of abuses in most sectors of government and sharply increased the corruption potential of these acts.
In addition, this system also had a number of negative features inherited from the Soviet system for ensuring technical safety, among which one can especially note the totality of control and the complete exclusion of the business community from decision-making procedures on issues of product quality assurance, which necessitated its further modernization. . The modernization tool was the Federal Law of December 27, 2002 No. 184-FZ "On Technical Regulation" (hereinafter - Law No. 184-FZ).
1.3. The current stage of the formation of a standardization system in the Russian Federation
The Federal Law "On Technical Regulation" is characterized by two features.
Firstly, it was designed to increase the effectiveness of the state's regulatory impact on the economy: to remove unreasonable obstacles to economic activity, on the one hand, and to ensure the observance and protection of the legitimate rights and interests of society, the state and people, on the other.As a result, the Russian legislation on technical regulation was based on two presumptions:
1) good faith of a legal entity (individual entrepreneur);
2) minimizing government intervention in the economy.
Secondly, the adoption of Law No. 184-FZ was initially interpreted by its developers as a necessary step towards harmonization of the Russian product safety and quality management system with the rules and regulations of the World Trade Organization (WTO),Therefore, it is based on the WTO Agreement on Technical Barriers to Trade (TBT WTO), which has a rather narrow goal of facilitating international trade in industrial and agricultural goods, and has a limited scope.
The consequence of these features was a change in the previously existing approaches to the legal regulation of issues of ensuring the quality and safety of products, understanding the role and place of standardization in the life of Russian society. Instead of the unified State standardization system that existed in the Soviet Union, which, as noted above, regulated the issues of ensuring the quality and safety of products at all stages of its life cycle (from product design to its disposal), two systems were created: a technical regulation system and a standardization system .
Technical regulation system is a set of regulatory legal acts regulating relations in the field of establishing, applying and fulfilling mandatory (primarily) requirements for products or related design processes (including surveys), production, construction, installation, commissioning, operation, storage, transportation , sales and disposal.
This system is designed to perform a number of functions, the most important of which is social. Its essence lies in the fact that the normative legal acts included in the system of technical regulation must establish certain requirements for products and related processes of its production and circulation. Subject to these requirements, there is no unacceptable risk of harm to the life or health of citizens, property of individuals or legal entities, state or municipal property, the environment, life or health of animals and plants, therefore any product, including innovative, that is, manufactured according to the latest technology cannot be placed on the market if it does not meet the established requirements.
No less significant is another function - economic. It is expressed in the fact that the normative legal acts included in the system of technical regulation, and primarily technical regulations, act as uniform and permanent (stable) criteria for the safety of objects of technical regulation, on the one hand, forcing the manufacturer to produce products that meet specified requirements. security, and on the other- indicating to the consumer what this product should be.
The key element of the technical regulation system is the technical regulation, which establishes minimum, but at the same time mandatory safety requirements for application and implementation. These requirements are imposed on products, and the requirements for the processes of its production and circulation are imposed only if it is impossible to ensure the safety of products otherwise.
In turn, the national standardization system is interpreted by Law No. 184-FZ as a tool to ensure compliance with the requirements of technical regulations. This is indicated, in particular, by the goals of standardization proclaimed by Law No. 184-FZ (Article 11):
- promotion the level of safety of life and health of citizens, property of individuals and legal entities, state and municipal property, facilities, taking into account the risk of occurrence emergencies natural and man-made nature, increasing the level of environmental safety, safety of life and health of animals and plants;
Ensuring the competitiveness and quality of products (works, services), uniformity of measurements, rational use of resources, interchangeability of technical means (machines and equipment, their constituent parts components and materials), technical and information compatibility, comparability of the results of research (tests) and measurements, technical and economic-statistical data, analysis of the characteristics of products (works, services), execution of government orders, voluntary confirmation of the conformity of products (works, services );
- assistance in compliance with the requirements of technical regulations;
Creation of systems for classifying and coding technical, economic and social information, cataloging systems for products (works, services), systems for ensuring the quality of products (works, services), data retrieval and transmission systems, assistance in unification work.
However, the circleobjects of standardization are somewhat wider than the range of objects of technical regulation. According to Law No. 184-FZstandardization is "the activity of establishing rules and characteristics for the purpose of their voluntary reuse, aimed at achieving orderliness in the spheres of production and circulation of products and increasing the competitiveness of products, works or services." The main document in the field of standardization - the national standard - for the purpose of voluntary reuse establishes not only the characteristics of products, but also the rules for the implementation and characteristics of the design processes (including surveys), production, construction, installation, commissioning, operation, storage, transportation, sale and disposal , performance of work or provision of services. Also, national standards may contain rules and methods for research (testing) and measurements, rules for sampling, requirements for terminology, symbols, packaging, marking or labels and rules for their application.
Law No. 184-FZ also names other documents in the field of standardization:
Classifications applied in accordance with the established procedure, all-Russian classifiers of technical, economic and social information;
Organizational standards;
Rulebooks;
International standards, regional standards, regional codes of practice, standards of foreign states and codes of rules of foreign states registered in the Federal Information Fund of Technical Regulations and Standards;
Properly certified translations into Russian of international standards, regional standards, regional codes of practice, standards of foreign states and codes of rules of foreign states, registered by the national body of the Russian Federation for standardization;
Preliminary national standards.
National standards and other documents in the field of standardization are acts voluntary application. Their provisions should not create obstacles to the production and circulation of products, the performance of work and the provision of services to a greater extent than is the minimum necessary to achieve the above standardization goals (Article 12 of Law No. 184-FZ).
The exception is defense products (works, services) supplied under the state defense order, products (works, services) used to protect information constituting a state secret or classified as other restricted access information protected in accordance with the legislation of the Russian Federation, products (works , services), information about which constitutes a state secret, products (works, services) and facilities for which requirements are established related to ensuring nuclear and radiation safety in the field of the use of atomic energy, design processes (including surveys), production, construction, installation , adjustment, operation, storage, transportation, sale, disposal, disposal of the specified products and specified objects (Article 5 of Law No. 184-FZ). The requirements of documents in the field of standardization in relation to products of these categories may be mandatory.
In addition, the Federal Law of December 30, 2009 No. 384-FZ “Technical Regulations on the Safety of Buildings and Structures” introduced Art. 5.1, according to which the features of technical regulation in the field of ensuring the safety of buildings and structures are established by the Federal Law "Technical Regulations on the Safety of Buildings and Structures". These features lie in the fact that the national standards and codes of practice included in the list approved by the Government of the Russian Federation are mandatory, except for cases of design and construction in accordance with special specifications.
Nevertheless, in the general case, national standards are currently acts of voluntary application. Art. 12 of Law No. 184-FZ, according to whichstandardization in the Russian Federation is carried out in accordance with the following principles:
1. voluntary application of documents in the field of standardization.The principle of voluntariness of standards is borrowed from international practice, however, in developed countries, voluntariness has a far different meaning than that given to this term in Russia. In the domestic interpretation, voluntariness is usually equivalent to arbitrariness, when you can, at your own discretion or based on the current situation, use or not use standards, when it is not necessary to fulfill the requirements established by the standards. At the same time, in the "Western" understanding, "voluntariness" is interpreted as the impossibility of sharing with anyone the responsibility for compliance with the requirements of voluntary national or industry standards. Each participant of the civilized market knows that without fulfilling the requirements of existing voluntary standards developed with the direct voluntary participation of suppliers of products or services, it is impossible not only successful activity, but the very existence of the company;
2. maximum consideration in the development of standards of the legitimate interests of interested parties;
3. application of an international standard as the basis for the development of a national standard, unless such application is recognized as impossible due to the inconsistency of the requirements of international standards with climatic and geographical features Russian Federation, technical and (or) technological features or on other grounds, or the Russian Federation, in accordance with the established procedures, opposed the adoption of an international standard or a separate provision thereof;
4. the inadmissibility of creating obstacles to the production and circulation of products, the performance of work and the provision of services to a greater extent than is the minimum necessary to fulfill the goals of standardization;
5. the inadmissibility of establishing such standards that are contrary to technical regulations;
6. providing conditions for the uniform application of standards.
In our opinion, these principles, and first of all, the principle of voluntary application of standards, are a reflection of the presumptions underlying the Russian legislation on technical regulation.
By virtue of the same presumptions, the developer of the fundamental acts in the field of technical regulation - technical regulations and national standards - can be any person (clause 2, article 9, clause 2, article 16 of Law No. 184-FZ). Only sets of rules are developed and approved by federal executive bodies within their powers. The decision to develop them is made in the absence of national standards in relation to individual requirements of technical regulations or objects of technical regulation in order to ensure compliance with the requirements of technical regulations for products or for products and the processes of production and circulation of products related to the requirements for products. Nevertheless, codes of practice, like other documents in the field of standardization, are applied exclusively on a voluntary basis.
The presumption of minimizing state interference in the activities of business entities is also consistent with the establishedLaw No. 184-FZ on the procedure for the application on the territory of the Russian Federation of international and regional standards and sets of rules, as well as standards and sets of rules of foreign states.
1.4. International and regional standards, standards of foreign countries in the Russian standardization system
Article 2 of Law No. 184-FZ defines an international standard as "a standard adopted by an international organization". According to the order of the Government of the Russian Federation of April 17, 2006 No. 526-r, the Russian Federation participates in the activities of such international organizations,carrying out activities in the field of standardization, such as:
1. International Organization for Standardization;
2. International Electrotechnical Commission;
3. International certification system for electronic components, operating within the framework of the International Electrotechnical Commission;
4. The system of the International Electrotechnical Commission for confirmation of test results and certification of electrical equipment;
5. International Electrotechnical Commission Safety Standards Scheme for Certification of Electrical Equipment for Explosive Atmospheres;
6. International Organization of Legal Metrology;
7. International Bureau of Weights and Measures;
8. European organization for quality.
The formation of international bodies to ensure the uniformity of measurements and standardization began in 1875, when 17 states of the world, incl. Russia, adopted the Metric Convention to ensure the unity and improvement of the metric system. To coordinate the actions of the member states of the Metric Convention, the International Bureau of Weights and Measures was established with a location in the suburbs of Paris.
In 1904, at a meeting of the International Congress on Electricity, it was decided to create a Commission to consider the issues of standardization of terminology and nominal parameters of electrical machines. In 1906, such a commission - the International Electrotechnical Commission (IEC) - was created, it included representatives from more than 50 countries, and one of the most famous physicists, Lord Kelvin, the author of the thermodynamic temperature scale, was elected its first president. Today, the goal of the IEC is to develop international cooperation on all issues of standardization in the field of electrical and electronic equipment, therefore, its main areas of activity are:
- unification of terminology, designations, markings;
- standardization of materials used in electrical engineering;
- standardization of electrical measuring instruments.
The history of one of the largest and most significant organizations involved in the development of international standards - the International Organization for Standardization (ISO) - began in 1946, when delegates from 25 countries, including Soviet Union, met at the Institute of Civil Engineers in London and decided to create a new international organization "to promote international coordination and unification of industrial standards." The day of its foundation is February 23, 1947, when the new organization officially began its activities.
Currently, ISO members are the national standards bodies of 163 countries, which "represent the interests of their country in ISO, and also represent ISO in their country."
1) full members (112 countries) influence the content of developed ISO standards and strategy through participation in voting and international meetings, have the right to sell and adopt international standards at the national level;
2) Corresponding members (47 countries) observe the development of ISO standards and strategy by viewing the results of the voting, as they cannot vote, and through participation in international meetings as observers, have the right to sell and adopt international standards at the national level;
3) Subscribing members receive up-to-date information on the work carried out in ISO, but cannot participate in the work, do not have the right to sell and adopt international standards at the national level.
The Russian Federation is a full member of the International Organization for Standardization.
The main purpose of ISO is to promote the development of standardization and related fields of knowledge. To achieve it, the following tasks are solved:
International standards are coordinated and unified;
International standards are developed and promoted;
There is an exchange of information in the field of standardization, etc.
ISO activities are carried out through nearly 300 technical committees (TCs), 3368 subcommittees and working groups. Over the more than 60-year history of the organization, it has adopted more than 19,500 international standards that regulate almost all areas of human society: from food security to computers, from Agriculture to health care. Another 1280 International Standards were developed in 2012.
We emphasize that among the international standards developed and adopted within the framework of ISO, not only standards for individual types of products or technological processes, but also widely known standards of the series ISO 9000 - quality management system standards; series ISO 14000 - environmental management systems; series ISO 26000 regulating issues of social responsibility of business entities, etc.
In addition to the standards themselves, this international organization develops the following categories of legal acts:
Guides (ISO Guide);
ISO technical reports, denoted by the index (prefix) ISO / TO (ISO / TR);
ISO specifications, denoted by the index (prefix) ISO / TU (ISO / TS);
ISO public technical specifications, denoted by the index (prefix) ISO / OTU (ISO / PAS);
Industry technical agreements, denoted by the index (prefix) ISO/OTS (ISO/ITA);
Estimates of technology areas, denoted by the index (prefix) ISO / OTN (ISO / TTA).
In 1947, the IEC joined the International Organization for Standardization as an associate member, retaining organizational and financial independence. An ISO/IEC Coordinating Committee has been established to harmonize the work of the IEC and ISO. Joint publications of ISO and IEC are ISO/IEC standards; ISO/IEC guides (ISO/IEC Guide); international standardized profiles, denoted by the index (prefix) ISO / IEC ISP (ISO / IEC ISP) and other documents in the field of standardization.
All of them can be applied on the territory of the Russian Federation in the same manner as international standards.
The status of international standards in the Russian national system of technical regulation is defined by Law No. 184-FZ quite clearly: they must be used (in whole or in part) as the basis for the development of draft technical regulations, with the exception of cases provided for in paragraph 8 of Art. 7 of the Law. In addition, international standards registered in the Federal Information Fund of Technical Regulations and Standards may be included in the list of documents in the field of standardization published by the National Standardization Body, as a result of which, on a voluntary basis, compliance with the requirements of the adopted technical regulation is ensured.
It should be emphasized that the above order of the Government of the Russian Federation defines a list of standardization organizations, cooperation with which is carried out by the Russian national standardization body. However, this does not mean that the Russian national system standardization includes international standards adopted only by these international organizations. If any business entity has come to the conclusion that it is expedient to apply any other international standard, a standard adopted by an international organization that is not included in this list, it can initiate the process of including the international standard it needs in the Federal Information Fund of Technical Regulations and Standards.
Along with the term "international standards", the legislation of the Russian Federation on technical regulation uses the term "regional standard", which means a document adopted by a regional organization for standardization, i.e. "an organization whose members (participants) are national bodies (organizations) for standardization of states that are part of one geographical region of the world and (or) a group of countries that are in the process of economic integration in accordance with international treaties." Examples regional organizations for standardization are: the European Committee for Standardization (CEN) and the European Committee for Electrotechnical Standardization (CENELEC), and an example of regional standards is European standards, denoted by the index (prefix) EH (EN).
The category of regional standards can also include interstate standards adopted within the framework of numerous interstate economic integration associations created and operating in the post-Soviet space, primarily interstate standards (GOST) adopted by the CIS Interstate Council for Standardization, Metrology and Certification or the Interstate Scientific -technical commission for standardization and technical regulation in construction. The main goals of interstate standardization are:
- protecting the interests of consumers and each interested state in matters of quality of products, services and processes that ensure safety for the life, health and property of the population, environmental protection;
- ensuring compatibility and interchangeability of products, services and processes and other requirements of interstate interest;
- assistance in saving all types of resources and improving the economic performance of the production of interested states;
- elimination of technical barriers in production and trade, assistance in increasing the competitiveness of the products of interested states - in the world commodity markets and the effective participation of states in the interstate and international division of labor;
- assistance in improving the safety of economic facilities of interested states in the event of natural and man-made disasters, as well as other emergencies.
The following are defined as objects of interstate standardization:
- general technical norms and requirements, including a unified technical language, size ranges and standard designs of products for general machine-building applications (bearings, fasteners, etc.), compatible software and hardware information technologies, reference data on the properties of materials and substances;
- objects of large industrial and economic complexes (transport, energy, communications, etc.);
- objects of major interstate socio-economic, scientific and technical programs, such as providing the population with drinking water, creating a habitat control system, ensuring the electromagnetic compatibility of radio-electronic means, ensuring the safety of the population and national economic facilities, taking into account the risk of natural and man-made disasters, etc.;
- mutually supplied products manufactured in a number of states.
Depending on the specifics of the standardization object and the content of the requirements established for it, the following main types of interstate standards are provided within the framework of the interstate standardization system:
- fundamental standards that establish general organizational and methodological provisions for a certain area of activity, as well as general technical requirements (norms, rules) that ensure mutual understanding, technical unity and interconnection of various fields of science, technology and production in the process of creating and using products, environmental protection , labor protection, etc.;
- standards for products (services) that establish requirements for groups of homogeneous products and, if necessary, for specific products;
- standards for processes that establish requirements for methods (methods, techniques, regimes, norms) for performing various types of work in the technological processes of development, manufacture, storage, transportation, operation, repair and disposal of products;
- standards for control methods (tests, measurements, analysis), defining methods (methods, techniques, modes, etc.) for testing products during their creation, certification and use (application).
As noted above, these categories of international legal acts, as well as the standards of foreign states, refer to standardization documents used on the territory of the Russian Federation, and can be included in the list of standardization documents, as a result of which, on a voluntary basis, compliance with the requirements of the adopted technical regulation.The only condition for application is the need for their registration in the Federal Information Fund of Technical Regulations and Standards.
Also, the documents in the field of standardization used in the territory of the Russian Federation includeproperly certified translations into Russianinternational, regional standards and standards of foreign countries. They must also beaccepted for registration by the national body of the Russian Federation for standardization and included in Federal information fund of technical regulations and standards.
It seems that the procedure for registration of international and foreign standards and sets of rules established by the current Russian legislation does not allow fully assessing the compliance of these acts with the national interests of the Russian Federation and the Russian legal system. In this regard, it would be advisable to establish additional criteria for assessing the possibility of applying international, interstate, regional standards, standards of foreign states in the Russian Federation. Of particular interest here is the experience of the partner states of the Russian Federation in the EurAsEC Customs Union, and primarily of Kazakhstan, where the necessary conditions for the application of international, regional standards and standards of foreign states as national standards are:
1) membership of the Republic of Kazakhstan in international and regional organizations for standardization, metrology and accreditation;
2) availability of international treaties of the Republic of Kazakhstan on cooperation in the field of standardization;
3) the existence of an agreement between the authorized body for standardization and an international or regional organization on cooperation in the field of standardization.
The application by individuals and legal entities of the Republic of Kazakhstan of the standards of international and regional organizations, of which the Republic of Kazakhstan is not a member, as well as other regulatory documents on the standardization of foreign states is carried out subject to links to the specified standards or normative documents for the standardization of foreign countries in contracts or regulatory documents on standardization of the Republic of Kazakhstan .
International, regional standards and standards of foreign states to be applied on the territory of the Republic of Kazakhstan must not contradict the requirements established by the technical regulations in force in the Republic of Kazakhstan and standards harmonized with them, be not lower than national standards in terms of quality and must be agreed with state bodies on matters within their competence. The application of the standards of organizations of foreign states is carried out subject to the copyright of organizations - holders of the originals for the use of these documents.
In the Russian Federation, the application of international, regional standards and standards of foreign states encounters much fewer obstacles, which does not always correspond to the national interests of our country.
In general, an analysis of the provisions of Law No. 184-FZ shows thatits standards in the field of standardization are quite universal. However, the question arises how the above ideas, norms federal law"On technical regulation" "are interfaced" with the sphere of education. And the main question: is standardization really a necessity due to objective phenomena in the educational sphere? Or is it just another fashion that only complicates the already hard work without any tangible results.
Answering these questions, let us turn to two key acts regulating social relations that arise in the field of education in connection with the realization of the right to education, the provision of state guarantees of human rights and freedoms in the field of education and the creation of conditions for the realization of the right to education - the current Law of the Russian Federation of July 10, 1992 No. 3266-1 "On Education" and the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (hereinafter - Law No. 273-FZ).
2. Standards and other documents in the field of standardization in the field of education
The education system is the subject of activity of a large number of subjects (teachers, students, graduate students, organizers of the educational process, all kinds of educational managers, etc.), and, therefore, from the point of view of the requirement of consistency, this object can be standardized. Since different participants participate in this system object, uniform rules should be introduced for them. These rules should be followed as far as possible, and only strict compliance with the rules allows you to effectively develop the subject of activity - the education system.
Researchers divide the standards in the education system into two categories - educational and technological.
The first category includes standards relating to the content of education and its quality, in particular federal state educational standards, by which Law No. direction of training, approved by the federal executive body responsible for the development of state policy and legal regulation in the field of education" and educational standards, which are "a set of mandatory requirements for higher education in specialties and areas of training, approved by educational organizations of higher education, certain considered legislative acts or a decree of the President of the Russian Federation.
It should be noted that standardization in the field of education and the standards of education themselves should serve the goals of the state policy in the field of education, among which the priority is the quality and accessibility of education and ensuring the unity of the educational space on the territory of the Russian Federation. Education standards should providevariability of the content of educational programs of the corresponding level of education, the possibility of forming educational programs of various levels of complexity and focus, taking into account the educational needs and abilities of students.
The second category of standards in the field of education, in our opinion, would be more appropriate to call not technological, but providing, since they establish requirementsto hardware, software or other technical support education systems.
So, for example, the priority goals of state policy in the field of education at the present stage are its quality and accessibility, however, modern ideas about the quality and accessibility of education have their own characteristics associated with those changes in the economy, social sphere, spiritual life, and the theory of education that have occurred. in Russia in the late XX - early XXI centuries. Reflecting these features, Law No. 273-FZ introduced separate rules governing:
Credit-modular system of organization of the educational process and the system of credits;
Network interaction in the implementation of educational programs, including the mechanism for offsetting the results of mastering certain parts of the educational program in third-party organizations;
Using remote educational technologies in the educational process;
Training in integrated educational programs;
Educational and information resources in the educational process, etc.
It is obvious that the implementation of these norms in life presupposes the existence of a standard that forms the basis for the process of creating educational technological systems that are adequate to the conditions for their application.
The development of the architecture of technological systems in education makes it possible to visualize different models of the organization of education, systems, subsystems and understand their interaction in the process of implementing the main functions. The use of the architecture of technological systems in education is convenient for their analysis and comparison. Standardization in the field of architecture of educational technological systems will determine the protocols and methods of cooperation between interested parties.
Among the "providing" standards included in the education system, we can mention the standard adopted by the International Organization for Standardization ISO 29990:2010 “Educational services in the field of non-formal education and training. Basic requirements for organizations providing services. This international standard establishes the forms of the educational process, as well as the requirements for the management system of an educational institution and is aimed at creating a general model of high-quality and effective professional activities carried out by organizations providing services in the field of non-formal education.
A draft ISO standard is under development/ CD 29991 “Educational services in the field of non-formal education and training. Special requirements for organizations providing services in the field of teaching foreign languages.
An important step towards deepening the standardization process was the adoption by UNESCO of the International Standard Classification (MCKO - ISCED), designed to serve as a tool to facilitate the collection, compilation and presentation of education statistics both in relation to individual countries and internationally.
It should be noted that not only standards, but also other documents in the field of standardization and technical regulation can be classified as “supporting” documents in the education system.
To give just one example: Art. 32 of the Law of the Russian Federation "On Education" refers to the competence of an educational institution, among other things, the logistics and equipment of the educational process, the equipment of premises in accordance with state and local standards and requirements, carried out within their own financial resources. At the same time, officials of educational institutions are responsible for creating the necessary conditions for study, work and recreation of students, pupils of educational institutions in accordance with the legislation of the Russian Federation and the charter of this educational institution.
Considering that one of the fundamental principles of state policy and legal regulation of relations in the field of education has been and remains the priority of human life and health, these “state norms and requirements” should include not only the requirements of education standards, but also the provisions of the Federal Law of December 30, 2009 No. 384-FZ "Technical regulations on the safety of buildings and structures", which establishes safety requirements for any buildings, structures and structures, regardless of their purpose. They set the minimum requirements:
1) mechanical safety;
2) fire safety;
3) safety in hazardous natural processes and phenomena and (or) man-made impacts;
4) safe for human health living conditions and stay in buildings and structures;
5) safety for users of buildings and structures;
6) accessibility of buildings and structures for the disabled and other groups of the population with limited mobility;
7) energy efficiency of buildings and structures;
8) a safe level of impact of buildings and structures on the environment.
No less significant in terms of ensuring the priority of human life and health in the implementation of educational activities are the requirements of the technical regulation "On the safety of products intended for children and adolescents." The requirements of the specified technical regulation are established in relation to such products as:
Clothing, textiles, leather and fur, knitwear and ready-made piece textiles;
Shoes and leather goods;
Bicycles;
Publishing books and magazines, school stationery.
This technical regulation does not apply to:
Products designed and manufactured for medical use;
Products for baby food;
Perfumery and cosmetic products;
Sports articles and equipment;
Teaching aids, textbooks, electronic educational publications;
Toys, board games, printed;
Furniture;
Products made to order.
There are two key points to note here.
1) It has already been said earlier that technical regulations establish only minimum safety requirements and only in relation to products. In the same timerequirements for products that cause harm to the life or health of citizens, accumulated during prolonged use of these products and depending on other factors that do not allow determining the degree of acceptable risk, cannot be established by technical regulations.
However, just such a “delayed” threat to the organs of vision, the musculoskeletal system, and the cardiovascular system of the student’s body can be carried by various educational publications. Therefore, the requirements for them are established not by the technical regulations, but by the Sanitary Norms and Rules, which are classified by the Government of the Russian Federation as “normative legal acts of the federal executive authorities that establish mandatory requirements that are not related to the scope of technical regulation”. So, for example, hygienic requirements for weight, font design, print quality and printing materials for educational publications (textbooks, teaching aids, workshops) in order to ensure their readability and compliance with the weight of publications to the functional capabilities of the students' organisms,SanPiN 2.4.7.1166-02 "Hygienic requirements for educational publications for general and primary vocational education", put into effect by the Decree of the Chief State Sanitary Doctor of the Russian Federation dated November 20, 2002 No. 38;
2) technical regulations"On the safety of products intended for children and adolescents" is not an act of the national legislation of the Russian Federation, but a legal act of the EurAsEC Customs Union, which united Russia, Belarus and Kazakhstan. It established common requirements for all three states and is an act of direct action on the territory of the allied states.
This circumstance is of particular importance given the fact that Law No. 273-FZ, in contrast to the current legislation, among the main principles of state policy and legal regulation of relations in the field of education calls "the creation of favorable conditions for the integration of the education system of the Russian Federation with the education systems of other states on an equal and mutually beneficial basis.
In general, the standardization of education can be attributed to one of the most significant trends in the reform of the Russian educational system.
About actual problems the content of education in a modern school is described in this post.
educational standard- this is a mandatory level of requirements for the general education of graduates and the content, methods, forms, means of teaching control corresponding to these requirements. In a substantive aspect, the standard of a secondary general education school provides for:
- mastery of basic concepts;
- learn and reproduce the basic concepts of the studied branch of knowledge;
- define them;
- reveal the content of the concept, its scope;
- establish interdisciplinary connections with higher, lower, adjacent concepts;
- give a practical interpretation of concepts;
- knowledge of theories, concepts, laws and regularities of the foundations of science, its history, methodology, problems and forecasts;
- the ability to apply scientific knowledge in practice in a stable and changing situation;
- have their own opinions in the theory and practice of this educational field;
- knowledge of the main problems of society (Russia) and understanding of one's role in their solution;
- possession of the technology of continuous self-education by branches of knowledge, sciences and types of activity. These are the general foundations for the standardization of education by stages, levels of education, which is specified by educational areas, specific academic disciplines.
In the conditions of education reform, there is a constant change in educational standards.
On the one hand, they must comply with world traditions, improve the education and development of students at various historical stages. community development, on the other hand, not to lose federal progressive features education.
Within the framework of the federal and national-regional levels, the standard of education includes:
- a description of the content of education at each of its levels, which the state is obliged to provide to the student in the amount of the necessary general education;
- the requirement for a minimum of necessary training of students within the specified scope of content;
- the maximum allowable amount of teaching load by year of study.
Currently, the “Constitution of the Russian Federation” orients as a mandatory minimum level (9-year school), which is not a sufficient basis for achieving the international standard.
The state standard in relation to a particular subject includes an explanatory note, which discloses the goals of education in a particular discipline, defines the object of study.
Requirements for the content of the subject cycle include three components:
1. Basic content of the material.
2. Presentation layer requirement educational material, which proceeds from the unity of the content of the subject (the level of programs and textbooks), the teaching activity of the teacher and the educational activity of schoolchildren.
The following formula of requirements for the presentation of educational material by the school has been adopted: the learning process provides students with the opportunity to “know”, “represent”, “understand”.
We are talking about a broad definition of knowledge that has a general cognitive and worldview value.
At the same time, the term "know" more often refers to specific dates, facts, events, names.
The term "represent" general characteristics, concepts, ideas.
The term “understand” implies, in addition to the above, evaluative knowledge.
3. The requirement for the minimum necessary, mandatory training of students is expressed by the formula "the student must", which implies knowledge: name, compare, evaluate, explain the reasons, etc.
Based on the requirements for the level of training of students, a system of tasks (tests) is developed that serve as a tool for monitoring and evaluating this level.
It should be noted that the problem of standardizing the content of education is a dynamic problem that will change and improve as it is mastered, which is happening now.
The changes taking place in the country have led to the fact that society is gradually moving from a relatively stable, predictable phase to a dynamic, unpredictable phase of development. There has been a change from a certain monopoly ideology to indefinite pluralistic freely chosen ideologies. The spiritual, social and economic differentiation of society has increased.
The individual goals of a person's life began to be recognized by society as no less significant than collective and social goals.
All this could not but affect the educational policy of the country, the significant changes that were introduced into the content of education in the last years of our school.
The transition from the adaptive-disciplinary model of unified education to the personality-oriented model of variable education has begun.
The strategic guidelines for the development of the variable content of education are as follows:
1. From individual alternative scientific pedagogical schools that develop problems school education- to the system of variable innovative technologies in the context of cultural-historical pedagogy of development.
2. From monopoly public education- to the coexistence and cooperation of state, non-state and family education with the specific content inherent in each of these types, but taking into account state education standards.
3. From a “non-national” unitary school operating according to uniform normative documents to ethnic differentiation of the content of education in the system of the common educational space of Russia.
4. From subject-centrism to educational areas in the construction of curricula of educational institutions.
5. From "private" lines of development of types of general educational institutions to "mixed" lines of development of types of general educational institutions (the merger of the school - kindergarten, schools - universities).
6. The transition from a monopoly textbook to variable textbooks, as well as from monofunctional ones. TSO to polyfunctional means and information technologies.
These are the changes in the content of school education that are characteristic of the current time.
