The Federal State Educational Standards are determined by federal state educational standards. Federal State Educational Standard

A certain level or direction of training, specialty and profession. It is approved by the authorized executive body. We knew the standards adopted before 2009 as GOS. Until 2000, standards and minimum levels of graduate training were applied for each level and specialty. Let us further consider what the Federal Educational Standard is today.

Development history

In 1992, the concept of an educational standard first appeared. was recorded in the industry Federal Law. Art. 7 was entirely devoted to state educational standards. In the original version of the law, the standards were adopted by the Supreme Council of the country. However, in 1993 the Constitution was adopted, and therefore this provision was terminated. The functions of adopting state standards were assigned to executive bodies in the manner prescribed by the government. At the same time, it is worth saying that the Supreme Council, for all the time it had the right to approve the standard, never used it.

Structure

The educational process with the introduction of new standards and minimums was initially proposed to be built on 5 components. This:

1. Goals of pedagogical activity at each level.
2. Standards for the basic content of basic programs.
3. The maximum permissible volume of classroom teaching load.
4. Standards for preparing students at different school levels.
5. Requirements for training conditions.

However, supporters of the subject-methodological approach insisted on changing this structure. As a result, the federal component of the standard was reduced to a three-part form:

1. Minimum OOP content.
2. Maximum amount of teaching load.
3. Standards for the level of training of graduates.

Moreover, the latter also included children graduating from primary school. Thus, from the mentioned Art. 7, several elements disappeared, and a number of others were replaced:

1. The target block has been eliminated.
2. Requirements for the main content of OOP were replaced by “mandatory minimums,” that is, in fact, the same standard list of topics. As a result, the educational standard was, in fact, an ordinary set of subject plans.
3. The concept of maximum permissible load has disappeared, which is not equivalent to the concept of maximum load.
4. Requirements for training conditions have been removed.

Criticism and changes

Former Minister of Education E.D. Dneprov said that the “three-dimensional” state standard is an insufficient, inadequate scheme. It did not satisfy the needs of teaching practice. In addition, such a system did not correspond to the development needs of the legislation itself. In this regard, already in 1996, after the adoption of the Federal Law “On Higher and Postgraduate Vocational Education,” there was a partial return to the original plan. In paragraph 2 of Art. 5 of this law, standards appeared on the minimum content of PDO, as well as on the conditions for their implementation. The normative act thus paid attention to the order in which the educational process takes place.

Stages

Between 1993 and 1999 temporary standards and federal components of state standards were developed and applied. In 2000, the standards of the first - for general education, the first and second generation - for GPs were approved. In general, the development went through 4 stages: from 1993 to 1996, from 1997 to 1998, from 2002 to 2003. and from 2010 to 2011 At each stage, the motives for the approval and goals of the standards themselves, as well as the focus of the work of teachers during their implementation, changed. The adjustments in the first two stages were minor and were within the limits of general education policy. In the third and fourth stages, the changes were dramatic. They were introduced in line with activity-developmental and personality-oriented pedagogy. A new educational standard began to be developed in 2009.

Formation of a system of standards

Federal State Educational Standards requirements can be developed according to:

1. Levels.
2. Steps.
3. Directions.
4. Specialties.

Replacement (revision) of standards must be carried out at least once every 10 years. State educational standards for general education are developed by level. Vocational training standards are also established for specialties, areas, professions in accordance with the level at which the student is located. The requirements of the Federal State Educational Standard are determined in accordance with the current and future needs of the individual, the development of the state and society, defense and security of the country, engineering and technology, science and culture, social and economic spheres. The development of standards is carried out in the manner established in the legislation regulating the placement of orders for the performance of work, the supply of goods, and the provision of services for municipal and state needs. Educational standards of higher education are determined by the educational and methodological departments of universities in the relevant specialties (areas of training).

Coordination and examination

The basic educational standard is approved after the project is sent to the Ministry of Education and Science. The Ministry posts the received materials for discussion on its own official website. It involves representatives of interested executive structures, public and government associations working in the field of education, advanced scientific and pedagogical institutions, communities, associations and other organizations. After discussion, the project is sent for independent examination.

Stakeholders

An independent examination is carried out within 14 days from the date of receipt of materials from the Ministry of Education and Science. The interested parties performing the inspection are:

1. Institutes for citizen participation in education management, executive structures of regional authorities - according to draft standards of the educational program.
2. The Ministry of Defense and other bodies in which the law provides for military service - according to the standards of full vocational education in terms of preparing students for service in the ranks of the Armed Forces.
3. Associations of employers, legal entities operating in relevant economic sectors - according to draft standards for secondary and primary vocational training and higher education.

Acceptance

Based on the results of the independent audit, a conclusion is sent to the Ministry of Education and Science. It is signed by the head of the body or organization that conducted the inspection, or another authorized person. Expert opinions, comments, and draft Federal State Educational Standards are discussed in the council of the ministry. He makes a decision on recommending the project for approval, revision or rejection. The resolution is sent to the Ministry of Education and Science. The Ministry makes its own final decision on the Federal State Educational Standard. Amendments, additions, and changes to the approved standards are carried out in the same manner as their adoption.

Goals

The key task performed by the educational standard is the formation of a unified pedagogical space in the country. The regulations also have the following objectives:

1. Spiritual and moral education and development.
2. Continuity of educational programs in preschool, primary, basic, full school, as well as primary, secondary and university vocational education.

The standards establish the terms of training, taking into account its various forms, pedagogical technologies, and the characteristics of certain categories of students.

Application

The federal educational standard serves as the basis for:

1. Organization of teaching activities in educational institutions that implement educational programs in accordance with the approved standards, regardless of the organizational and legal form and subordination.
2. Development of sample programs for subjects and courses, test materials, educational publications.
3. Carrying out control and supervisory activities aimed at verifying compliance with legislation in the field of teaching activities.
4. Development of standards for financial support of educational activities of institutions implementing educational programs.
5. Formation of municipal or state assignments for educational institutions.
6. Certification of teachers and employees of the administrative and managerial apparatus of municipal and government agencies.
7. Organization of internal monitoring of the quality of teaching activities.
8. Conducting intermediate and final certification of students.
9. Organization of training, advanced training, professional retraining of teaching staff.

Introduction into teaching activities

How are Federal State Educational Standards implemented in practice? Programs that operate in educational institutions must be drawn up in accordance with approved standards. Their development is carried out directly by institutions. Programs formed according to the Federal State Educational Standard include:

1. Syllabus.
2. Calendar schedule.
3. Working subject programs.
4. Plans for courses, modules (disciplines), and other components.
5. Methodological and evaluation materials.

Generations

The first general education standards were introduced in 2004. The second generation of standards was adopted:

1. For 1-4 grades. - in 2009
2. For 5-9 grades. - in 2010
3. For 10-11 grades. - in 2012

They were aimed at the result, formation and development of students’ learning skills. The first generation of higher vocational education standards was approved in 2003. The following standards were introduced in 2005. They were focused on the acquisition of knowledge, skills and abilities by students. The third generation of standards has been approved since 2009. In accordance with them, higher education institutions must develop professional and general cultural competencies in students.

EGS VPO

Until 2000, a unified state standard for higher professional education was in force. It was approved by government decree. This standard defined:

1. The structure of university vocational training.
2. Documents about the military office.
3. General requirements for basic vocational education areas and conditions for their implementation.
4. Volume and standards of student workload.
5. Academic freedom of the university in determining the content of higher education.
6. General requirements for the list of specialties (directions) of vocational training.
7. The procedure in accordance with which standards are developed and approved for the minimum content and level of training of students in specific professions.
8. Rules for state control of compliance with the requirements of the state standard of higher professional education.

Since 2013, in accordance with Federal Law No. 273, more progressive standards must be established. New standards are being introduced, among other things, for areas of university education related to the training of scientific and pedagogical workers. Standards are also being developed for preschool education and development. Previously, state federal educational minimums were in effect for them. The standards applied directly to the structure of the preschool education program.

The concept of “State educational standard” as a basic term in the field of education was first introduced in Russia in 1992 by the Federal Law of the Russian Federation “On Education”. We have already noted earlier that this standard, in accordance with the law, sets out norms related to the content of educational programs and, most importantly, to the level of training of school and university graduates. This caused a mixed reaction in all layers of the academic community, from primary school teachers to venerable university professors.

In the mentality of Russian society, the word “standard” is perceived as something extremely rigid, unambiguous, even exemplary, a symbol of unification and rejection of variability. The mechanical transfer of such a concept into the world of human relations, in which a bright personality with his unique individuality is valued above all else, seems not only ridiculous (stupid), but also blasphemous. True, the concept of “education” in Russia is historically associated with the idea of ​​“creating oneself in the image of God,” so that a high model for self-development and spiritual improvement has been present in education and training in Russian schools since ancient times.

But it is impossible, in the opinion of many teachers, to prescriptively, “from above,” establish a standard for the personality characteristics of a graduate of a Russian school or university. The great merit of the creators of Russian state educational standards was that from the very beginning they refused to identify them with standards in the technosphere. Educational standards were designed on a fundamentally different basis, implying the creation of a wide field for freedom of teaching and learning within a single educational space.

At the same time, the idea of ​​rationing or decreeing in the sphere of a person’s beliefs, his ideological or religious views, and personal characteristics, inherent in the Soviet period, was immediately rejected. For its part, the Committee on State Standards of Russia gave a special clarification on this matter back in 1993, indicating that standards in the field of education are not subject to the rules in force for creating standards in the field of production of material assets, and thus excluded educational standards from their area of ​​responsibility.

What is the Russian educational standard, in particular, the state educational standard of higher professional education? Let us first consider the State Standard of Higher Professional Education from the position of document management, i.e. Let's get acquainted with the purpose of this document, its form, structure, content and development procedure.

The State Educational Standard of Higher Professional Education (GOS HPE), according to the law, is intended to ensure:

A single educational space in Russia while ensuring freedom to implement national educational programs;

Quality of higher education;

Opportunities for an objective assessment on the basis of the State Standards of Higher Professional Education of the activities of higher educational institutions;

Recognition and establishment of equivalence of documents of foreign states.

Any standard for a specific educational program, be it the training of a teacher or an engineer, a lawyer or an economist, consists of two parts:

Federal component; national-regional component. The federal component, approved by the Ministry of Education of Russia, along with the requirements relating to the content of the educational program and the level of training of those who have mastered it, also includes:

Estimated timeframe for completing this program for full-time and part-time forms

Training; requirements for the conditions for its implementation; requirements for final certification of graduates.

The national-regional component is approved by the university itself and serves to reflect the national-regional features of specialist training in the content of education. As a rule, the first component regarding the content of the training program is approximately 65%, and the second - 35% of the total volume.

Let us immediately note that such a structure allows us to solve the dialectically contradictory task of preserving the unity of the educational space without suppressing the interests, traditions and scientific schools of the constituent entities of the Russian Federation.

Federal component of any standard, Firstly, must include requirements for the content of the educational program, divided into four blocks: a block of general humanitarian and socio-economic disciplines; block of mathematical and general natural science disciplines; block of general professional disciplines; block of special disciplines.

This means that for each block the standard must indicate the disciplines included in it and very briefly (a few lines) their content. The content of educational and professional practices must also be indicated. We especially note that both the federal and university components of the standard, in the part where the content of education is described, must allocate part of the time to disciplines that the student can choose at his own request.

Secondly, The federal component must contain requirements for the level of training of graduates who have mastered the content of the entire training program. This, in turn, means that the developers of a particular state educational standard must, based on an understanding of the professional activity of a particular specialist, describe the final knowledge, skills and abilities that will provide him with professional competence in the field of work for which he is prepared.

At the same time, the general culture of the individual should not be omitted, i.e. among the requirements for a graduate of, say, an engineering profile, there should also be requirements for his knowledge in the field of psychology, philosophy, cultural studies, pedagogy, knowledge of foreign languages, etc. In fact, the requirements for the level of training of a graduate contained in the State Standards do not indicate the degree of mastery of certain disciplines, but refer directly to a group of related disciplines, i.e. are interdisciplinary in nature.

The experience of creating the first generation of State Educational Standards of Higher Professional Education has shown that these requirements, based on the above, can be attributed to various gradations of the level of assimilation.

Characteristic requirements in order of increasing gradations can be grouped as follows:

Have an idea of ​​the process, phenomenon, understand their nature, etc.; know why and how to solve (or have the skills to solve) problems of a certain class;

Possess knowledge at a methodological level that allows you to apply it to solve non-standard problems in emergency situations.

It is interesting to note that in the United States, the standard requirements for mastering mathematics have a very wide semantic field in the formulation of the nature of the requirements. Students should be able to: analyze, know, reason logically, explain, describe, understand, imagine, apply, solve, correlate, interpret, research, compare, recognize, etc. - more than 50 terms.

Thirdly, The federal component contains information about what final tests a university graduate must pass in order to be assigned the appropriate qualification and awarded a diploma. This could be: an exam in a separate discipline (for example, in a subject that a teacher will teach at school) or in a cycle of disciplines; defense before the commission of a completed diploma project (for example, for engineering specialties) or a graduate research work (for graduates of the faculties of natural sciences at universities). In addition, developers should briefly describe the difficulty of these tests and the time required to prepare for them. Thus, for most educational programs, more than six months are allotted for the preparation of diploma projects and works, including pre-graduation practice.

And finally, the document must contain a number of information about the scope of the standard, its developers, approval date, etc. Let us consider the higher professional education standards created in recent years and actually operating as a tool for influencing the quality of Russian education.

The lead scientific organization coordinating the development of the State Educational Standards for Higher Professional Education (HPE) was the Research Center for Problems of the Quality of Training of Specialists. The creation of the State Educational Standards was directly carried out by more than 70 educational and methodological associations and 20 scientific and methodological councils. The total number of developers was several thousand people. By the end of 1996, the following standards were developed and approved by the Ministry of Education in the field of higher professional education: in areas of training (bachelor's programs) - 92 standards; in specialties - more than 400 standards; in master's programs - more than 220 standards .

The development of the State Standards was carried out in two stages. At the first (1992-1993), educational programs for bachelor's training were formed on the basis of the State Standards. Then, in 1994-1995. On the basis of the State Educational Standards, educational programs for training specialists, and later masters, were created.

The fundamental decision in the development of the State Educational Standard was to strengthen the fundamental nature of education. At the same time, fundamentality was understood not simply as scientific knowledge, which forms the foundation of the graduate’s natural science worldview, but as a combination of fundamental knowledge necessary for the comprehensive development of the individual. This means that fundamental education includes both natural and mathematical disciplines (physics, chemistry, mathematics, etc.), as well as humanitarian and socio-economic disciplines (philosophy, psychology, philology, history, economics, physical education, etc.).

The volume of fundamental natural science training for technical specialties was increased by an average of 30%, and for most humanitarian areas, the study of disciplines of this profile in higher education was introduced for the first time. Naturally, the volume of this cycle for humanities students was 2-3 times smaller and represented a small integral course in modern natural science, supplemented with the necessary information on mathematics and computer science.

The cycle of humanitarian and socio-economic disciplines consisted of 10 courses, some of which were present in one form or another in educational programs of the Soviet era, and some (cultural studies, political science, sociology) were introduced for the first time.

The changes made were aimed both at eliminating the deformation of a number of academic disciplines caused by the absolute priority in Soviet times of one political doctrine; and to expand the student’s general cultural training, introducing him to world humanitarian knowledge.

Another fundamental decision in the field of fundamentality of higher education when creating the State Educational Standard of Higher Professional Education was the interdisciplinary description of a number of requirements for a graduate. These requirements, being integral indicators of the intellectual development of an individual, are associated with almost all academic disciplines.

This approach to describing the requirements oriented university teachers towards strengthening the interconnection of various disciplines, creating integral courses that ensure the formation of a holistic scientific understanding of the processes and phenomena occurring in the world of nature and society. To achieve a high level of readiness of graduates for highly creative and intellectual activities, the creators of the State Educational Standard of Higher Professional Education shifted the focus of attention of the subjects of the educational process to the methodology of the sciences studied in higher education, the methodology of activities, modeling and design. Therefore, more than 60% of the requirements for a graduate are knowledge of methods of various calculations, decision-making, control and evaluation, forecasting, as well as the principles of modeling, management, marketing, management, etc.

And finally, as part of the creation of the State Educational Standard for Higher Professional Education, a real step was taken towards ensuring a broad profile of a certified specialist. 90 areas of four-year bachelor's training were introduced, on the basis of which scientific specialization (master's degree) and training of a certified specialist were completed. Multi-level training allows students to receive fundamental training in a broad area and only then, on this basis, receive narrow specialized training.

Now let's touch on the use of State Educational Standards of Higher Professional Education as a basis for an objective assessment of the activities of universities in terms of training specialists. Let us note the fact that the aggregated nature of the requirements contained in them, each of which is divided into many requirements-tasks, does not allow us to directly verify the compliance of the graduate’s level of training with these requirements. In this regard, we can only say that the requirements contained in the State Standards acted in the first generation standards more as guidelines for organizing objective control than as diagnosable norms.

However, these guidelines made it possible to streamline the work of university commissions that carry out final control of graduates, making this procedure more transparent and understandable both for students and for members of these high commissions, which have state status in Russia (the chairmen of such commissions, on the recommendation of the rector of the university, are appointed by the federal state education management body, where, by the way, reports on their work presented by the chairman are sent and analyzed).

After the Russian Federation Law “On Higher and Postgraduate Professional Education” was issued in 1996, significant additions and changes were made to the structure of the State Educational Standard of Higher Professional Education. In addition, the accumulated experience of universities in using state educational standards to implement educational programs has revealed a number of their “constructive” shortcomings.

The most “tangible” of them are:

Insufficient variability of the block of humanitarian and socio-economic disciplines, its lack of focus on the future profession of the graduate;

The already mentioned impossibility of using the requirements contained in the document and applied in the process of intermediate control for direct diagnosis of the level of training of graduates;

Unjustified differences in the content of educational programs of a related profile, which complicate the rational organization of the educational process in multidisciplinary universities;

Inconsistency of the State Standards of Higher Professional Education with the standards of other levels of education and with each other.

During the update of the State Standards (1999-2000), the invariants (core) of the State Standards of a number of specialties similar in scientific basis were identified, and it was this core that was made the object of standardization at the level of the state educational authority. This led to a significant reduction in State Educational Standards of Higher Professional Education at the federal level and expanded the legal field at the university level.

The block of humanitarian and socio-economic disciplines is presented more flexibly. Only four disciplines (philosophy, history, physical education and foreign language) are identified as mandatory for students of all universities to study, and the rest are included in the curriculum by the decision of the university and the choice of the student. The form of requirements for graduates has changed significantly. In the updated standards it is presented not only in the form of requirements To their knowledge, but also in the form of a set of professional tasks that he must be able to cope with. The standard also actually excludes all previously contained requirements, the fulfillment of which cannot be verified in final tests,

A section “Requirements for applicants” has been introduced to determine the required previous level of education and to unify the requirements for applicants.

In conclusion, let us once again return to what the Russian state educational standard is, from the position of the direct subjects of the pedagogical process - students and teachers.

For Russian universities, which for many decades lived within the strict framework of standard curricula and programs that regulated the entire scope of the educational program on behalf of the state, the new basic document is a significant step towards academic autonomy and freedom of teaching (hardly two lines of the standard revealing for example, the content of a 4-semester physics course can be considered limitations on the teacher’s creative initiative). From the perspective of a student who has received the right to participate in shaping his or her individual educational trajectory, this is also a step towards freedom of learning. Therefore, the State Standard of Higher Professional Education today can be considered as a standard that actually enshrines the freedoms of teachers and students, taking into account the interests of the state and society as a whole.

Summarizing the above, we can say that the State Educational Standard is a set of norms and regulations that coordinate (harmonize) the basic requirements for the content, conduct and results of training and education on the part of all subjects interested in the activities of the educational system.

What exactly does the State Educational Standard look like, what is its structure? The project “Education Reform in the Russian Federation: concept and main tasks of the next stage” notes that the development of the State Educational Standards is of paramount importance for the reform of the content of education. State Educational Standards are designed to “... expand opportunities for lifelong education and academic mobility, they must meet the needs of the individual, society, state... have an instrumental and pedagogical organization based on strictly defined norms for each stage of education.” State educational standards should not interfere with the implementation of variable programs; they should ensure their continuity at all levels and stages of education. The State Standard for Higher Professional Education establishes: Structure of Higher Professional Education (SOP)

General requirements for POP and the conditions for their implementation General standards for a student’s academic workload and its volume Academic freedom of the university in determining the content of higher professional education General requirements for the list of areas (specialties of higher professional education) The procedure for developing and approving state requirements for the minimum content and level of training of graduates as a federal component. Rules state control over compliance with the requirements of the State Standards.

And federal state requirements provide:

1) unity of the educational space of the Russian Federation;

2) continuity of basic educational programs;

3) variability in the content of educational programs at the appropriate level of education, the possibility of creating educational programs of various levels of complexity and focus, taking into account the educational needs and abilities of students;

4) state guarantees of the level and quality of education based on the unity of mandatory requirements for the conditions for the implementation of basic educational programs and the results of their development.

2. Federal state educational standards, with the exception of the federal state educational standard for preschool education, educational standards are the basis for an objective assessment of compliance with the established requirements of educational activities and training of students who have mastered educational programs of the appropriate level and appropriate focus, regardless of the form of education and form of training.

3. Federal state educational standards include requirements for:

1) the structure of the main educational programs (including the ratio of the compulsory part of the main educational program and the part formed by participants in educational relations) and their volume;

2) conditions for the implementation of basic educational programs, including personnel, financial, material, technical and other conditions;

3) the results of mastering basic educational programs.

4. Federal state educational standards establish the time frame for obtaining general education and vocational education, taking into account various forms of education, educational technologies and the characteristics of individual categories of students.

5. Federal state educational standards for general education are developed by level of education; federal state educational standards of vocational education can also be developed by profession, specialty and area of ​​training at the corresponding levels of vocational education.

5.1. Federal state educational standards for preschool, primary general and basic general education provide the opportunity to receive education in native languages ​​from among the languages ​​of the peoples of the Russian Federation, study the state languages ​​of the republics of the Russian Federation, native languages ​​from among the languages ​​of the peoples of the Russian Federation, including Russian as a native language .

6. In order to ensure the realization of the right to education of students with disabilities, federal state educational standards for the education of these persons are established or special requirements are included in the federal state educational standards.

7. The formation of the requirements of federal state educational standards of vocational education for the results of mastering the main educational programs of vocational education in terms of professional competence is carried out on the basis of relevant professional standards (if any).

(see text in the previous edition)

8. Lists of professions, specialties and areas of training indicating the qualifications assigned to the relevant professions, specialties and areas of training, the procedure for the formation of these lists are approved by the federal executive body exercising the functions of developing state policy and legal regulation in the field of education. When approving new lists of professions, specialties and areas of training by the federal executive body exercising the functions of developing state policy and legal regulation in the field of education, the correspondence of the individual professions, specialties and areas of training indicated in these lists with the professions, specialties and areas of training may be established. specified in the previous lists of professions, specialties and areas of training.

9. The procedure for developing, approving federal state educational standards and introducing amendments to them is established by the Government of the Russian Federation.

10. Moscow State University named after M.V. Lomonosov, St. Petersburg State University, educational organizations of higher education in respect of which the category “federal university” or “national research university” has been established, as well as federal state educational organizations of higher education, the list of which is approved by decree of the President of the Russian Federation, have the right to develop and approve independent educational standards at all levels of higher education. Requirements for the conditions for the implementation and results of mastering educational programs of higher education, included in such educational standards, cannot be lower than the corresponding requirements of federal state educational standards.

Federal State Educational Standards (FSES)- a set of requirements mandatory for the implementation of basic educational programs of primary general, basic general, secondary (full

d) general, primary vocational, secondary vocational and higher vocational education by educational institutions that have state accreditation. For educational standards adopted before 2009, the name “State Educational Standards” was applied. Until 2000, before the adoption of state standards for eachth stagegeneral education And specialties (areas of training) , within the framework of the general state educational standard, state requirements were applied to the minimum content level of graduate training at each level of education and specialty.

Federal state educational standards provide:

• unity of the educational space of the Russian Federation;
• continuity initial general , basic general , secondary (full) general , initial professional , secondary professional And higher professional education .
• spiritual and moral development and education

Federal state educational standards establish deadlines for obtaininggeneral education And vocational education taking into account various forms of training,educational technologies and characteristics of individual categories of students.

The standard is the basis for:

• development of approximatebasic educational programs ;
• development of programs of educational subjects, courses, educational literature, control and measuring materials;
• organizing the educational process in educational institutions that implement the basic educational program in accordance with the standard, regardless of their organizational and legal forms and subordination;
• development of standards for financial support of educational activities of educational institutions implementing the main educational program, formation of state (municipal) assignments for educational institutions;
• exercising control and supervision over compliance with the legislation of the Russian Federation in the field of education;
• conducting state (final) and intermediate certification of students;
• building a system of internal monitoring of the quality of education in an educational institution;
• organizing the activities of methodological services;
• certification of teaching staff and administrative and managerial personnel of state and municipal educational institutions;
• organizing training, professional retraining and advanced training of education workers.

Each standard, in accordance with Federal Law No. 309-FZ of December 1, 2007, includes 3 types of requirements:

• requirements for the structure of the main educational programs, including requirements for the ratio of parts of the main educational program and their volume, as well as the ratio of the mandatory part of the main educational program and the part formed by participants in the educational process;
• requirements for the conditions for the implementation of basic educational programs, including personnel, financial, material, technical and other conditions;
• requirements for the results of mastering basic educational programs.

For implementation each Federal State Educational Standard, the educational institution must developbasic educational program (OOP), including a curriculum, academic calendar, work programs of academic subjects, courses, disciplines (modules), other components, as well as assessment and teaching materials.

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Slide captions:

Types of lessons according to Federal State Educational Standards

Types of lessons: lessons of “discovery” of new knowledge; reflection lessons; lessons of general methodological orientation; lessons of developmental control.

New formulation Old formulation Lessons in the “discovery of new knowledge” Lesson in the formation of knowledge Reflection lessons Lesson in improving knowledge Lesson in consolidating and improving knowledge Lessons in methodological orientation Lesson in generalizing and systematizing knowledge Lessons in developmental control Lesson in monitoring knowledge, abilities, skills Lesson in correcting knowledge, abilities, skills

Lessons for “discovering” new knowledge: Activity goal: developing in students the skills to implement new ways of action. Content goal: expanding the conceptual base by including new elements.

Lesson structure: stage of motivation (self-determination) for learning activities; stage of actualization and trial educational action; the stage of identifying the location and cause of the difficulty; stage of constructing a project to get out of a difficulty; stage of implementation of the constructed project; stage of primary consolidation with pronunciation in external speech; stage of independent work with self-test according to the standard; stage of inclusion in the knowledge system and repetition; stage of reflection of educational activities in the lesson.

Reflection lessons: Activity goal: developing in students the ability to reflect on a correctional-control type and implement a correctional norm (fixing one’s own difficulties in activities, identifying their causes, constructing and implementing a project to overcome the difficulty, etc.). Content goal: consolidation and, if necessary, correction of the learned methods of action - concepts, algorithms, etc.

Lesson structure: stage of motivation (self-determination) for correctional activities; stage of actualization and trial educational action; stage of localization of individual difficulties; stage of constructing a project for correcting identified difficulties; stage of implementation of the constructed project; stage of generalization of difficulties in external speech; stage of independent work with self-test according to the standard; stage of inclusion in the knowledge system and repetition; stage of reflection of educational activities in the lesson.

A distinctive feature of a reflection lesson from a lesson of “discovery” of new knowledge is the recording and overcoming of difficulties in one’s own educational actions, and not in the educational content.

Lessons of a general methodological orientation: Activity goal: the formation in students of activity abilities and the ability to structure and systematize the subject content being studied. Content goal: construction of generalized activity norms and identification of theoretical foundations for the development of content and methodological lines of courses. Forming in students an idea of ​​methods that connect the concepts being studied into a single system; about methods of organizing educational activities themselves, aimed at self-change and self-development. Thus, these lessons organize students’ understanding and construction of norms and methods of educational activities, self-control and self-esteem, and reflexive self-organization.

Lesson structure: These lessons are supra-subject and are conducted outside the framework of any subject during class hours, extracurricular activities or other specially designated lessons in accordance with the structure of the activity method technology.

Developmental control lesson: Activity goal: developing students’ abilities to carry out the control function. Content goal: control and self-control of the studied concepts and algorithms.

Lesson structure: students writing a test version; comparison with an objectively justified standard for performing this work; students' assessment of the comparison result in accordance with previously established criteria.

It should be emphasized that dividing the educational process into lessons of different types in accordance with the leading goals should not destroy its continuity, which means it is necessary to ensure the invariance of the teaching technology. Therefore, when organizing lessons of different types, the activity-based teaching method must be maintained and an appropriate system of didactic principles must be provided.

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Approximate structure of each type of lesson according to the Federal State Educational Standard

1. Lesson structure for learning new knowledge:

1) Organizational stage.

3) Updating knowledge.

6) Primary consolidation.

7) Information about homework, instructions on how to complete it

8) Reflection (summarizing the lesson)

2 The structure of a lesson on the integrated application of knowledge and skills (a lesson on consolidation) .

1) Organizational stage.

2) Checking homework, reproducing and correcting students’ basic knowledge. Updating knowledge.

4) Primary consolidation

in a familiar situation (typical)

in a changed situation (constructive)

5) Creative application and acquisition of knowledge in a new situation (problem tasks)

6) Information about homework, instructions on how to complete it

3. Structure of a lesson on updating knowledge and skills (repetition lesson)

1) Organizational stage.

2) Checking homework, reproducing and correcting the knowledge, skills and abilities of students necessary for creative solution of assigned problems.

3) Setting the goals and objectives of the lesson. Motivation for students' learning activities.

4) Updating knowledge.

in order to prepare for the test lesson

in order to prepare for studying a new topic

6) Generalization and systematization of knowledge

4. Lesson structure of systematization and generalization of knowledge and skills

1) Organizational stage.

2) Setting the goals and objectives of the lesson. Motivation for students' learning activities.

3) Updating knowledge.

4) Generalization and systematization of knowledge

Preparing students for general activities

Reproduction at a new level (reformulated questions).

5) Application of knowledge and skills in a new situation

6) Monitoring learning, discussing mistakes made and correcting them.

7) Reflection (summarizing the lesson)

Analysis and content of the work results, drawing conclusions based on the studied material

5. Structure of a lesson on monitoring knowledge and skills

1) Organizational stage.

2) Setting the goals and objectives of the lesson. Motivation for students' learning activities.

3) Identification of knowledge, skills and abilities, checking the level of development of students’ general educational skills. (Tasks in volume or degree of difficulty must correspond to the program and be feasible for each student).

Control lessons can be written control lessons, lessons combining oral and written control. Depending on the type of control, its final structure is formed

4) Reflection (summarizing the lesson)

6. Structure of a lesson for correcting knowledge, skills and abilities.

1) Organizational stage.

2) Setting the goals and objectives of the lesson. Motivation for students' learning activities.

3) Results of diagnostics (monitoring) of knowledge, skills and abilities. Identification of typical errors and gaps in knowledge and skills, ways to eliminate them and improve knowledge and skills.

Depending on the diagnostic results, the teacher plans collective, group and individual teaching methods.

4) Information about homework, instructions on how to complete it

5) Reflection (summarizing the lesson)

7. Structure of a combined lesson.

1) Organizational stage.

2) Setting the goals and objectives of the lesson. Motivation for students' learning activities.

3) Updating knowledge.

4) Primary assimilation of new knowledge.

5) Initial check of understanding

6) Primary consolidation

7) Control of assimilation, discussion of mistakes made and their correction.

8) Information about homework, instructions on how to complete it

9) Reflection (summarizing the lesson)

Probably every person wants to give their child a quality education. But how can you determine the level of training if you have nothing to do with pedagogy? Of course, with the help of the Federal State Educational Standard.

What is Federal State Educational Standard

For each education system and educational institution, a list of mandatory requirements has been approved aimed at determining each level of training in a profession or specialty. These requirements are combined within a framework that is approved by authorities authorized to regulate educational policy.

The implementation and results of mastering programs in state educational institutions cannot be lower than those specified in the Federal State Educational Standard.

In addition, Russian education assumes that without mastering the standards it will be impossible to obtain a state document. The Federal State Educational Standard is a certain basis thanks to which a student has the opportunity to move from one level of education to another, as if on a ladder.

Goals

Federal state educational standards are designed to ensure the integrity of the educational space of Russia; continuity of the main programs of preschool, primary, secondary, vocational and higher education.

In addition, the Federal State Educational Standard is responsible for aspects of spiritual and moral development and education.

The requirements of the educational standard include strict deadlines for obtaining general education and vocational education, taking into account all possible forms of training and educational technologies.

The basis for the development of indicative educational programs; programs of academic subjects, courses, literature, test materials; The standards for the financial supply of educational activities of specialized institutions implementing the educational program are the Federal State Educational Standard.

What is the standard for public education? First of all, these are the principles of organizing the educational process in institutions (kindergartens, schools, colleges, universities, etc.). Without the Federal State Educational Standard it is impossible to monitor compliance with the legislation of the Russian Federation in the educational field, as well as to conduct final and intermediate certification of students.

It is worth noting that one of the goals of the Federal State Educational Standard is internal monitoring. With the help of standards, the activities of teaching specialists are organized, as well as the certification of teaching staff and other personnel of educational institutions.

Training, retraining and advanced training of education workers are also within the sphere of influence of state standards.

Structure and implementation

Federal law stipulates that each standard must include three types of requirements.

Firstly, the requirements for (the ratio of parts of the main program and their volume, the ratio of the mandatory part and the share that is formed by the participants in the educational process).

Secondly, the implementation conditions are also subject to stringent requirements (including personnel, financial, technical).

Thirdly, the result. The entire educational program should develop certain (including professional) competencies in students. The GEF lesson is designed to teach you how to apply all acquired skills and knowledge and act successfully on their basis.

Of course, this is not the constitution of all educational institutions. This is just the beginning of the vertical, with the main recommendation positions. At the federal level, on the basis of the Federal State Educational Standard, an approximate educational program is being developed, focusing on local specifics. And then educational institutions bring this program to perfection (even interested parents can participate in the last process, which is regulated by law). Thus, Russian education from a methodological point of view can be represented in the form of a diagram:

Standard - an exemplary program at the federal level - a program of an educational institution.

The last point includes aspects such as:

• syllabus;
• calendar schedule;
• work programs;
• assessment materials;
• methodological recommendations for subjects.

Generations and differences in Federal State Educational Standards

They knew what a state standard was back in Soviet times, since strict regulations existed even then. But this particular document appeared and came into force only in the 2000s.

The Federal State Educational Standard was previously called simply the educational standard. The so-called first generation came into force in 2004. The second generation was developed in 2009 (for primary education), in 2010 (for basic general education), in 2012 (for secondary education).

GOST standards for higher education were developed in 2000. The second generation, which came into force in 2005, was aimed at students receiving ZUMs. Since 2009, new standards have been developed aimed at developing general cultural and professional competencies.

Until 2000, for each specialty, a minimum of knowledge and skills that a person graduating from a university should have was determined. Later these requirements became more stringent.

Modernization continues to this day. In 2013, the Law “On Education” was issued, according to which new programs for higher vocational and preschool education are being developed. Among other things, the clause on the preparation of scientific and teaching staff was firmly included there.

How do the old standards differ from the Federal State Educational Standard? What are next generation standards?

The main distinguishing feature is that in modern education the development of the personality of pupils (students) is put at the forefront. Generalizing concepts (Abilities, skills, knowledge) disappeared from the text of the document and were replaced by more precise requirements, for example, real types of activities that every student must master were formulated. Great attention is paid to subject, interdisciplinary and personal results.

To achieve these goals, previously existing forms and types of training were revised, and an innovative educational space for classes (lessons, courses) was put into operation.

Thanks to the introduced changes, the student of the new generation is a free-thinking person, capable of setting goals for himself, solving important problems, creatively developed and able to adequately relate to reality.

Who develops standards?

Standards are replaced with new ones at least once every ten years.

The Federal State Educational Standards of general education are developed according to levels of education; the Federal State Educational Standards of vocational education can also be developed according to specialties, professions and areas of training.

The development of the Federal State Educational Standard is carried out taking into account:

• acute and long-term needs of the individual;
• development of the state and society;
• education;
• culture;
• science;
• technology;
• economics and social sphere.

The educational and methodological association of universities is developing the Federal State Educational Standard for higher education. Their project is sent to the Ministry of Education, where discussion takes place, edits and adjustments are made, and then submitted for independent examination for a period of no more than two weeks.

The expert opinion is returned to the Ministry. And again a wave of discussions is launched by the council on the Federal State Educational Standard, which decides whether to approve the project, send it for revision or reject it.

If changes need to be made to the document, it goes through the same path from the very beginning.

Primary education

The Federal State Educational Standard is a set of requirements necessary for the implementation of primary education. The three main ones are results, structure and conditions of implementation. All of them are determined by age and individual characteristics, and are considered from the point of view of laying the foundation for all education.

The first part of the standard indicates the period for mastering the basic elementary program. It is four years.

It provides:

• equal educational opportunities for all;
• spiritual and moral education of schoolchildren;
• continuity of all preschool and school education programs;
• preservation, development and mastery of the culture of a multinational country;
• democratization of education;
• formation of criteria for assessing the activities of students and teachers4
• conditions for the development of individual personality and the creation of special learning conditions (for gifted children, children with disabilities).

It is based on a systems-activity approach. But the primary education program itself is developed by the methodological council of the educational institution.

The second part of the Federal State Educational Standard outlines clear requirements for the outcome of the educational process. Including personal, meta-subject and subject learning outcomes.

1. Formation of ideas about the diversity of the country's linguistic space.
2. Understanding that language is an integral part of national culture.
3. Formation of a positive attitude towards correct speech (and writing) as part of the general culture.
4. Mastery of the primary norms of the language.

The third part determines the structure of primary education (extracurricular activities, programs of individual subjects, which includes thematic planning according to the Federal State Educational Standard).

The fourth part contains requirements for the conditions for the implementation of the educational process (personnel, finance, logistics).

Secondary (complete) education

The first part of the standard on requirements is partially repeated and echoes the Federal State Educational Standard on primary education. Significant differences appear in the second section, which deals with learning outcomes. The necessary standards for mastering certain subjects are also indicated, including the Russian language, literature, foreign language, history, social studies, geography and others.

The emphasis is on students, highlighting such main points as:

• education of patriotism, assimilation of the values ​​of a multinational country;
• formation of a worldview that corresponds to the level of reality;
• mastering the norms of social life;
• development of an aesthetic understanding of the world, etc.

The requirements for the structure of educational activities have also been modified. But the sections remained the same: target, content and organizational.

Higher levels

The Federal State Educational Standard for higher education is built on the same principles. Their differences are obvious; the requirements for the structure, result and conditions of implementation cannot be the same for different educational levels.

Secondary vocational education is based on a competency-based approach, i.e. people are given not just knowledge, but the ability to manage this knowledge. When leaving an educational institution, a graduate should say not “I know what,” but “I know how.”

Based on the generally accepted Federal State Educational Standard, each educational institution develops its own program, focusing on the profile of the college or university, the availability of certain material and technical capabilities, etc.

The Methodological Council takes into account all recommendations of the Ministry of Education and acts strictly under its guidance. However, the adoption of programs for specific educational institutions is the responsibility of local authorities and the education department of the region (republic, territory).

Educational institutions must take into account and implement recommendations regarding teaching materials (for example, Federal State Educational Standards textbooks have taken their rightful place in libraries), thematic planning, etc.

Criticism

On the way to approval, the Federal State Educational Standard went through many amendments, but even in its current form, the education reform receives a huge amount of criticism, and received even more.

In fact, in the minds of the developers of the standard, it was supposed to lead to the unification of all Russian education. But everything turned out the other way around. Some found advantages in this document, others found disadvantages. Many teachers, accustomed to traditional teaching, found it difficult to switch to new standards. The Federal State Educational Standards textbooks raised questions. However, you can find positive aspects in everything. Modern society does not stand still; education must change and changes depending on its needs.

One of the main complaints against the Federal State Educational Standard was its lengthy formulations, the lack of clear tasks and real requirements that would be presented to students. Entire opposing groups emerged. According to the Federal State Educational Standard, everyone was required to study, but no one gave explanations on how to do this. And teachers and teaching specialists had to cope with this locally, including everything necessary in the program of their educational institution.

Topics on the Federal State Educational Standard have been raised and will continue to be raised, since the old principles, in which knowledge was the main thing in education, have become very firmly entrenched in everyone’s life. New standards, in which professional and social competencies predominate, will find their opponents for a long time.

Bottom line

The development of the Federal State Educational Standard turned out to be inevitable. Like everything new, this standard has caused a lot of controversy. However, the reform took place. To understand whether it is successful or not, at a minimum, you need to wait until the first graduation of students. Interim results are uninformative in this regard.

At the moment, only one thing is certain - more work for teachers.