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 mandatory 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.
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, according to many teachers, it is impossible to prescriptively, “from above,” approve 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 time frame 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 characteristics 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 Standard 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 high 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 activity, 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 RF 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 volume 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.
The federal educational standard is a document that contains certain requirements for educational process. It was compiled for preschool educational institutions, schools, secondary specialized institutions, as well as for higher education. The federal educational standard contains norms and requirements for the process of training and education. It includes certain recommendations for the development of educational programs for Russian educational institutions.
Appearance time
Federal State The educational standard was developed in 2003. First, innovations affected preschool educational institutions, then they moved to schools, colleges, institutes and universities.
When compiling the Federal State Educational Standard, we took into account Convention on the Rights of the Child, as well as the Constitution of the Russian Federation. Why do we need standards in Russian education?
Relevance of updates
Why do we need an education standard? The state educational standard was developed to systematize and unify the educational process. The document gave the teacher the opportunity to organize his activities so that each child had the opportunity to develop along a certain trajectory. The developers took into account the psychological characteristics of each age, as well as the requirements for modern education dictated by society.
The Federal State Educational Standard of Education has become the main document; on its basis, curricula in various disciplines are being developed. It is in it that it is indicated what and how exactly children need to be taught, what results should be achieved, and deadlines are defined.
The federal educational standard of general education is necessary for planning the work of Russian educational institutions; it is reflected in their financing. The Federal State Educational Standard contains a section concerning the frequency of professional development for employees, retraining for teachers, and also determines the algorithm for the activities of subject methodological associations. An educational standard is a document on the basis of which forms and methods for monitoring the level of training of schoolchildren are developed.
Federal State Educational Standard in preschool education
Among the distinctive characteristics of the new educational standard, it is necessary to highlight an innovative approach to the educational process. If in the classical system the process of transferring knowledge from teacher to child was considered as the main task, now it is much more important to form a holistic, harmoniously developed personality, capable of self-education and self-learning.
The new state educational standard in preschool educational programs involves focusing on the social adaptation of pupils.
The program takes into account the following factors:
- regional features for the implementation of the Federal State Educational Standard;
- technical and material base of the preschool educational institution;
- forms, specifics, teaching methods in each preschool institution;
- social order of the territory;
- individual and age characteristics of children.
The general educational standard also presupposes compliance with certain conditions in preschool educational institutions. The educational program used in kindergarten should not contradict the Law “On Education”, the Constitution of the Russian Federation, or various regional orders. It should help preserve and strengthen the physical health of schoolchildren, guarantee the relationship between the teacher and the family, and form in preschoolers a positive attitude towards the learning process.
New educational standards in education provide equal opportunities for development to all children, regardless of social status, religious and ethnic affiliation, or place of residence.
The purpose of the educational program according to the Federal State Educational Standard
Since the new educational standard is the main document, it also indicates the main goal of preschool education. It lies in the formation of a harmonious personality of the child. Children while in preschool institutions should receive a certain supply of theoretical information. Educators place the main emphasis on developing communication skills in preschoolers and developing independence. At preschool educational institutions, optimal conditions are created that allow students to demonstrate individual abilities and improve themselves.
Of course, in order to get the desired result, the child must have a certain amount of knowledge.
An educational standard is a document that specifies all the main criteria by which a preschool graduate is assessed. Nowadays, the tasks of a teacher do not include teaching children reading, writing skills, and mathematics. It is much more important to instill in your child the ability to communicate with peers, develop logical thinking, develop perseverance, and have a positive attitude toward learning at school.
The preschool educational standard is a document that sets out the guidelines of the Federal State Educational Standard of the Preschool Educational Institution.
Areas of knowledge according to the new standards
If we analyze preschool education, we can distinguish five areas of activity. Cognitive development involves the formation in preschoolers of a persistent cognitive interest in social and natural phenomena.
Speech direction is associated with the ability of preschool children to build correct speech. Artistic and aesthetic development involves introducing children to musical and artistic works, developing fine motor skills during classes, and creating conditions for the manifestation of individual creative characteristics.
In the socio-psychological section, it is expected that schoolchildren will adapt to life in a class group, instill in the child communicative skills, and create a favorable climate for development.
The physical direction involves conducting health procedures, sports activities, and familiarization with the rules of safe behavior.
Targets
The new standards eliminate endless final and intermediate assessments of knowledge in preschool institutions. It is necessary to check not memorized facts, but to assess the psychological readiness of a preschooler for subsequent schooling. That is why the Federal State Educational Standards guidelines for preschool educational institutions were formulated, which make it possible to determine the child’s mood for entering first grade.
The child must have a positive attitude towards himself, the people around him, and the world. During his stay in a preschool educational institution, he must learn independence, initiative, and become familiar with the norms, rules, and requirements of society. According to age characteristics, a preschooler must have developed speech skills, gross and fine motor skills, developed observation and curiosity.
Federal State Educational Standard at school
In connection with the significant changes that have occurred in society, the need has arisen to modernize Russian education. First, the second generation standards were introduced at the primary level of education to ensure continuity with preschool educational institutions.
The Federal State Educational Standard is the basis through which every Russian schoolchild has a real chance to gradually move along individual educational trajectories, gaining new knowledge, practical skills and abilities.
Feature of innovation
After the introduction of second-generation state standards at the middle and senior levels of education, teachers have a real guide to the development of educational programs, training courses, independent work and tests. In addition, the Federal State Educational Standard makes it possible to monitor compliance by state educational institutions with the legislative framework of the Russian Federation and conduct intermediate and final certification of students in schools.
Methodological basis
The new standard has become the basis for internal monitoring of the quality of Russian education. Thanks to the updated standards, retraining, training, and advanced training of workers in the education system are being carried out. Federal law has established that each standard must have three main types of requirements. First of all, these are certain requirements for the structure of the educational program: volume, ratio of compulsory and variable parts.
The Federal State Educational Standard pays special attention to the conditions created for the successful implementation of the educational process: financial, personnel, technical equipment.
Second generation educational standards include the result of learning in each academic discipline included in the mandatory minimum of Russian education.
Conclusion
The Federal State Educational Standard is aimed at developing a sense of patriotism and pride in their country in the younger generation. If in the classical educational system attention was paid only to the formation of theoretical knowledge and the mechanical transfer of information from teacher to child, then in the updated standard special attention is paid to the development of the harmonious personality of the student.
Besides educational activities, Extracurricular work with the younger generation is highlighted separately. The Federal State Educational Standard makes it possible to increase the number of school clubs, sections, research and design clubs, and to involve children in active extracurricular activities.
Despite the fact that the updated standards caused a huge resonance among teaching staff, they have already demonstrated their validity and timeliness. The main resistance to the introduction of second-generation standards into preschool and school institutions was provided by experienced teachers who did not want to change their authoritarian teaching system or introduce new educational and educational methods.
