The right to education is one of the basic and inalienable constitutional rights of citizens of the Russian Federation. The fundamentals of state policy in the field of education are formulated in the Federal Law “On Education” No. 12-FZ of January 13, 1996. In this document, education is understood as a purposeful process of upbringing and training in the interests of the individual, society, and the state, accompanied by a statement to students of educational levels established by the state , certified by the relevant document. Citizens of the Russian Federation are guaranteed the opportunity to receive education without any conditions or restrictions, regardless of gender, race, nationality, language, origin, place of residence, health status, etc.
The implementation of state guarantees of citizens' rights to education is ensured by the creation of an education system and appropriate conditions for receiving it. In the modern period, the education system is understood as a set of factors that ensure the implementation of its social functions: a network of educational institutions; educational standards and programs; resource support system - personnel, scientific, methodological, material, financial; organizing cooperation with other social and educational systems; control.
When reforming the industry, the increasing powers of the constituent entities of the Russian Federation in the field of education were recognized. Particular attention is paid to the principle of regionalization of education, the signs of which from the standpoint of its organization are: a set of educational institutions in the region that provide the opportunity to differentiate training in accordance with the interests of students; a set of training programs reflecting the scientific, cultural, demographic and economic characteristics of the region; the presence of a scientific and methodological school that summarizes the uniqueness of the region’s pedagogical experience. From the point of view of resource provision, a regional education system is one financed from the regional budget, and a municipal one is a system financed from the budget of a local government.
Under the existing variable education system, many different types and types of educational institutions have emerged in the country. In the early 1990s, the process of their creation took place spontaneously and the status of educational institutions was determined by each subject of the Russian Federation independently. However, the decision to create various types of institutions must be made in the presence of the appropriate material base, financial resources, trained personnel and training programs.
The content of education at a certain level and focus is determined by general education and professional educational programs. General education programs include preschool education, primary general education, basic general education and secondary (complete) general education; they are aimed at solving the problem of forming a general personal culture, its adaptation to life in society, and creating the basis for choosing and mastering professional educational programs. Professional programs include programs of primary, secondary, higher and postgraduate professional education.
Taking into account the needs and capabilities of the individual, educational programs are mastered in full-time, part-time (evening), correspondence forms, in the forms of family education, self-education and external studies. Activities of state and municipal educational institutions and the regulatory deadlines for mastering each of the programs are regulated by the Standard Regulations on Educational Institutions, approved by the Government of the Russian Federation. For non-state educational institutions, the Model Regulations serve as exemplary ones. An educational institution carries out the educational process by implementing one or more educational programs and providing the maintenance and upbringing of students and pupils. According to their organizational and legal forms, educational institutions can be state, municipal, or non-state.
The Civil Code of the Russian Federation classifies educational institutions as non-profit organizations, therefore their names must contain an indication of the nature of educational activities. Types educational institutions depend on the educational program being implemented and, in addition to preschool, there may be:
· general education, which includes three levels: primary general, basic general, secondary (complete) general education;
· primary, secondary, higher and postgraduate professional education;
· additional adult education; additional education for children;
· special (correctional) for students and pupils with developmental disabilities;
· for orphans and children left without parental care;
· other institutions carrying out the educational process.
In order to ensure accessibility and variability of education, the following types of institutions can be created: primary comprehensive school; basic secondary school; secondary school; secondary general education school with in-depth study of individual subjects (a specific subject may be indicated: a foreign language, a major in physics and mathematics or the humanities, etc.); lyceum; gymnasium; evening (shift) general education school; education center; open (shift) secondary school; cadet school.
The nomenclature of educational institutions in Russia also includes such types of institutions as special educational institution for children and adolescents with deviant (socially dangerous) behavior. The types of such institutions also depend on the age and health status of the students: special comprehensive school; special (correctional) general education school for children and adolescents with developmental disabilities; special vocational school; special (correctional) vocational school for children and adolescents with developmental disabilities.
The training of qualified specialists with secondary vocational education is carried out by educational institutions of secondary vocational education (secondary specialized educational institutions): technical schools (colleges, schools); colleges; technical schools-enterprises. The college provides an increased (compared to a technical school) level of qualifications for students, and the technical school-enterprise carries out educational and professional activities in accordance with the profile of students’ training.
Institutions of higher professional education provide for the needs of the individual in acquiring higher education and qualifications in the chosen field of activity. This type of institution is divided into types: university - a higher educational institution whose activities are aimed at the development of education, science and culture through fundamental scientific research and training at all levels of higher, postgraduate and additional education in a wide range of natural sciences, humanities and other areas science, technology and culture; academy; institute
The Academy trains highly qualified specialists and retrains leading specialists in a certain industry from the fields of science, technology, and culture. An institute is an independent university or a structural unit of a university (academy) that implements professional educational programs in a number of areas of science, technology and culture.
Additional education is not required. The main purpose of institutions of additional education for children is to develop the motivation of individuals aged 6 to 18 years for knowledge and creativity, and to organize meaningful leisure time for children. Institutions of additional education for adults include institutions of additional professional education (advanced training), and the purpose of this type of institution is to increase the professional knowledge of specialists, improve their business qualities and prepare them to perform new job functions. Free maintenance, training and education of children in preschool institutions and additional education institutions is not guaranteed by the state, and financial support is provided for these types of institutions.
The education system also includes a wide network other institutions providing the educational process: scientific and methodological centers, medical-psychological
pedagogical services, technical supervision services for the progress of major repairs and construction of facilities, etc.
The owner of state and municipal educational institutions is the state represented by federal, regional and local government bodies and, accordingly, the basis of state guarantees for a citizen to receive education within the standards is state or municipal funding. Budget funds serve as the main source of financial support for education costs in many countries of the world, including Russia. The need for budgetary financing of the education sector is determined by the properties of educational services as a public good and their role in the socio-economic development of countries. However, the amounts of budgetary allocations cannot be determined based only on the requirements of practice. Any state regulation implies the establishment of a state order, subject to budgetary support, and social standards, expressed in kind and in monetary terms. The law determines that for the education system, the state order must include such parameters as the number of students, the state educational standard, and the budget funding standard.
Structure of financial flows for the maintenance of educational institutions is classified according to budget levels. The federal level includes three areas of allocation of funds: for the maintenance of federal institutions; for the implementation of federal educational programs; for educational subventions as part of transfers to regions in need of financial support. The regional and municipal levels are similar to the federal level and provide for allocations for the maintenance of local institutions and the implementation of their own programs. In cases where financing of institutions or activities is carried out from budgets of different levels, the term “multi-level financing” is used. The concept of “multi-channel financing” means that financial resources come not only from budgets at various levels, but also from a wide range of extra-budgetary funds.
The modern period is characterized by a gradual transfer of responsibility for financing education from the federal level to the local level. These processes largely affect the interests of vocational education institutions, since funding from the center interferes with the achievement of flexibility and orientation of the personnel training system in regional and municipal labor markets. Funding for educational institutions at the expense of enterprises and organizations has almost ceased. In the early 1990s, expenditures on education accounted for 84% of all costs from budgets of all levels, and 16% were provided at the expense of enterprises.
The desire to transform the education system in its own interests encourages the private enterprise system to open alternative non-state educational institutions and provide financial support to government institutions, which also have the right to independently choose educational programs and offer a wide range of educational services to the population on a paid basis. That is, raising additional funds for educational purposes can be carried out through the entrepreneurial activities of the educational institution itself and interaction with legal entities and individuals carrying out charitable activities in favor of the educational institution (sponsors).
Limitations on budget funding motivated educational institutions to expand the boundaries of their market activities, since a significant portion of funds from extra-budgetary sources is allocated to wages and improving working conditions. In accordance with the Federal Law of the Russian Federation “On Education,” only those educational services that are not provided for by the basic budget-funded programs for a given institution can be paid, and here the main forms of attracting extra-budgetary funds can be:
· training, retraining and advanced training of personnel beyond the state order: under agreements with state authorities, local governments, enterprises and organizations, legal entities and individuals;
· research, production, consulting, certification activities, provision of expert, information and other services;
· formation of an effective and profitable system for training foreign students, graduate students and interns;
· a phased transition to paid use of social infrastructure facilities of educational institutions.
A stable and long-term extra-budgetary source of financing can be income from the rental of vacant premises, while the necessary conditions for formalizing a rental relationship are the reliability and solvency of the tenant, without deteriorating the conditions for carrying out educational activities.
The amount of charitable funds depends on the efforts of all participants in the educational process: the workforce, parents, and the public. A distinctive feature of this source is that the benefactor himself, and not the beneficiary, determines the procedure for using the funds, while institutions use income from independent commercial activities at their own discretion. There is also such a source of financing as funds from international organizations, transferred to educational institutions both on a free basis (in the form of charity) and for the implementation of international cooperation programs.
Education is an integral process of human development, without which the existence of modern society would be impossible. After all, in order to be a useful government unit, you definitely need to learn something. It is for this purpose that preschool and general education institutions, as well as vocational education institutions, were created. The article will discuss general educational institutions - their types, types and features.
Terminology
When considering this topic, you first need to understand what an educational institution is. This is a special institution where the pedagogical process is carried out, where programs for the education, upbringing and development of children are implemented. In turn, there is a whole list of educational institutions, which are divided by type.
- Preschool. Here, depending on the type, the age of children ranges from 1 to 7 years.
- General educational institutions
- Vocational education institutions that provide specific, narrowly focused knowledge and receive appropriate qualifications.
- Correctional institutions where children classified as students with special educational needs are admitted.
- Institutions for orphans or children equivalent to them. These are orphanages where children not only study, but also live.
- Institutions of additional education for children and separately for adults (postgraduate education).
Kindergartens
The first educational institutions that children attend are preschools. General education institutions will be the next step. Most kindergartens accept children from two years old. In addition to education, which is free, the kindergarten provides supervision and care for children, since they spend almost the whole day within the walls of the institution. This service is paid for by parents, but not in full. 80% of the costs are borne by the municipality, and parents pay for the remaining 20%.
The gradation of groups in kindergartens is carried out according to two criteria - age and orientation. The classification takes into account the child’s age at the beginning of the school year (September 1) and includes groups for children 2-3 years old, 3-4 years old, 4-5 years old, 5-6 years old and 6-7 years old.
The focus of the group is determined by the student population, according to which educational programs are selected. Thus, they distinguish:
- general development groups;
- groups of combined orientation;
- groups of compensating orientation.
About educational institutions
Children attend general education institutions for the longest time - from 7 to 18 years. If a teenager chooses an institution of primary or secondary vocational education for further education, then he graduates from school at the age of 16.
Types of educational institutions
Primary school. These are the first four grades of a child's education. Children enter 1st grade based on the results of certain tests that determine their level of readiness for school. The main task of teachers here is not only to give children knowledge, but also to teach them to learn, to instill an interest in science.
High school. We can say that this is an intermediate link between elementary and high schools. Occupies the period from 5th to 9th grade, the age of students ranges from 9-10 to 14-15 years. After the end of this period, those interested can enter either high school or vocational education institutions (primary or secondary).
High school. Children study in grades 10-11, aged from 15 to 17 years. Here there is a more in-depth study of sciences and preparation for entering universities. Upon completion, students receive a certificate of secondary general education. For some types of activities this is already enough.
Special Education
There are also correctional or special educational institutions. Who are they for? Children who have certain developmental problems or limited health capabilities are identified there. However, it should be noted that the modern education system offers an alternative option - inclusive education for the successful socialization of such children. Although in practice everything does not always work out as perfectly as in theory. Another alternative option for such children is distance learning. However, here too problems arise with the further introduction of children into society.
Money issues
Having understood what an educational institution is (secondary school, junior and children's schools), it should be noted that such institutions may also differ in the type of financing. There are these types:
- State or municipal schools that are completely free.
- Private schools where parents pay a certain fee for their children's education.
The only question here is the payment for the learning process itself. Parental money for improving the material and technical base of a class or school does not belong to this section at all.
Gymnasiums, lyceums
State educational institutions may also be called lyceums or gymnasiums. In essence, these are ordinary schools. And after graduation, the child receives the same certificate of secondary education. However, what makes them special is that they offer a more detailed study of certain subjects. Sometimes such educational institutions cooperate with universities, preparing future students to study there.
Evening schools
When considering general education institutions, you also need to understand what evening schools are. The practice of their work today is not as active as it was during the Soviet Union, but they still exist and function perfectly. Who are they intended for? In our country, secondary general education is compulsory. Unlike the highest. Thus, without a certificate of completed secondary education, an employer cannot provide an employee with a good job. If, for some reason, it was not possible to finish school on time, during adolescence, a person may later be sent to complete his evening studies. The name speaks for itself. People come here after finishing their working day. After studying at an evening school, a person receives a certificate of secondary general education.
Educational institution or educational institution(since 1992) in accordance with the Federal Law “On Education” - this is an institution that carries out the educational process, that is, implementing one or more educational programs and (or) providing the maintenance and upbringing of students and pupils. In this case, the educational institution must be a legal entity.
Types of educational institutions:
State (federal or under the jurisdiction of a constituent entity of the Russian Federation);
Municipal;
Non-state (private, institutions of public and religious organizations).
The activities of state and municipal educational institutions are regulated by standard regulations on educational institutions of the relevant types and types, approved by the Government of the Russian Federation, and the charters of these educational institutions developed on their basis.
For non-state educational institutions (educational institutions), standard provisions on educational institutions are exemplary.
To obtain state status, an educational institution must go through the state accreditation procedure. During this process, the compliance of the level and focus of educational programs implemented in the educational institution with state standards is revealed.
Branches, departments, structural units of an educational institution may, by its power of attorney, fully or partially exercise the powers of a legal entity.
Educational institutions have the right to form educational associations (associations and unions), including with the participation of institutions, enterprises and public organizations (associations). These educational associations are created for the purpose of developing and improving education and act in accordance with their charters. The procedure for registration and activities of these educational associations is regulated by law.
The rights and obligations of educational institutions provided for by the legislation of the Russian Federation also apply to public organizations (associations), the main statutory purpose of which is educational activity, only in terms of their implementation of educational programs.
Types of educational institutions (educational institutions) in modern Russia
1) preschool;
2) general education (primary general, basic general, secondary (complete) general education);
3) institutions of primary vocational, secondary vocational, higher vocational and postgraduate vocational education;
4) institutions of further education for adults;
5) special (correctional) for students and pupils with developmental disabilities;
6) institutions for orphans and children left without parental care (legal representatives);
7) institutions of additional education for children;
8) other institutions carrying out the educational process.
You will find detailed information about modern Russian educational institutions of various types and types on the pages of our website.
1. Educational organizations are divided into types in accordance with educational programs, the implementation of which is the main goal of their activities.
2. In the Russian Federation, the following types of educational organizations are established that implement basic educational programs:
1) preschool educational organization - an educational organization that, as the main goal of its activities, carries out educational activities according to educational programs of preschool education, supervision and care for children;
2) general educational organization - an educational organization that carries out educational activities according to educational programs of primary general, basic general and (or) secondary general education as the main goal of its activities;
3) professional educational organization - an educational organization that carries out educational activities under educational programs of secondary vocational education and (or) vocational training programs as the main goal of its activities;
4) educational organization of higher education - an educational organization that carries out educational activities according to educational programs of higher education and scientific activities as the main goal of its activities.
3. In the Russian Federation, the following types of educational organizations implementing additional educational programs are established:
1) organization of additional education - an educational organization that carries out educational activities in additional general education programs as the main goal of its activities;
2) organization of additional professional education - an educational organization that carries out educational activities in additional professional programs as the main goal of its activities.
4. Educational organizations specified in parts 2 and this article have the right to carry out educational activities according to the following educational programs, the implementation of which is not the main goal of their activities:
1) preschool educational organizations - additional general developmental programs;
2) general educational organizations - educational programs of preschool education, additional general education programs, vocational training programs;
3) professional educational organizations - basic general education programs, additional general education programs, additional professional programs;
(see text in the previous edition)
4) educational organizations of higher education - basic general education programs, educational programs of secondary vocational education, vocational training programs, additional general education programs, additional professional programs;
5) organizations of additional education - educational programs of preschool education, vocational training programs;
6) organizations of additional professional education - training programs for scientific and pedagogical personnel, residency programs, additional general education programs, vocational training programs.
5. The name of the educational organization must contain an indication of its organizational and legal form and the type of educational organization.
6. The name of the educational organization may use names indicating the features of the educational activities carried out (the level and focus of educational programs, integration of various types of educational programs, content of the educational program, special conditions for their implementation and (or) special educational needs of students), as well as additionally functions performed related to the provision of education (content, treatment, rehabilitation, correction, psychological and pedagogical support, boarding school, research, technological activities and other functions).
Sklyarenko Elina Olegovna
Modern education distinguishes at least 7 types of schools (options of general secondary education).
Traditional school. This type of school is focused on transferring ready-made knowledge. Each subject is assigned a strict number of subject hours. This school reproduces primarily the empirical type of thinking.
Specialized school(with in-depth study of one or a set of subjects). This type of school is aimed at in-depth study of a subject (for example, one or more languages, mathematics, physics, history, literature or physical education, etc.) Most often this is achieved by increasing the number of exercises and teaching hours allocated in the curriculum for more detailed study of the material.
Gymnasium-lyceum. This type recreates the academic level of education (style, form and method) that existed in the pre-revolutionary period and rightfully had high authority. Most often, institutions of this type significantly change their curricula by adding new subjects, usually in the humanities (philosophy, logic, culture, the study of ancient and several foreign languages, etc.) and try to attract high-class specialists to the teaching process (employees of leading universities, institutes, research centers). Parents should understand that many lyceums and gymnasiums overload their curriculum by introducing additional lessons of the relevant profile, increasing the hours of stay of children (especially primary school age) within the walls of the institution, which can affect the assimilation of educational material and the neuropsychic overload of children. It is also worth considering the fact that often invited teachers, who are not specialists in school education, try to give children as much information as possible, without taking into account their age characteristics.
A school focused on one or more new education systems(Waldorf school, Montessori school, Zaitsev school, etc.).
Developmental school(D.B. Elkonin, V.V. Davydov). This type of school is a system that ensures the child’s reconstruction of ideal patterns of action and mastery of concepts from the point of view of the conditions of their origin. This system is most fully expressed in teaching mathematics, Russian language and fine arts to younger schoolchildren. On these subjects, children, in special forms of interaction with adults and peers, carry out actions through which historically such products of spiritual culture as mathematical and linguistic concepts, and artistic images were formed. As a result, they develop the foundations of theoretical thinking and creative imagination. Thus, developmental education is focused on mastering an important, but not the only significant type of consciousness for this education system: scientific-theoretical and artistic as forms of theoretical consciousness. The system of developmental education actually provides an example of a school of a cultural-historical type, although limited in goals and objectives and applied only to the education of children of primary school age.
Historical and cultural school(from a school with an enhanced humanitarian component of knowledge to a school of dialogue of cultures (V.S. Bibler). This type of school represents a fairly wide range of schools - from educational institutions with in-depth study of humanitarian subjects to a school built within the framework of the concept of dialogue of cultures. In In most schools of this type, the historical vertical in humanitarian subjects is reduced to the process of consistent acquisition of knowledge about the history and culture of a particular period or civilization. The task of mastering historical types of consciousness and activity, as a rule, is not set in schools of this type.
Used literature: article “Cultural-historical type of school” Rubtsov V.V., Margopis A.A. etc.