What are educational institutions? Institutions of additional education for children

Parents in Russia began to take an active interest in the development of the talents of their children and the support of their abilities from the end of the nineteenth century. UDOD (institutions of additional education for children) had a great influence under the Komsomol and pioneer organizations, then special attention was paid to the social education of the younger generation.

The essence of the activities of institutions has changed. Today, the ideological motives that were so clearly visible in the schemes of education of the twentieth century are not particularly relevant; the process of searching for talented children and the active development of their abilities have come to the fore.

What institutions exist

Modern UDO not only involve the child in certain activities, but also bring up leadership qualities in him, the ability to motivate himself for future victories. According to the form of subordination, DOD institutions are:

State. Formed by the subjects of the Russian Federation; it can be various school circles and additional sections.
Federal government. Established by the federal government.
Non-state. Organized privately by individuals, commercial, religious, public or other entities.
Municipal. They are created and run by the city authorities.

Another type of classification is based on the directions and scope of activities of institutions. According to the Decree of the Government of the Russian Federation, at the moment there are the following types of institutions of additional education for children in the country:

Palaces of children's and youth creativity, sports, arts, etc.
At home. The concept is less broad, uniting smaller groups of stakeholders. There are houses of tourism, culture, creativity, young technicians.
Schools. Specialized institutions where children study in certain areas (a vivid example is the Youth Sports School, music schools, etc.).
centers. In children's (or children's and youth) centers, additional education is provided for children in various fields and methodological support is provided to teachers.
Stations. These are communities of young tourists, naturalists, environmentalists or technology lovers.

Before the changes adopted in 2006, there were other types of additional education institutions. They included:

health-improving and educational camps;
interest clubs(paratroopers, motorists, firefighters, rowers, etc.);
technical and scientific schools engaged in a detailed study of some area of \u200b\u200bscience (for example, an astronaut);
children's museums and parks(children's creativity or literature);
bases of youthful and children's tourism and excursions.

Directions

At the end of the last century, there were also such types of institutions as a children's art gallery or a railway. Now, by reducing the number of types, the work of UOD is more clearly structured and coordinated. At the moment there are six main ones:

Artistic. It is based on the development of various creative talents of children, encouraging their craving for all types of art.
Technical. Suitable for children with an engineering mindset, who are ready to work with complex tasks from childhood.
Local History. Aimed at the study of the native land and its history;
Natural science. Based on a detailed study of the natural sciences (chemistry, physics, astronomy).
Sports. Develops physical abilities, fortitude and endurance.
Social. Focused on working with children who need a special approach - gifted or requiring extra attention.

Each of these areas has its own characteristics, as well as the educational program of the institution of additional education.

Main tasks and goals

Institutions of additional education of all directions have common goals and objectives:

Develop communication and teamwork skills.
Development of existing creative potential, personal qualities.
Building respect for society and the environment.
Contributing to the maintenance of the physical health of the younger generation.
Help with self-determination in future adult life.

One of the principles followed by children's institutions of additional education is accessibility. Every child has the right to engage in them: it is enough to submit an application and wait for its approval or a reasoned rejection. The latter is extremely rare, and usually there are no problems with enrolling in the chosen circle, school or section.

The state minimally sets standards for additional education. UODOD builds its own curriculum on the basis of a model charter developed by the authorities in 2014. The document spells out the features of the organization of the process of working with children, provides a sample schedule, indicates the recommended norms for the duration of classes, establishes rules for the admission of pupils and the procedure for paying for services if the institution is paid.

Parents at any time have the opportunity to change the institution and the teacher, the training program. At the heart of the activities of modern UDOD lies the freedom of choice, which allows the child to develop in the most comfortable conditions for him.

Teaching children in modern institutions of additional education is not programming for a successful future and is not limited by the generally accepted framework. The result that teachers achieve is the upbringing of a thinking person who is ready to cope with the rhythm of life and show his creative, physical and personal inclinations to the fullest.

EDUCATIONAL INSTITUTION - according to the legislation of the Russian Federation, an institution that carries out the educational process, i.e. implementing one or more educational programs and (or) providing maintenance and nutrition for students and pupils. EDUCATIONAL INSTITUTION is a legal entity. EDUCATIONAL INSTITUTIONS according to their organizational and legal forms can be state, municipal, non-state (private, public or religious organizations). Educational institutions include the following types: preschool; general education (primary general, basic general, secondary general education); primary vocational, secondary vocational and higher vocational education; special (correctional) for students, pupils with developmental disabilities; pre-school institutions; institutions for orphans and children left without parental care; other institutions carrying out the educational process.

Education Act

The management of an educational institution is carried out on the basis of an appropriate legal framework, which, among other things, determines the competence, rights, responsibilities of the founders and the educational institution itself.

Article 12. Educational institutions

1. Educational is an institution that carries out the educational process, that is, it implements one or more educational programs and (or) provides maintenance and education of students, pupils.

2. An educational institution is a legal entity.

3. According to their organizational and legal forms, educational institutions may be state, municipal, non-state (private, institutions of public and religious organizations, associations).

The effect of the legislation of the Russian Federation in the field of education applies to all educational institutions on the territory of the Russian Federation, regardless of their organizational and legal forms and subordination.

4. Educational institutions include the following types:

1) preschool;

2) general education (primary general, basic general, secondary (complete) general education);

3) institutions of primary vocational, secondary vocational, higher vocational and postgraduate professional education;

4) institutions of additional education for adults;

5) special (correctional) for students, pupils with developmental disabilities;

6) institutions of additional education;

7) institutions for orphans and children left without parental care (legal representatives);

8) institutions of additional education for children;

9) other institutions carrying out the educational process.

5. The activities of state and municipal educational institutions are governed by model regulations on educational institutions of the appropriate 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, standard provisions on educational institutions serve as exemplary ones.

6. The state status of an educational institution (type, type and category of an educational institution, determined in accordance with the level and direction of the educational programs it implements) is established upon its state accreditation.

7. Branches, divisions, structural subdivisions of an educational institution may, by his power of attorney, fully or partially exercise the powers of a legal entity, including having an independent balance sheet and their own accounts in banking and other credit organizations.

8. 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.

9. The rights and obligations of institutions of additional education, 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 the implementation of additional educational programs by them.

Article 13

1. The charter of an educational institution must indicate:

1) name, location (legal, actual address), status of the educational institution;

2) founder;

3) organizational and legal form of the educational institution;

4) goals of the educational process, types and types of educational programs being implemented;

5) the main characteristics of the organization of the educational process, including:

a) the language(s) in which education and upbringing are conducted;

b) the procedure for the admission of students, pupils;

c) the duration of training at each stage of training;

d) the procedure and grounds for the expulsion of students, pupils;

e) assessment system for intermediate certification, forms and procedure for its implementation;

f) the mode of employment of students, pupils;

g) the availability of paid educational services and the procedure for their provision (on a contractual basis);

h) the procedure for regulating and formalizing relations between an educational institution and students, pupils and (or) their parents (legal representatives);

6) the structure of the financial and economic activities of the educational institution, including in terms of:

a) use of property objects assigned by the founder to the educational institution;

b) financing and logistical support for the activities of an educational institution;

c) sources and procedure for the formation of the property of an educational institution;

d) carrying out entrepreneurial activities;

7) the procedure for managing an educational institution, including:

a) the competence of the founder;

b) the structure, procedure for the formation of management bodies of an educational institution, their competence and the procedure for organizing activities;

c) the procedure for recruiting employees of an educational institution and the conditions for remuneration for their work;

d) the procedure for changing the charter of an educational institution;

e) the procedure for reorganization and liquidation of an educational institution;

8) rights and obligations of participants in the educational process;

9) a list of types of local acts (orders, instructions and other acts) regulating the activities of an educational institution.

2. The charter of a civil educational institution, to the extent not regulated by the legislation of the Russian Federation, is developed by it independently and approved by its founder.

3. If it is necessary to regulate the aspects of the activities of an educational institution specified in this article by other local acts, the latter are subject to registration as additions to the charter of the educational institution.

4. Local acts of an educational institution cannot contradict its charter.

Article 14. General requirements for the content of education

ensuring self-determination of the individual, creating conditions for its self-realization;

development of society;

strengthening and improvement of the rule of law.

adequate to the world level of the general and professional culture of the society;

formation of a student's picture of the world adequate to the modern level of knowledge and the level of the educational program (level of education);

integration of personality into national and world culture;

the formation of a person and a citizen integrated into the society of his day and aimed at improving this society;

reproduction and development of the personnel potential of the society.

3. Vocational education at any level should ensure that students receive a profession and appropriate qualifications.

State educational authorities ensure the development of exemplary educational programs based on state educational standards.

6. An educational institution, in accordance with its statutory goals and objectives, may implement additional educational programs and provide additional educational services (on a contractual basis) outside the educational programs that determine its status.

7. Military training in civilian educational institutions can be carried out only on an optional basis with the consent of students and (or) their parents (legal representatives) at the expense of the funds and forces of the department concerned.

8. An educational institution, when implementing educational programs, uses the capabilities of cultural institutions.

Article 15. General requirements for the organization of the educational process

1. The organization of the educational process in an educational institution is regulated by the curriculum (a breakdown of the content of the educational program by training courses, by disciplines and by year of study), the annual calendar academic schedule and class schedules developed and approved by the educational institution independently. State educational authorities ensure the development of exemplary curricula and programs of courses and disciplines.

2. State authorities, educational authorities and local self-government bodies are not entitled to change the curriculum and curriculum of a civil educational institution after their approval, with the exception of cases provided for by the legislation of the Russian Federation.

3. The educational institution is independent in choosing the assessment system, form, procedure and frequency of the intermediate certification of students.

4. The development of educational programs of basic general, secondary (complete) general and all types of vocational education ends with a mandatory final certification of graduates.

5. Scientific and methodological support of final attestations and objective quality control of graduate training upon completion of each level of education are provided by the state attestation service, independent of educational authorities, in accordance with state educational standards.

6. Discipline in an educational institution is supported on the basis of respect for the human dignity of students, pupils, and teachers. The use of methods of physical and mental violence against students and pupils is not allowed.

7. Parents (legal representatives) of underage students, pupils should be provided with the opportunity to get acquainted with the course and content of the educational process, as well as with the grades of students' progress.

Article 16. General requirements for the admission of citizens to educational institutions

1. The procedure for admission of citizens to educational institutions in the part not regulated by this Law is determined by the founder and fixed in the charter of the educational institution.

The founder establishes the procedure for admission to state and municipal educational institutions at the levels of primary general, basic general, secondary (complete) general and primary vocational education, ensuring the admission of all citizens who live in a given territory and have the right to receive an education of the appropriate level.

2. When a citizen is admitted to an educational institution, the latter is obliged to familiarize him and (or) his parents (legal representatives) with the charter of the educational institution and other documents regulating the organization of the educational process.

3. Admission of citizens to state and municipal educational institutions for secondary vocational, higher vocational and postgraduate vocational education is carried out on a competitive basis upon applications from citizens. The conditions of the competition must guarantee the observance of the rights of citizens to education and ensure that the most capable and prepared citizens are enrolled to master the educational program of the appropriate level.

Out of competition, subject to the successful passing of entrance exams to state and municipal educational institutions of secondary vocational and higher vocational education, orphans and children left without parental care, as well as disabled people of groups I and II, who, according to the conclusion of the medical labor commission, are not contraindicated for training, are accepted in relevant educational institutions.

1. Educational is an institution that carries out the educational process, that is, it implements one or more educational programs and (or) provides maintenance and education of students, pupils.

2. An educational institution is a legal entity.

3. Educational institutions may be state (federal or administered by a subject of the Russian Federation), municipal, non-state (private, institutions of public and religious organizations (associations)).

Federal state educational institution - an educational institution that is federally owned and financed from the federal budget.

(Clause 3 as amended by Federal Law No. 122-FZ of August 22, 2004)

4. Educational institutions include the following types:

1) preschool;

2) general education (primary general, basic general, secondary (complete) general education);

3) institutions of primary vocational, secondary vocational, higher vocational and postgraduate professional education;

4) institutions of additional education for adults;

5) special (correctional) for students, pupils with disabilities;

(as amended by Federal Law No. 120-FZ of June 30, 2007)

(see text in previous edition)

6) has become invalid. - Federal Law of August 22, 2004 N 122-FZ;

(see text in previous edition)

7) institutions for orphans and children left without parental care (legal representatives);

8) institutions of additional education for children;

9) other institutions carrying out the educational process.

For non-state educational institutions, standard provisions on educational institutions serve as exemplary ones.

(as amended by Federal Law No. 14-FZ of February 28, 2008)

(see text in previous edition)

7. Branches, departments, structural subdivisions of an educational institution may, by its power of attorney, fully or partially exercise the powers of a legal entity.

(as amended by Federal Law No. 122-FZ of 22.08.2004)

(see text in previous edition)

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1. Educational is an institution that carries out the educational process, that is, it implements one or more educational programs and (or) provides maintenance and education of students, pupils.

2. Educational institution is a legal entity, created and registered in accordance with the legislation of the Russian Federation.

3. Educational institutions may be state, municipal, non-state (private institutions, including institutions of public associations and religious organizations).

State is educational institution, created by the Russian Federation (hereinafter referred to as the federal state educational institution) or a subject of the Russian Federation (hereinafter referred to as the state educational institution, which is under the jurisdiction of the subject of the Russian Federation).

Municipal is educational institution created by the municipality.

Non-state is educational institution created in accordance with this Federal Law by the owner (citizen (citizens) and (or) legal entity (legal entities), with the exception of the Russian Federation, constituent entities of the Russian Federation and municipalities.

The legislation of the Russian Federation in the field of education applies to all educational institutions on the territory of the Russian Federation, regardless of their organizational and legal forms and subordination.

4. Educational institutions include the following types:

1) preschool;

2) general education (primary general, basic general, secondary (complete) general education);

3) institutions of primary vocational, secondary vocational, higher vocational and postgraduate professional education;

4) institutions of additional education for adults;

5) special (correctional) for students, pupils with disabilities;

6) has become invalid.

7) institutions for orphans and children left without parental care (legal representatives);

8) institutions of additional education for children;

9) other institutions carrying out the educational process.

5. Educational institutions of the same type are subdivided into types defined by federal laws or model regulations on educational institutions relevant types and types that regulate the activities of state and municipal educational institutions. On the basis of such model provisions, the charters of these educational institutions.

Model provisions on educational institutions are approved by the federal executive body authorized by the Government of the Russian Federation.

Model provisions on educational institutions implementing military professional educational programs, and educational institutions implementing educational programs containing information constituting a state secret are approved by the Government of the Russian Federation.

For non-state educational institutions model provisions on educational institutions perform exemplary functions.

5.1. Features of the legal status of Moscow State University named after M.V. Lomonosov and St. Petersburg State University are determined by a special federal law.

6. Type and kind educational institution established by the founder (founders) when creating educational institution and are changed by the decision of the founder (founders).

With state accreditation educational institution(with the exception of Moscow State University named after M.V. Lomonosov, St. Petersburg State University, federal universities) its state status is established, confirming or changing the type and (or) type educational institution.

List of performance indicators educational institution required to establish its state status, is approved by the federal executive body responsible for the development of state policy and legal regulation in the field of education. Criteria for indicators required to determine the type and type educational institution are established by the federal executive body exercising the functions of control and supervision in the field of education, or by the executive body of the constituent entity of the Russian Federation exercising the delegated powers of the Russian Federation in the field of education, in accordance with their competence in the manner established by the Government of the Russian Federation, based on the requirements model provisions on educational institutions relevant types and types, taking into account the information contained in the information systems of state accreditation.

7. In representative offices educational institution educational activities are prohibited.

8. Educational institutions the right to form educational associations (associations and unions), including those 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.

Popular

The type of educational institution is determined in accordance with the level and focus of the educational programs it implements. Today we can talk about the existence of the following types of educational institutions:

preschool;

General education (primary general, basic general, secondary (complete) general education);

Primary vocational education;

Secondary vocational education;

Higher professional education;

Postgraduate professional education;

Additional adult education;

Additional education of children;

For orphans and children left without parental care (legal representatives);

Special (correctional) (for students, pupils with developmental disabilities);

Other institutions carrying out the educational process.

The first five types of educational institutions are the main and most common, in this regard, we will briefly consider some of their features.

Preschool educational institutions (DOE) - this is a type of educational institution that implements general educational programs of preschool education of various kinds. The main tasks of preschool educational institutions are: ensuring the upbringing and early education of children; ensuring the protection and strengthening of the physical and mental health of children; ensuring the development of individual abilities of children; implementation of the necessary correction of deviations in the development of children; interaction with the family to ensure the full development of the child.

Traditionally, preschool educational institutions meet the needs of children aged 3-7 years. The nursery-garden is intended for visiting by children of 1-3 years old, and in some cases - from 2 months to a year. Preschool educational institutions, in accordance with their focus, are divided into five main types

Kindergarten of a general developmental type- with the priority implementation of one or more areas of development of pupils (intellectual, artistic and aesthetic, physical, etc.).

Kindergartens and kindergartens of a general developmental type are traditional preschool educational institutions in which the main programs of preschool education are implemented in accordance with established state standards. The main goal of the implementation of these educational programs is the intellectual, artistic, aesthetic, moral and physical development of young children. Depending on the capabilities of a particular preschool institution (material and technical equipment, educational and pedagogical staff, etc.), they can carry out not only traditional educational programs of education and training, but also select any other priority educational areas (teaching drawing , music, choreography, language skills, foreign languages).

Compensatory Kindergarten- with the priority implementation of qualified correction of deviations in the physical and mental development of pupils.

Kindergartens of this type are specialized and are created for children with various disabilities in physical and (or) mental development (including deaf, hard of hearing and late deaf, blind, visually impaired and late blind children, children with severe speech disorders, with disorders of the musculoskeletal apparatus, with mental retardation, for mentally retarded and other children with developmental disabilities). Children with developmental disabilities can also be admitted to preschool educational institutions of any other type, provided there are conditions for corrective work. At the same time, admission is carried out only with the consent of the parents (legal representatives) at the conclusion of the psychological-pedagogical and medical-pedagogical commissions. Educational programs, methods (technologies) of education, correction and treatment in preschool educational institutions of this type are developed taking into account the specific specifics of the deviations in children. The material and technical equipment of such kindergartens is somewhat different from the usual ones, since these children need special care. For children, physiotherapy, massage, speech therapy and other rooms are being created; pools; phytobars and dietary canteens; special devices and equipment in groups, etc. The number of correctional groups and their occupancy in kindergartens of both compensatory and ordinary types are determined by the charter of the preschool educational institution, depending on the sanitary standards and conditions necessary for the implementation of the process of education, training and correction. As a rule, the maximum occupancy of the group (depending on the specific type) should not exceed 6-15 people.

Kindergarten supervision and rehabilitation- with the priority implementation of sanitary-hygienic, preventive and health-improving measures and procedures.

Such kindergartens are mainly designed for children under the age of three. The main attention is paid to sanitary and hygienic conditions, prevention and prevention of children's diseases. Health-improving and strengthening and basic educational and training activities are carried out.

Kindergarten of combined type. Children's educational institutions of this type may include general education, compensatory and recreational groups in various combinations.

Child Development Center- a kindergarten with the implementation of physical and mental development, correction and rehabilitation of all pupils.

In child development centers, the focus is on an individual approach to each child. The priority areas are the intellectual and artistic and aesthetic development of children: the development of personal motivation for knowledge and creativity; strengthening health and meeting the needs of children in physical education and sports. To implement the educational process and promote health in real educational institutions, gaming, sports and recreation complexes are being created; pools; computer classes. Art studios, children's theaters, various circles, sections can be organized - and all this within the framework of one child development center. In addition to educators, psychologists, speech therapists, and other specialists work with children. In such an institution, the child can stay both the whole day and a certain number of hours (attend any separate classes) - at the discretion of the parents.

Most kindergartens are municipal and/or state educational institutions. However, in recent years, many private (non-state) preschool educational institutions have appeared.

If parents believe that the standard set of offered educational services is sufficient for the child, as well as in the case of a difficult material family or for other reasons (for example, the choice of a preschool educational institution is limited), then it makes sense to place the child in a state or municipal preschool institution. The procedure for staffing a preschool educational institution is determined by the founder. In budgetary preschool educational institutions, children of working single parents, mothers of students, disabled people of groups I and II are accepted first of all; children from large families; children under guardianship; children whose parents (one of the parents) are in military service; children of the unemployed and forced migrants, students. The number of groups in such preschool educational institutions is determined by the founder based on their maximum occupancy, adopted when calculating the budget funding standard. As a rule, groups (depending on the type of group) should not contain more than 8-20 children.

In the case when parents have money and place increased demands on the organization of the educational and recreational process in kindergarten and an individual approach to the child, it is worth choosing a non-state (private) preschool institution. Such preschools have at their disposal swimming pools, sometimes saunas, large playrooms, expensive educational and playful material, superior sleeping rooms, the highest quality and extremely varied diet, as well as other benefits, the provision of which, of course, requires significant material costs. . The size of the groups usually does not exceed 10 people, and the ongoing educational programs are focused on more in-depth and varied education of children.

However, all the amenities listed above, as well as additional educational and educational programs, can currently be offered on a paid basis by state and municipal preschool institutions that have the right to provide additional paid educational and other services, subject to their licensing. As for the process of upbringing and education, in almost any preschool institution, the main comprehensive educational program established by law is taken as the basis. There are a lot of preschool educational programs and technologies at present, these are the programs: "Origins", "Rainbow", "Childhood", "Development", "Kindergarten-House of Joy", "Golden Key" and others. All of them are focused on the proper provision of upbringing and early education of children, the development of their individual characteristics. Thus, it is not at all necessary to look for a private kindergarten, but you can use the services provided by a state or municipal preschool educational institution for an additional fee. In any case, when choosing a preschool institution, one should take care of the interests of the child, taking into account his wishes, and not about satisfying his own ambitions in the prestige of the educational level provided to him. Those parents who prefer to raise and educate the child at home (personally or with the help of tutors who come teachers), you should seriously think about how right they are when making such a decision .. So that in the future, when adapting such a child to school life, there will be no problems, it is recommended that at least a short visit to kindergarten is recommended. After all, it is in a preschool institution that a child acquires communication skills with peers, learns to navigate in a group, and compare collective interests with his own. All this happens under the direct supervision of educators and teachers. No matter how high-quality home education is, it cannot fully give everything that a child could receive by attending kindergarten.

In addition to the actual preschool educational institutions, there are educational institutions for children of preschool and primary school age. In such institutions, both general educational programs of preschool education and programs of primary general education are implemented. Such educational institutions are created for children from 3 to 10 years of age, and in exceptional cases - from an earlier age. It can be:

Kindergarten - primary school;

Kindergarten of a compensating type (with the implementation of a qualified correction of deviations in the physical and mental development of pupils and students) - elementary school;

Progymnasium (with the priority implementation of one or several areas of development of pupils and students (intellectual, artistic and aesthetic, physical, etc.)). In pre-gymnasiums, children are prepared for entering the gymnasium

General educational institutions Depending on the levels of educational programs being implemented, they are divided into the following types.

Primary school–R It implements a general education program of primary general education (the normative term for mastering is 4 years). Primary school is the first (initial) stage of school education, where children acquire basic (fundamental) knowledge for further education - obtaining basic general education. The main tasks of institutions of primary general education are the upbringing and development of students, their mastery of reading, writing, counting, the basic skills of educational activities, elements of theoretical thinking, the simplest skills of self-control, a culture of behavior and speech, the basics of personal hygiene and a healthy lifestyle.

At present, the primary general education school is represented by three main state education systems: the traditional, developmental education system of L. V. Zankov and the developmental education system of D. B. Elkonin - V. V. Davydov. In educational institutions of the initial level, such experimental programs as Harmony, Primary School of the 21st Century, Perspective, School of Russia, etc. are being implemented. All of them are aimed at in-depth study of academic subjects and expanded intellectual and moral development of students.

Basic comprehensive school– implements general educational programs of basic general education (the standard term for mastering is 5 years - the second (main) stage of general education). The tasks of basic general education are to create conditions for the upbringing, formation and formation of the personality of the student, for the development of his inclinations, interests and ability for social self-determination. Basic general education is the basis for obtaining secondary (complete) general education, primary and secondary vocational education. Primary general education programs may be implemented in the basic general education school.

middle School of General education. - implements general educational programs of secondary (complete) general education (the standard term for mastering is 2 years - the third (senior) stage of general education). The tasks of secondary (complete) general education are the development of interest in learning and the creative abilities of the student, the formation of skills for independent learning activities based on the differentiation of learning. Secondary (complete) general education is the basis for obtaining primary vocational, secondary vocational (according to reduced accelerated programs) and higher vocational education.

In accordance with the Concept for the Modernization of Russian Education for the Period up to 2010, approved by Decree of the Government of the Russian Federation of December 29, 2001 No. 1756-r, the third stage of a general education school provides for specialized education, implemented through the creation of specialized schools. Profile training- this is a means of differentiation and individualization of education, which allows, due to changes in the structure, content and organization of the educational process, to take into account the interests, inclinations and abilities of students to the fullest extent, create conditions for teaching high school students in accordance with their professional interests and intentions in relation to continuing education. Profile training is aimed at the implementation of a student-centered educational process and the socialization of students, including taking into account the real needs of the labor market. Profile school- this is the main institutional form of realization of the goal of specialized education. In the future, other forms of organizing specialized education are envisaged, including those that lead the implementation of relevant educational standards and programs beyond the walls of a separate general education institution. For the most effective implementation of the process of profile education, direct contact of the profile school with institutions of primary, secondary and higher professional education is envisaged.

The preliminary stage for the introduction of profile education is the beginning of the transition to pre-profile education in the last (9th) grade of the main stage of general education.

In secondary general education schools, educational programs of primary general and basic general education can also be implemented.

Secondary school with in-depth study of individual subjects- implements general educational programs of secondary (complete) general education, providing additional (in-depth) training of students in one or more subjects. Can implement educational programs of primary general and basic general education. The main task of such schools (sometimes they are called special schools) is teaching (in addition to the main educational subjects) within the framework of a narrow specialization in a particular subject (subjects). This significantly distinguishes special schools from gymnasiums and lyceums, which offer a wide range of additional academic disciplines. For the most part, these are sports special schools, schools with in-depth study of foreign languages and physics and mathematics schools.

Gymnasium- general educational programs of basic general and secondary (complete) general education are being implemented, providing additional (in-depth) training of students, as a rule, in humanitarian subjects. Significant attention is paid to the study of foreign languages, cultural and philosophical disciplines. Gymnasiums can implement general educational programs of primary general education. In most cases, children with increased motivation for learning study in gymnasiums. Gymnasium classes can also be organized in ordinary general education schools.

Lyceum- an educational institution that implements general educational programs of basic general and secondary (complete) general education. In lyceums, an in-depth study of a group of subjects in a specific profile (technical, natural science, aesthetics, physics and mathematics, etc.) is organized. Lyceums, like gymnasiums, can implement general education programs of primary general education. Lyceums are designed to create optimal conditions for the moral, aesthetic, physical development of students with established interests in choosing a profession and further education. Lyceums widely practice individualized curricula and plans. Lyceums can be created as independent educational institutions, or they can function as lyceum classes of ordinary general education schools, cooperating with higher educational institutions and industrial enterprises. Currently, some lyceums have the status of experimental educational institutions with author's models and teaching technologies.

Institutions of primary vocational education. More recently, in our country, negligent students were frightened: “If you study poorly, if you don’t take up your mind, you will go to vocational school!” At the same time, this "horror story" was more than real. After graduating from basic school, teenagers from disadvantaged families (underachievers and others like them) “went” straight to vocational technical schools (vocational schools), where they were instilled with work skills and tried to raise “pedagogically neglected” children as worthy citizens of our society. Since school graduates often received a "ticket" to vocational schools, not of their own free will, they studied through the sleeves - only a small part of vocational school students after graduating from college found a job in their specialty. Because of this, these educational institutions did not have the best reputation, and the percentage of vocational school graduates retained in the workplace barely exceeded 50%. However, time does not stand still, and, as statistics show, at present the percentage of employment in working specialties of this group of young people is approaching 80%. And given that unemployment in Russia is still very high, then it is worth considering what is better: higher education from scratch (immediately after high school) and the possible status of the unemployed upon completion of studies at the university or a diploma of a vocational school graduate, guaranteed earnings, work experience and the possibility of further education? Working specialties have always been needed, and today, when a significant part of the younger generation dreams of becoming businessmen and managers, looking for easy ways to earn money, the need for qualified workers is only increasing.

The main goal of primary vocational education institutions is to train qualified workers (workers and employees) in all main areas of socially useful activity on the basis of basic general and secondary (complete) general education. It should be noted that such a formulation of the main goal of primary vocational education is somewhat outdated. At present, it can be formulated in a new way - the maximum satisfaction of the needs of all sectors of the domestic economy by qualified professional workers and specialists.

Initial vocational education is a good start for continuing education in the chosen specialty or obtaining a new one with the already existing baggage of professional knowledge and practical labor skills.

Primary vocational education institutions include:

Professional institute;

Professional Lyceum;

Training and course combine (point);

Training and production center;

Technical School;

Evening (shift) school.

Vocational schools(construction, sewing, electrical, communications, etc.) - the main type of primary vocational education institution, which provides the most massive training of qualified professional workers and specialists. The normative terms of training are 2-3 years (depending on the level of education upon admission, the chosen specialty, profession). On the basis of vocational schools, innovative methods can be developed and implemented in the field of primary vocational education in the relevant profile of training qualified personnel, providing a high level of vocational education and training, satisfying the needs of the individual and production.

Professional lyceums(technical, construction, commercial, etc.) is a center of continuing professional education, which, as a rule, provides intersectoral and interregional training of qualified specialists and workers in complex, science-intensive professions. In vocational lyceums one can get not only a specific profession of an advanced level of qualification and complete a secondary (complete) general education, but also, in some cases, acquire a secondary vocational education. This type of institution is a kind of support center for the development of primary vocational education, on the basis of which scientific research can be carried out to improve the content of the educational process, educational and program documentation, which ensure the training of competitive personnel in the conditions of market relations.

Training course complex (point),training and production center,technical school(mining and mechanical, nautical, forestry, etc.), evening (shift) school carry out the implementation of educational programs for retraining, advanced training of workers and specialists, as well as training workers and specialists of the appropriate skill level in an accelerated form of training.

In addition to the fact that education in budgetary (state and municipal) institutions of primary vocational education is free, their students are guaranteed scholarships, places in dormitories, preferential or free meals, as well as other types of benefits and material assistance in accordance with the competence of the educational institution and current regulations. .

Educational institutions of secondary vocational education (secondary specialized educational institutions). The main goals and objectives of the activities of educational institutions of secondary vocational education are:

Training of mid-level specialists on the basis of basic general, secondary (complete) general or primary vocational education;

Satisfying the needs of the labor market (taking into account the industry needs of the economic sector) in specialists with secondary vocational education;

In the presence of an appropriate license, educational institutions of secondary vocational education may implement educational programs of primary vocational education and additional professional educational programs of secondary vocational and primary vocational education.

Secondary specialized educational institutions include a technical school and a college.

Technical school (school)(agricultural, hydro-reclamation technical school; river, pedagogical school, etc.) - implements the main professional educational programs of secondary vocational education at the basic level.

College(medical, economic, etc.) - implements the main professional educational programs of secondary vocational education of basic and advanced levels.

In technical schools and colleges, vocational training is carried out at a more complex level than in institutions of primary vocational education, and, accordingly, it is much more difficult to enter them. The main professional educational programs of secondary vocational education can be mastered in various forms of education, differing in the volume of classroom studies and the organization of the educational process: full-time, part-time (evening), correspondence forms or in the form of an external student. A combination of different forms of education is allowed. The normative terms of training in educational programs of secondary vocational education are established by the state educational standard of secondary vocational education. As a rule, training lasts 3-4 years. If necessary, the terms of study for specific educational programs of secondary vocational education can be increased in comparison with the standard terms of study. The decision to increase the duration of training is made by the state authority or local government in charge of the secondary specialized educational institution. For persons with initial vocational education of the appropriate profile, secondary vocational or higher vocational education, or another sufficient level of previous training and (or) abilities, training is allowed under reduced or accelerated educational programs of secondary vocational education, the procedure for the implementation of which is established by the federal education authority.

A large number of graduates of educational institutions of secondary vocational education receive a sufficiently high theoretical level of knowledge, skills and abilities, which allows them to work in their specialty for several years without receiving higher professional education. In some cases, a diploma of secondary specialized education gives the right to receive higher professional education (as a rule, in the same specialty, but at a higher level) in a shorter period (up to three years). Students of secondary vocational institutions can combine work with study, and if education of this level is acquired for the first time, and the educational institution has state accreditation, they can use the benefits established by the labor legislation of the Russian Federation (study leave, free travel to the place of study, etc.).

By the way, this rule also applies to students of educational institutions of primary vocational education. Full-time students who receive secondary vocational education at the expense of budgetary funds are provided with scholarships in the prescribed manner. A secondary specialized educational institution, within the limits of available budgetary and extrabudgetary funds, independently, in accordance with the legislation of the Russian Federation, develops and implements measures of social support for students, including establishing scholarships and other social benefits and benefits depending on their financial situation and academic success. For success in the development of educational programs, in experimental design and other work, various forms of moral and material incentives are established for students. Students in need of living space are provided with places in a hostel if there is an appropriate housing stock of a secondary specialized educational institution.

Educational institutions of higher professional education (higher educational institutions). It makes no sense to talk specifically about the priority of higher education, since it was, is and always will be. The development of a market economy, scientific and technological progress dictate new requirements, which cannot be met without a high level of education. In recent years, it has become the norm to have two or more higher educations.

The problem of obtaining a higher education is solvable, the only question is its quality. Of course, you can buy a diploma of graduation from a particular university, such services, unfortunately, take place now, but it is impossible to acquire true knowledge for a fee without the due desire of the student himself and the corresponding efforts of a higher educational institution.

The goals and objectives of educational institutions of higher professional education are:

Training and retraining of specialists of the appropriate level on the basis of secondary (complete) general, secondary vocational education;

Meeting the needs of the state in qualified specialists with higher education and scientific and pedagogical personnel of the highest qualification;

Training, retraining and advanced training of specialists and managers;

Organization and conduct of fundamental and applied scientific research and other scientific and technical, experimental design work, including on educational issues;

Satisfying the needs of the individual in deepening and expanding education.

In accordance with the legislation of the Russian Federation on education, the following types of higher educational institutions are established: institute, university, academy. These higher educational institutions (each in accordance with its own specifics) implement educational programs of higher professional education; educational programs of postgraduate professional education; carry out training, retraining and (or) advanced training of employees for a certain area of professional, scientific and scientific-pedagogical activity. On the base universities And academies university and academic complexes may be created that unite educational institutions that implement educational programs at various levels, other institutions and non-profit organizations or structural divisions separated from them. Higher educational institutions of any kind (including their branches) may implement educational programs of primary general, basic general, secondary (complete) general, primary and secondary vocational education, as well as additional vocational education if they have the appropriate license.