The system of public education in Great Britain began to take shape in 1870, and in 1944 a system of free compulsory primary and secondary education was established. Public schools in England are funded by the state and run by local educational organizations. Private schools in England are also called "independent" and "public". They exist solely on the money that parents pay for the education of their children.
The national program is developed by the state and is mandatory for all schools. Most private schools follow the national curriculum but have the right to vary the teaching of subjects. The national program includes the following subjects: · English language · Technology and design · Geography · Mathematics · Informatics · Music · Natural sciences · Foreign languages · Art · Physical. Preparation · History
School education in England includes two modules: Primary - for children aged 4 to 11 (up to 7 years - in a toddler school, and from 7 to 11 years - in elementary school) Secondary - for children from 11 to 16 years. There are three main types of junior high schools: "grammar" schools "modern" schools "Unified" schools
Academic year from 1 September to 31 August. As a rule, the academic year is divided into semesters: autumn (before Christmas), spring (before Easter) and summer (until the end of June). Schools work, as a rule, from 9.00 to 16.00, the school week is usually 5 days. parent meetings no. Parents of each child are given 5-10 minutes for individual communication with the teacher. Mandatory school uniform Much attention in educational institutions given to charity. From an early age, children are taught to help those in need. Students in many British schools are required to do social work, such as at gas stations or in nursing homes.
In the United States, there is no unified state education system, each state has the right to determine its structure independently. School boards set school programs, hire teachers and determine program funding. States regulate education within their borders by setting standards and examining students.
Pre-school institutions where children aged 3-5 years are brought up; elementary school (grades 1-8), in which children aged 6-13 study, secondary school (grades 9-12) with the task of teaching boys and girls at the age of 12; educational institutions of the last level of education that are part of the higher education system.
An elementary school is an independent educational institution where one teacher leads all classes with a class, but often there is also an assistant teacher. Characteristic for an elementary school is the acquisition of classes according to the abilities of students. After the definition of "i-q", groups A, B and C appear - "gifted", "normal" and "incapable" and training is differentiated.
High school in the United States is usually divided into two levels - junior and senior, each for three years. There is also a four-year secondary school, based on an eight-year elementary school. In the 8th grade, a system for choosing subjects appears. Secondary schools are of different types: "academic", "professional" and "multi-disciplinary".
A - 15% of students - a constantly high level of readiness, deep knowledge and originality (excellent). B - 25% of students - a level frankly higher than average (good). C - 35% of students - the average level of assignments (medium). D - 15% of students - the minimum level of knowledge (below average). F - 10% of students - unsatisfactory results or complete ignorance of the educational material.
The academic year continues at American School Days; children study 5 days a week. The duration of training sessions per day is 5-6 hours (from 8.30 to 15.30). The composition of the class changes every year to make them approximately the same in terms of gender and race, as well as in the level of training, knowledge, skills and behavior of students. Teachers are highly specialized: a 1st grade teacher teaches only 1st grade children all his professional life, a 5th grade teacher only teaches 5th grade children, etc.
Graduates must receive credits in 16 academic courses during the last four years of study. Each such course consists of one lesson daily for 18 or 36 weeks. For the last four years, compulsory study of modern achievements in five "basic disciplines" is recommended: English (4 years), mathematics (3 years), natural sciences (3 years), social sciences (3 years), computer literacy (0.5 years) In addition, students wishing to continue their studies at a higher educational institution must complete a 2-year foreign language course.
In these countries, the state guarantees free secondary education. All school systems are divided into several levels: elementary school, basic and high school. However, the distribution of study time is different. In Russia there is a state standard of education, in the UK there is a national program, and in the USA there is no single state program. However, in all countries there is a mandatory list of subjects for study. In all countries, school education ends with written exams. Along with public schools, there are private schools where education is paid.
On the first of September the whole world opened the school doors. Numerous streams of students rushed to their classes, friends, teachers. In our country, we often hear dissatisfied speeches about domestic education. Yes, the system Russian education does not occupy a leading position in the world ranking, being located at 34 positions. I wonder how training is organized in countries higher than us?
30th place. China
On the 30th place is the Chinese education system. For the average Chinese, getting an education opens up great opportunities. Most of them strive to enter universities, where the number of applicants for one place can exceed two hundred.
The academic year is 11 months, so in the summer the children continue to study, going on vacation only in August. However, the vacation period is not for idleness. August is dedicated to self-training, accompanied by large quantity d/z.
School classes are held from 8:00 to 16:00. But after 16:00 rest does not come: students will have additional classes until nine in the evening. To withstand such a load, especially for kids, is quite difficult. Therefore, in elementary school, daytime sleep is practiced - at noon. Usually, a separate room is allocated for rest, but if it is absent, then the children are located in their “working” places - on the desks.
Russian schoolchildren are accustomed to complaining about the psychological discomfort caused by the exam. This is probably because they did not compare themselves to their Chinese peers. Failure at Gaokao (the USE in our country) is akin to a betrayal of the family - examinees in China experience such a responsibility.
20th place. Japan
According to tradition, in Japan, children under 6 years old are pampered, literally everything is allowed. Freedom ends after entering a 12-year school. The process of annual training is divided into three semesters, after each exams are taken. Breaks between semesters are devoted to preparing for examinations.
School age starts at 6 years old. The main requirements for them are diligence and discipline.
17th place. France
French babies are probably the luckiest. They study only four days a week, getting an extra day off on Wednesday. Evaluation is carried out from 1 to 20 points. To score 15 points means to do the work in good faith, and above 17 points - to show a creative approach. Schoolchildren should carry out all big changes in the air, not lingering in classrooms or corridors.
Secondary education can be obtained by studying at a college or lyceum.
6th place. Finland
Education in Finland is considered the most effective. The main condition of the system is the equality of everyone and everything. For example, all schools have the same base, any subject chosen by a child is important, there are no bad and good teachers among students and teachers - they are just different.
The individuality of the child is put at the forefront: if he is not strong in mathematics, no one will make him a great techie: they will help him reorient himself in specialization. The education system in Finland is called the "Finnish miracle". Children learn without prejudice nervous system, relaxed, absorbing knowledge according to their desires, capabilities and abilities. In addition, schools do not require uniforms, and lessons are held in a free format.
1st place. USA
The process of education in the United States is recognized as the most democratic. High school students, called students, gain points in several areas: exact, humanitarian, natural and others. The task of training is to gain as much knowledge as possible in the chosen specialization. Items that are not related to the student's future profession are simply ignored.
In addition to a clear focus, deepening in the “necessary and useful” sciences does not exclude the existence of strict, and even unusual rules in schools, for example:
- to visit the toilet during the lesson, you need to get a pass card from the teacher and put a mark on it from the adult on duty for the toilet;
- movement along the corridor takes place along clearly defined lanes;
- You can leave the building only in special cases.
But the atmosphere of classes is free and direct!
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abstract
Education systems around the world
Introduction
education primary higher
One of driving forces progress in any field of human activity and knowledge is the synthesis of accumulated world experience. In the context of the reform of the education system in our country, the study and analysis of trends in the development of education abroad is becoming increasingly important.
As is known, democratization processes are currently taking place in the education systems in the leading countries of the world. Its essential feature - along with accessibility, variability and differentiation, decentralization of management - is the openness, continuity of all its stages.
Nowadays, the world community determines the content of new education, develops and implements the latest technology education, the educational process is constantly being improved. This is facilitated by many important factors: the ever-increasing amount of knowledge, skills and abilities needed by schoolchildren, the results of research into the nature of childhood, the experience of educational institutions different countries. In addition, world education needs to correspond to a new level of production, science, and culture. This means that updating the education system is an urgent, inevitable task.
Education is one of the decisive life values. The craving for education is due not only to the desire to acquire knowledge as a guarantor of the extraction of material benefits, but also to the awareness of the need for a broad culture. When ranking life values, the majority of the population of the developed countries of the world gives preference to education.
Therefore, we can say that the analysis of various education systems and the identification of their advantages and disadvantages make it possible to identify the prerequisites and trends for the formation of a single educational space.
Based on this, the purpose of this test is to study modern education systems (using the example of the USA, Great Britain, Germany).
The object of study is the educational systems of modern countries, and its subject is the analysis of various aspects of education systems in developed countries.
Research objectives:
To study the pedagogical literature on the research problem;
Analyze the educational systems of modern countries (on the example of the systems of the USA, Great Britain, Germany);
Reveal the specific features of the development of educational systems in these countries.
The purpose and objectives of the study determined the choice of its methods:
Analysis of pedagogical literature and periodicals.
Note-taking, summarizing sources.
The structure of this work includes: introduction, three chapters, conclusion and bibliography.
1. Characteristics of educational systems
1.1 UK
Primary and secondary education
In recent decades, education in the UK has become one of the highest priority areas in public policy regardless of what political forces are in power. Decision-making that determines the prospects for the development of the industry is carried out at the highest level in the hierarchical structure of the parliament and government. The Law on Education of 1944 is considered the first act of national importance, which, although it was mainly devoted to school education, to a large extent streamlined the education system as a whole and determined its governing bodies. Then the adopted acts were reviewed and supplemented. But by the 1960s there was a need to revise and improve the quality of education, and it tends to exist in modern England as well. Thus, in 1993 the UK National Education Commission published a report with the eloquent title “Learning to Succeed. A radical view of education today and a strategy for the future, which provides recommendations on how to achieve positive changes in education.
In accordance with the administrative division and established traditions, the UK education system is divided into three subsystems: 1) England and Wales, 2) Northern Ireland and 3) Scotland. The education systems of England, Wales and Northern Ireland differ slightly in their structure, while the Scottish education system has its own traditional features. The modern UK education system includes: pre-school education, primary education, general secondary education, further education system and higher education.
In the UK, about 50% of three- to four-year-olds are brought up in kindergartens or baby centres. Compulsory education begins at the age of 5, and children go to a toddler school.
The compulsory education system covers children and adolescents from 5 to 16 years of age. In accordance with the Education Reform Act (1988), the period of compulsory education is divided into four "key stages": from 5 to 7 years old, from 7 to 11 years old, from 11 to 14 years old, from 14 to 16 years old.
Primary education covers the first two stages (from 5 to 11 years). Children are usually grouped into age classes. All subjects are taught by one teacher. The lesson lasts from 15 to 45 minutes. After graduation, children do not take exams and do not receive graduation certificates. In elementary school, most of the time is devoted to studying of English language(40% of study time), 15% is physical education, about 12% manual labor and art, the rest of the hours are distributed between the lessons of arithmetic, history, geography, natural history and religion.
In the system of secondary education in Great Britain, there are two main types of schools: grammar and integrated (in addition to them, technical and modern secondary schools also function). The most popular type of schools are joint schools. About 90% of students in England study in them. The integrated school accepts primary school graduates with different levels of mental abilities and abilities. United schools were organized with the aim of creating equal opportunities for education. They were supposed to provide joint education for students with different abilities, interests and opportunities. Grammar schools provide general complete secondary education and prepare students for higher education. After the end of the 5th grade, approximately 60% of students who pass the exams and receive a general certificate of education at the ordinary level leave school. The remaining 40% continue their education on individual curricula in the two-year 6th grade, which is graduation.
The system of further education (in our understanding, “secondary vocational education”) is a conglomeration of a large number of various colleges, training centers, institutes that provide training at various levels from vocational to higher. In total, there are about 700 specialized educational institutions in the further education system, from local colleges, which train young people aged 16-18 years on the job, to polytechnic, comprehensive educational institutions, which provide training at various levels, including and supreme.
All institutions of further education are under the control of local authorities. The exception is educational institutions that have royal charters. Compared to previous years, the number of full-time students in the general student body is growing. Significant changes have taken place in the system of further education since the 1960s. Its educational institutions were given the right to award academic degrees, i.e. there was an opportunity to get higher education not only at universities, but also at polytechnic educational institutions, opened on the basis of the largest technical and commercial colleges. At present, polytechnic colleges are the main institutions of the system of further education, in which the training of specialists with higher education is concentrated.
Vocational training is carried out in integrated schools, technical (vocational) colleges, industrial training centers and employment centers. In a special place are vocational colleges. Here there is the widest range of training - from a skilled worker to an intermediate level specialist. Colleges are closely related to on-the-job training. The terms of study in a professional college range from one to five years.
Development of the higher education system
Higher education in the UK it is represented by universities and polytechnics. Until the 60s. it was carried out exclusively in universities. But in the 50s and 60s in the UK, the contradictions between the capabilities of the education system at all its levels and the social needs of a socio-economic nature are beginning to sharply intensify. Education reforms in the UK began with higher education. In the early 1960s, an acute shortage of highly qualified personnel began to be felt in the country.
The 1960s are marked by the rapid growth of university education. During this period, 23 universities were created in the country, or half of those that currently exist.
In 1964-1977. A new type of higher education institution for Great Britain was created - a technological university. The 10 former "colleges of advanced technology" became universities of technology.
In 1969, the world's first distance learning university was established - Open University. Over the period of the 1960s and 1970s, the number of university students more than doubled (in 1970, 259,000 students studied at universities in the UK), and the total number of universities increased to 45.
Parallel to the development of university education, the formation and expansion of the public sector of higher education, professionally oriented and designed to meet local needs, is taking place. It was based on 30 polytechnic colleges established in 1969-1970. as a result of the merger of a number of technical, commercial and arts colleges. The importance of the alternative sector of higher education is constantly growing.
Thus, in the 1960s and early 1970s, a binary system of higher education was formed in Great Britain, represented, on the one hand, by universities, and, on the other, by polytechnic colleges and other educational institutions of the public sector of higher education.
The conservative government that came to power in 1979 began to pursue tactics of bringing the two sectors of higher education closer together, leveling the legal basis for the activities of all higher education institutions, regardless of their status. The main activities of this period were aimed at encouraging the activities of higher educational institutions to improve management and financing mechanisms in order to meet the socio-economic needs of the country.
Funding has become the main lever of influence on the higher education system. In the early 1980s the government is taking a number of measures to reduce the cost of university education in order to use them more rationally. Basically, natural-science and engineering-technical areas of training are being developed, commercial activities of universities are encouraged, and their contacts with industrial and commercial areas are expanded. The autonomy of universities is sharply limited, since the government requires reporting on the expenditure side of the budget, which was new in university life, and also introduces control over the regulation of the number and their distribution in the areas of student training, the formation of the content of education, directions scientific research. There is also direct control over the activities of universities by the Royal Inspectorate. First of all, this refers to the organization of pedagogical education in universities.
If for universities the main problem has become the professionalization of education, then for polytechnic colleges it is the strengthening of general scientific and general professional training. The latter from the very beginning had strong ties with industrial and commercial enterprises and firms. However, they were largely dependent on the local education authorities for both financial, administrative and educational purposes. Therefore, the main task of these colleges was to limit the "petty" care of local authorities and transfer to the jurisdiction of the central educational authorities. In this respect, the aims of universities and polytechnics were opposite.
It should also be noted that according to the structure, universities are divided into collegiate and unitary. The most striking example of collegiate universities is Oxford and Cambridge, which respectively comprise 39 and 29 colleges. The structure of unitary universities includes faculties and educational departments.
Universities are governed by their royal charters or statutes.
Formally, the university is headed by a chancellor appointed by the queen, who is usually a ceremonial figure. In reality, the head of the university administration is the Vice-Chancellor or Rector. The governing bodies of the universities are the council and the senate. The Council is the highest administrative body that forms the teaching and auxiliary staff and resolves financial issues. The Senate is an academic body. The chairman of the council and the senate is the Vice-Chancellor, who is elected. The composition of the governing bodies is also elected. Representatives of the teaching staff, students and external organizations interested in training specialists.
The academic year in UK universities begins in October and is usually divided into trimesters of 8-10 weeks each. Duration summer holidays four months - from June 1 to September 30.
The system of examinations in universities is determined by the charters, but in most cases there are two main examinations - at the end of the 1st and 3rd years of study; examination results usually determine the type and level of the degree awarded. Graduates of higher educational institutions are awarded academic degrees; university and the Council for National Academic Qualifications.
The higher education reform currently underway in the UK under the Further and Higher Education Act includes:
creation of a unified funding structure for universities, polytechnics and colleges of the higher education system;
further improvement of the quality of training of specialists and, for this purpose, organization of external control over the quality of training with the help of a national audit body established by universities;
establishing closer ties between universities and industrial enterprises and commercial structures for the further economic development of the country;
expanding access to higher education for the adult population of the country
Thus, the improvement of the UK education system in recent decades has been one of the noticeable processes in the social and cultural life of the country, a reliable tool for solving the socio-economic problems of the state.
1.2 Germany
The education system in Germany is a classic three-tier structure, consisting of primary, secondary and higher education. At all levels of this structure, both public and private educational institutions are represented, although the number of the latter is insignificant. The German state guarantees all citizens the receipt of compulsory secondary education, so education in public primary and secondary schools is free. In most cases, tuition at public universities is also free.
The main features of the modern education system in Germany were formed during the period of the Weimar Republic (1920s), when the secondary school was divided into a complete public school, a real school and a gymnasium. Until the early 1950s, education in a real school and gymnasium was paid.
The network of preschool children's institutions in Germany is poorly developed. A small number of kindergartens, mostly privately run, cater for children aged 3-5 years.
Education at school begins at the age of 6 and is obligatory for 9, and in some states 10 years.
The first stage in the school system is the elementary school: grades I-IV, in some lands grades I-VI. Comprehensive education is widely used in primary school, especially in the first 2 years. German language, arithmetic, local history, music, physical education, religion are taught in the complex. Only in grades III and IV separate subjects are singled out, although language, local history and music continue to be taught in the complex.
Education in a full folk school continues until the IX or X grade. This type of educational institution is aimed primarily at obtaining a profession: in general, students attend professional skills lessons more readily than classes in other subjects.
The German educational system does not create deadlocks in terms of continuing education, and those who graduate from a full public school, subject to a number of conditions (additional attendance at classes, passing exams), can receive a certificate from a real school. The real school is characterized by West German educators as "theoretical and practical". In contrast to the full folk school, in a real one, physics, chemistry, biology and English are taught as compulsory subjects. Mathematics is taught at a higher level. Students who do well in real schools can transfer to gymnasiums.
Gymnasiums are the only educational institutions that provide access to higher education. No more than 16% of adolescents of the corresponding age study at its lower levels. In the course of study, there is a dropout of schoolchildren, which is especially large after the tenth grade, as well as at the transition from the middle to the senior level of the gymnasium (grades XI-XIII). Only half of those who entered it graduate from the gymnasium in the thirteenth grade.
In the former GDR, after reunification, the first step in the transition of the secondary education system to new operating conditions was the creation of three types of schools: full folk, real and gymnasium. However, while they exist as if one above the other: the end of the X class is equated to the end of a complete public school, and the IX class is divided into graduation class full folk school and IX grade (elementary) real school. A graduate of grade X receives a certificate of graduation from a real school, and grades XI-XII have the status of a gymnasium level of education. The first half of the 10th grade is considered a trial period, and during this period there is a significant dropout, so that the number of graduates of a real school studying at a gymnasium is about 16%.
The state system of vocational education is obligatory for graduates of the complete folk school. Of all its trainees, the vast majority attend classes at a lower-type vocational school on the job, where they take an apprenticeship course. Classes at the school continue for 3 years for 6 - 8 hours a week.
The system of advanced vocational schools is very diverse. It includes many "schools of specialties" - home economics, medical, agricultural, etc. with a training period of 1 - 4 years. These schools train skilled workers mainly for the service sector.
The German higher education system unites 326 educational institutions, the vast majority of which are state-owned (non-state universities are required to have a state teaching license).
It should also be noted that the policy of the federal government is aimed at strengthening the cooperation of universities with industrial firms. From the 50s. a common form of "joint research" is when small and medium-sized firms in a certain industry create an alliance with a university (or with a research institute) to work on problems in which the member firms are interested in solving.
It is important that not only internships for employees of firms in universities are practiced, but also the work of students and young scientists in firms. This is especially true for special (professional) universities, where even teachers are required to periodically undergo internships at the firm.
One of the promising features of the German education system, including higher education, is the Education Stimulation Act. For students it provides monthly payments approximately 600 marks, with half of the funds transferred as gratuitous grants, and the other as a loan (the funds are paid to schoolchildren exclusively in the form of grants, however, in order to qualify for such a scholarship, they must submit documents indicating that their parents are not able to contain).
The modern German school is a unique pedagogical space, within which there is not so much a territorial reunification as a spiritual, ideological development of the German nation. At the same time, one of the priority tasks at present is to join the “single European school” while maintaining the best national traditions. In this regard, Germany is revising the goals and objectives of secondary education, modernizing its content in anticipation of the requirements of the future world.
1.3 US
The modern US education system, which has developed under the influence of historical, economic and social factors, is characterized by a number of features that largely distinguish it from Western European standards. In the United States, there is no unified state education system, each state has the right to determine its structure independently.
The modern US education system is built on the principles of self-government, self-financing and self-determination with effective interaction between federal and local authorities.
The idea of local self-government schools is seen as essential to the nation. In practice, this means that individual state committees develop regional school policy, set mandatory curriculum standards, distribute appropriations among districts, determine qualification requirements for teachers, and deal with the material and technical equipment of schools. As you can see, the main questions - what to teach, who teaches and for what fee, how to evaluate and transfer a student to the next class, under what conditions to present certificates of education, what textbooks to use - are within the competence of the states.
The modern US education system includes preschool institutions, general education "all-encompassing" school (complete secondary education - 12 years of study) and the so-called post-secondary educational institutions (professional and higher).
Preschool institutions almost until the middle of the 20th century. were perceived by the majority of the population as organizations of social assistance to the poor. In the 2nd floor. 20th century With ample choice of part-time jobs, about half of American mothers still choose to raise their children aged 3-5 at home. Among whites, the proportion of such mothers is higher. Programs preschool education and education aims to prepare children for primary school. They are diverse, flexible in essence and democratic in content, aimed at teaching independence, initiative, and skills of mutual communication. At the same time, preschool institutions maintain close contact with parents.
From 6 to 12 years of age, children study in primary (elementary) school. The primary education program includes English language and literature, mathematics, science, civics, vocational training, aesthetic education cycle (music, drawing, singing, sculpture), sports and physical education. It gives elementary skills and knowledge, develops a conscious attitude to learning.
High school (college of secondary education) usually consists of two parts: junior and senior. In junior high school (junior high school) (grades VII-IX), a third of the study time is devoted to a common program for all, and the rest to the study of elective subjects (elective). Senior High School (grades X-XII) usually offers a compulsory set of five subjects and many study profiles of academic and practical orientation.
In 1993, more than 85,000 educational institutions provided general education. At the level of primary and incomplete secondary, there were over 35 million students; over 12 million students received complete secondary education (or related vocational training). 1.4 million teachers were employed in teaching at the primary and lower secondary level, and about 1.1 million teachers at the upper secondary level.
Vocational training is carried out in secondary schools, regional vocational centers (organized through the cooperation of several secondary educational institutions) and vocational skills centers. Students acquire various specialties at the skilled worker level. The scale of vocational training is quite impressive. Typically, students are offered at least two or three vocational training courses. In a number of schools, this set reaches six courses. At least two-thirds of secondary school students are enrolled in at least one vocational training program.
Higher education in the United States is characterized by a significant variety of curricula, courses and disciplines studied, representing a single social institution that performs important economic, social and ideological functions.
In the 90s. the system of higher education is the most dynamically developing branch of education in the United States.
American universities are usually campuses, the so-called campuses. They have educational and laboratory buildings, libraries, dormitories, residential buildings for faculty, facilities Catering, sports and cultural facilities.
The actual problem of higher education is still attracting talented young people to technical universities, the need to reorganize the education system for obtaining a master's degree (2nd academic) and a scientist - a doctor. According to scientists, in the coming century there will be a significant shortage of specialists in engineering and technical profile.
An important indicator of the level of the university is the so-called degree of selectivity. Nearly 1,400 universities accept all applicants; over 100 universities in individual states are highly selective, although they are also subject to the rule of preferential enrollment of "local" applicants. Private highly selective universities accept about 30% of applicants. The identification of the best and the creation of favorable conditions for them continues throughout the entire period of study. Another important indicator of the quality of a university is the ratio of students and teachers. AT best universities USA there are 6 students per teacher; among university mentors, the proportion of doctors of science is about 97%.
The qualitative implementation of the principles of improving higher education, adapting them to a constantly changing society, will allow us to rise to the level of awareness of new, necessary modern man knowledge and skills, to appreciate the new information technology era.
2. General analysis of education systems
2.1 Secondary education
In the second half of the twentieth century, reforms of the general education system took place in the leading countries of the world. The terms of compulsory free education have been increased. There is an intermediate level between elementary and high school.
Upon completion of primary and incomplete secondary education, students are distributed into three main educational streams: a complete general education school, which focuses on theoretical training and further education at the university; secondary school with an emphasis on preparation for studying at a technical university; vocational schools.
Along with the state, there are private educational institutions. They are usually paid. Some of them are privileged (English "public schools", American independent schools, etc.).
State policy towards private schools in different countries is based on different principles. In the US, the authorities pay less attention to them than to public educational institutions, which is expressed primarily in funding preferences. In England, when subsidized, private and public schools enjoy equal rights.
In almost all leading countries of the world, the school is a priority object of financing. In the early 1990s, the share of education costs in the total amount of expenditures was: USA, England - about 14%, Germany - about 10%. School appropriations in these countries in the 80s grew faster than the national income as a whole, establishing itself as one of the main budget items.
Maintaining school education at a sufficiently high level is an important prerequisite for the dynamic development of society. Highly industrialized states have achieved impressive economic achievements largely due to the influx of qualified and trained personnel from the education system.
Note that there is no permanent combination of criteria and indicators of educational efficiency. We are talking not only about preparing well-trained youth, but also about the formation within the walls of educational institutions of a capable, enterprising generation following the ideals of humanism.
Basically, in the pedagogical circles of all the countries studied, it is believed that in order to improve the level of education, first of all, it is necessary to modernize the content, forms and methods of school education.
In the leading countries of the world, active attempts are being made to improve the effectiveness of education. In the West, the United States is leading the movement to improve the quality of education. In this country, on the basis of a common desire to improve the performance of the school, central and local authorities, teachers and the public are united. To stimulate the relevant activities of individual educational institutions, a certain accreditation procedure is applied. In case of successful accreditation, when the viability of an educational institution that provides quality education is confirmed, the school receives additional loans.
No less care is taken to improve the quality of education in other countries. Thus, in 1993 the UK National Education Commission published a report with the eloquent title “Learning to Succeed. A radical view of education today and a strategy for the future. Recommendations on how to achieve positive changes are formulated in the form of several goals: reducing the volume of compulsory education, improving the system of professional development of teachers, concentrating the management of education and training of teachers in the hands of one body, increasing investment in education, increasing public participation in school activities.
In conclusion, there are several main patterns of general secondary education in the studied countries:
* the duration of study in a complete secondary school is about 12 years;
* complete secondary school is mainly divided into 3 levels: primary, secondary and senior;
* obligatory is education only in secondary school, after which the student chooses a further path of education: academic - for the purpose of entering a university or professional - for secondary specialized education;
* in high school (usually grades 10-12) profile education - with the number of areas of specialization from two to four;
* the number of compulsory academic disciplines in high school is significantly reduced, as a rule, to 58, the study of which is emphasized during the subsequent period of study;
* in some countries, not all applicants receive a high school diploma (diploma, certificate);
*in most countries, admission to a university is based on a competition of attestations (diplomas, certificates) or on the basis of test results, uniform for the country or individual for universities, based, as a rule, on measuring the level of an applicant's abilities.
2.2 Higher education
In the studied countries of the world, networks of higher education have expanded dramatically over the past quarter century. This process reflected the growing role of higher education in economic progress, the enrichment of ideas about life ideals. The social composition of the students has noticeably changed: it has become more democratic. The content of university and non-university higher education programs is changing.
The key problem of the policy of the leading countries of the world in relation to higher education is the maintenance of the quality of education. To solve this problem, the mechanism of state control over the activities of higher education is being reformed. Thus, in England, since 1993, there has been a system for assessing the quality of higher schools, carried out by the Council for Higher Education. The amount of state subsidies for individual educational institutions depends on the results of such an assessment. A similar system operates in the USA. In some states, such an assessment is carried out by special educational quality assurance agencies.
The intensified competition of states in the field of higher education is, in fact, economic competition, since education in modern conditions has become the main source of economic growth. According to American scientists who study the problems of the economics of education, the share of the latter accounts for 15-20% of the growth in national income. In addition, from 20 to 40% of growth comes from the improvement of scientific knowledge and its application - a process in which the leading role belongs to higher educational institutions, and it is there that the vast majority of fundamental research is concentrated in all Western countries.
The significance of the contribution of higher education to the reform of society is confirmed by world experience. It shows that all countries that successfully overcame the transition to modern market relations considered the field of higher education as a priority and proceeded from this in their investment policy.
The political elite in Great Britain, Germany and the United States formed a kind of cult of education, supported by regular meetings of heads of state with the best students, graduate students, teachers and presenting them to the public as the “intellectual value of the country”.
Such meetings emphasize that education is the main indicator of the quality of life, the core of economic power and the creative potential of each person.
Conclusion
It is natural that the problems of education have always occupied the most important place in the activities of any state: it is education that is one of the fundamental means of reproduction and development of the culture of society and man, the spiritual, intellectual and professional potentials of society. Recent times designated as a transitional period for the development of society, the subject of education, due to a number of objective and subjective conditions, has moved to the center of public ideas and discussions, in which almost all segments and groups of the population, representatives of science from various countries, all branches and levels of legislative and executive authorities.
The need to comprehend the real problems of education in modern conditions is becoming increasingly relevant and significant. This is due not only to the causes of the socio-economic order, but to a large extent by the change in the paradigms of social development. All this, of course, is reflected in the state and prospects for the development of education as an important part of the social sphere, a cultural phenomenon, one of the driving forces of a progressive social movement.
Having analyzed modern tendencies development of the education systems of the leading Western countries, we can conclude that each of these countries has certain established traditions in the field of education, which are associated with the peculiarities of their socio-economic development, historical and national conditions. But at the same time, they also have a certain similarity in the problems of reforming the school associated with the modernization of the content of education, which leads to the unification of the efforts of the entire world community to resolve these problems.
Therefore, we can say that comparative analysis different systems of education and the identification of specific approaches to the content of education make it possible to highlight the prerequisites and trends in the formation of a single educational space.
List of used literature
1. Alferov Yu.S. Monitoring the development of education in the world // Pedagogy, 2002, no. 7.
2. Barbariga A.A. Secondary and secondary specialized education in modern England. - Kyiv, 2005.
3. Veizerov V.A. Pre-school education and upbringing in Britain // Education in modern school, 2005, no. 4.
4. Vorobyov N.E., Ivanova N.V. Modernization of the educational process in high school in Germany // Pedagogy, 2002, no. 7.
5. Vulfson B.L. Comparative Pedagogy. - M., 2003.
6. Higher education in the USA // Pedagogy, 2004, No. 3.
7. Galagan A.I. Financing education in developed foreign countries. - M., 2003.
8. Dzhurinsky A.N. Development of education in modern world. - M., 1999.
9. Paramonova L.A. Pre-school and primary education abroad. - M., 2001.
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Introduction
The conditions for admission to higher educational institutions, the forms of payment for higher education used by the state and the population, have been the subject of heated discussions in the media, and in the universities themselves, and in scientific circles, and in government bodies in recent years. The central topic of discussions about the shortcomings of the existing rules and the feasibility of a large-scale introduction of new mechanisms is the ratio of public and private financing of higher education and the conditions for obtaining it for budgetary funds. But relatively little attention is paid to discussing the impact of existing and proposed mechanisms on the accessibility of higher education for various groups of the population. Differences in the opportunities for higher education for representatives of different social groups have a decisive impact on the nature of the economic and social development of society and should be the subject of careful analysis and purposeful state policy. The problem of accessibility of higher education in Russia is being actively developed at the present time. But the focus of ongoing research is the impact on the accessibility of higher education for different groups population of their various socio-economic characteristics (level of family income, social status, place of residence, etc.). The role of institutional factors - formal and informal rules for admission to universities and economic conditions for obtaining higher education - in reproducing differences in the accessibility of higher education for different social groups has not been the subject of special studies.
Classical education or emphasis on high technology? Uniformity for the sake of national cohesion - or a kingdom of flourishing complexity? Free education of a good level - or will parents have to pay for almost everything, except for the notorious "physical education and life safety"? There is not only no consensus, but also no clarity about all this in Russian society: even experts prefer to speak in long, unimportant phrases when making public statements. Perhaps it will be easier to understand the desired direction of reform if we briefly become acquainted with the most famous school systems in the world. The education system in the USA
The state system of education, as such, does not exist in America. Although schools are funded primarily by the state, each state has a local, elected board of education that develops curricula and is in charge of schooling. There are no uniform standards in the school education system - their quality often depends on the place of residence that the family chooses. The content and scope of the material to be comprehended by the student (as well as textbooks and other printed materials intended for use in the classroom) are specified in the schools by the teachers themselves. And here it remains to rely on the education, professional qualifications and responsibility of the teacher. Higher education is paid and quite expensive. In many families, dads and moms start saving up for college even before their child - he or she - utters the first word. Many students are self-sufficient - earning money while studying or taking a loan for education. This means that after graduating from college or university, not only a diploma awaits them, but also a heavy burden of debt (there are educational loans). Features of the education system in the UK In the UK, there is a system of free education that any child can receive, regardless of the nationality, race and social status of his parents. Along with free municipal schools, there are also private, paid educational institutions. Universities differ from all other universities in that they have the right to independently award academic degrees and determine the conditions for obtaining them. The differences among universities are quite strong. The "new" universities are more focused on the professional training of graduates, while the old and "red-brick" universities pay more attention to classical academic education. Higher education is paid. The model in the UK is modeled on the higher education funding model used in the US, which includes a flexible policy of combining high tuition fees with low-interest, long-term loans. The credit system has negative sides. In particular, for this reason, young people's anxiety about repayment of a loan is increasing, and more and more young people prefer an early start to work rather than higher education.
Features of the education system in Japan Higher education
As of 2005, more than 2.8 million Japanese students were studying at 726 universities. Higher education involves four years of study for a bachelor's degree. Sometimes a six-year program is offered to achieve a specific professional degree. There are 2 types of universities: 96 national universities and 39 public universities. The remaining 372 establishments in 1991 were private.
There is practically no free education in the country. As of 2011, out of 2,880,000 Japanese university students, only about 100 received a Japanese government scholarship. Scholarships are given only to the most talented and most insecure students, and they are issued with the condition of return and do not fully cover tuition costs.
Features of the education system in China
The Chinese take education very seriously: universities invite the best foreign teachers, the state invests huge amounts of money in education.
Preschool institutions in China are kindergartens. Children are accepted there at the age of 3 - 6 years. Now there are about 150 thousand kindergartens in the country.
Secondary education in China has three stages. At the first stage, education is free.
At the end of a higher education institution, three academic degrees are established.
Higher education
According to the law, there are three types of higher education in China:
Courses with special curricula (term of study 2-3 years),
Bachelor's degree (4-5 years),
Master (additional 2-3 years).
At the end of a higher education institution, three academic degrees are established:
Bachelor,
Master,
To enter a university, you must have a certificate of secondary education and be over 18 years old. Applicants take entrance exams and a language test. Teaching in educational institutions is conducted on Chinese. If a foreign applicant does not speak Chinese, then it is possible to enroll in 1-2-year language courses, after which you can enter the university. There are also short-term Chinese language courses for a period of one month.
Education in the master's and doctoral studies is possible in English.
The academic year begins in September and consists of 2 semesters, at the end of which students take exams. In the process of study there are no seminars and tests as such.
Education at universities is paid, but there is a chance to get a scholarship - for which you need to apply from January to March to the Chinese Embassy or to a special council that is directly involved in the distribution of scholarships. The scholarship covers the cost of tuition, medical insurance, accommodation and meals. Features of the education system in Italy The matriculation exam at 18 paves the way for university admission and a bachelor's degree
The university is considered free, but everyone is required to pay a tuition tax. Its size is set in accordance with the income of the student's family. If you study well, then at a state university you can be exempted from paying tax. A very important difference from our system is the absence of exam tickets. Examinations are written and oral. Literature, history, linguistics, philology are usually taken orally. Each exam requires 99.9% self-study as the lectures only provide a small portion of what you need to know about the subject. Far from everyone copes with the exams: only three out of ten students reach the diploma. Each professor has certain visiting hours when he can personally listen to you and advise which books will be most useful to you. If you wish, you can apply to have a "curator" for one of your major subjects. With him you can always consult about the curriculum, exams, programs, books and, of course, thesis. Another possibility is to go to the counseling center that exists at each faculty
Education system in Russia
Russian universities use two main admission mechanisms: 1) on the basis of a general competition based on the results of passing exams at the university and 2) targeted admission based on a separate competition. A number of categories of persons are entitled to preferential conditions for admission to universities. AT Soviet time education in universities was free for students. In the last decade, under the influence of changes in the economy, there has been a transformation of institutions that regulate the conditions for obtaining higher education. In addition to free education, the market for paid educational services is intensively developing, both legal and shadow. These processes obviously change the situation with the accessibility of higher education for various social groups. Thus, the growth in the number of universities and the size of enrollment increases the opportunities for people who have received a general education to continue their studies at a university. But the simultaneous spread of paid services to prepare for entering a university and the development of shadow forms of payment for admission narrows the opportunities for talented children from low-income families to get into universities that are in high demand.
One of the prevailing trends in higher education in Russia is the increase in the share of paid education.
The main problems of the education system
If we talk about the problems of education in connection with the general economic situation in the country, then in general they boil down to the following three:
1 insufficient funding of institutions of higher, secondary and primary vocational education (budget funding is carried out at best by 40-50%);
2 poor material and technical support of the educational process (over the past 10 years, almost 90% of educational institutions of the education system have not received funds from the budget for the purchase of new educational and laboratory equipment);
3 low wage teachers
4 the availability of quality education in gymnasiums, lyceums, colleges and universities for talented children from low-income families, remote regions of Russia has become quite problematic, and to a large extent depends not so much on the abilities of children and young people, but on the financial situation of the family (tutoring, paid courses, tuition fees), and for those entering universities - from the place of residence.
As a consequence of the above, a decrease in the quality of education at the main levels has become noticeable:
- general medium - outdated structure, overloaded school programs;
- primary and secondary vocational - rupture of educational and industrial relations with basic enterprises;
- higher - features of the creation of non-state universities, the introduction of "paid education", the opening of numerous branches of state universities that do not always function well.
Paid education has largely proved to be ineffective due to factors such as:
most of the funds from paid higher education are directed not to support state universities, but to non-state ones, which do not always provide a level of education quality;
lack of a clear distinction between paid and free educational services in preschool and school education;
most of the funds from tutoring bypass the budgets of universities and criminalize the processes of entrance examinations.
Main measures and directions in the education system of the Russian Federation
In higher professional education:
Development of a new generation of state standards for higher education, taking into account the current and future needs of the state, society, and the individual;
Increasing the role of the constituent entities of the Russian Federation both in determining the structure and scope of training of specialists, and in assessing the quality of the work of universities (during attestation and accreditation, by monitoring the implementation of licensing requirements by educational institutions);
Development of the practice of co-establishment of universities by the subjects of the Federation and federal executive authorities;
Development of new, more stringent, requirements for attestation and accreditation of universities, in the first place - branches and non-state;
The introduction of state repayable subsidies or educational loans for higher education (partially or fully repaid by the state when a graduate works on state distribution);
Creation of more equitable access to higher education on the basis of experimental development of the system of unified state examinations”
In essence, we are talking about creating a reliable mechanism for the sustainable development of the education system, for which it is necessary to solve the following tasks:
Ensuring state guarantees of accessibility and equal opportunities to receive a full-fledged education;
Achieving a new modern quality of preschool, general and vocational education;
Formation in the education system of legal, organizational and economic mechanisms for attracting and using extrabudgetary resources;
Raising the social status and professionalism of educators, strengthening their state and public support;
Development of education as an open state-public system based on the distribution of responsibility between the subjects of educational policy and increasing the role of all participants in the educational process - the student, teacher, parent, educational institution
Comparative characteristics of education systems in Russia, USA, Germany and Japan.
Any society to ensure progressive development must implement the function of education. To this end, it creates an educational system, i.e. complex of educational institutions.
According to their organizational and legal forms, educational institutions can be:
State,
municipal,
Non-state (private, public and religious organizations).
AT Russia educational institutions include the following types:
preschool;
General education (primary general, basic general,
secondary (complete) general education). The secondary general education school has three levels: 1st level - elementary school (3-4 years); Stage 2 - basic school (5 years); Level 3 - secondary school (2 - 3 years).;
Special (correctional) for children with developmental disabilities; institutions
add. education; institutions for orphans and children left without parental care; other institutions.
AT USA there is no unified state education system, each state has the right to determine its structure independently.
The US education system includes:
Pre-school institutions where children aged 3-5 years are brought up;
Primary school (grades 1-6) for children aged 6-11;
Secondary school (grades 7-12) with the task of teaching boys and girls aged 12-17; educational institutions after the secondary level of education that are part of the higher education system.
Training in Germany starts at age six in a single primary school (grades 1-4) and then continues in one of three types of schools:
Basic school (grades 5-10),
Real school (5-10 or 7-10 grades),
Gymnasium (grades 5-13 or 7-13).
Schooling course in Japan takes 12 years, and half of it falls on primary school (grades 1-6). The secondary school consists of two levels: the compulsory lower secondary school (7-10) and the optional upper secondary school (11-12). Vocational primary and secondary education is given predominantly in secondary general education institutions and partly in special schools.
Preschool educational institutions in Russia(kindergarten, nursery school, gymnasium, children's development center, etc.) are created to help the family to raise children from 1 to 6 years old.
Education and training carried out in preschool educational institutions are the preparatory stage of primary education. Such a characteristic of preschool education can be given not only to Russia, but also to all other countries, significant differences in the principles of education in preschool age in Russia is not observed.
School Germany education starts at the age of 6 and is compulsory for all children. The readiness of the future student is determined not by school commissions, but by doctors and social psychologists.
German elementary schools are organizationally and administratively independent institutions. Their training lasts 4 years. From grade 3, performance is assessed on a 6-point scale. The highest marks "1" and "2" ("very good" and "good"), marks "5" and "6" are considered unsatisfactory.
At the end elementary school students receive diplomas with grades in all subjects, characteristics and recommendations for continuing education in one or another type of high school: gymnasium, general education or unified school, real school, basic school. The opinion of parents also plays an important role in choosing a school.
Schooling course in Japan takes 12 years, and half of it falls on primary school due to the exceptional complexity and laboriousness of learning the native language. Primary education in Japan starts at the age of six. In primary
school (grades 1-3), most of the study time is devoted to Japanese and arithmetic. Students must learn 1850 hieroglyphs - the minimum set
Ministry of Education (but even to read books and newspapers you need to know
much more - up to 3 thousand). Half of this hieroglyphic minimum
should be mastered in elementary grades. Every day after classes in a regular school, children go back to study in a non-mandatory school, but extremely
necessary for the transition to the next level of secondary school and in
university.
Main school Russia lays a solid foundation for the general educational preparation necessary for the graduate to continue his education, his full inclusion in the life of society. Basic school is compulsory. Graduates of the basic school continue their education in the secondary school. They also have the right to continue their education in vocational schools various types and profile with different periods of study, in evening and correspondence secondary schools.
secondary school USA(college of secondary education) usually consists of two units: junior and senior. In the junior high school (junior high school) (grades 7-9), a third of the study time is devoted to a common program for all, and the rest to the study of elective subjects (elective). Senior High School (Grades 10-12) typically offers a required set of five academic subjects and a variety of academic and practical curriculum profiles.
The main way to assess and control knowledge in the American school is tests. Grades are given according to five-point or hundred-point systems: A (93-100) - excellent; D (65-74) - bad; E (0-^64) - does not count. The senior secondary school is a general educational institution. Students usually leave school at the age of 17 or 18.
Germany. On average, about 20% of students admitted to the 5th grade reach the successful completion of the Abitur. Many schoolchildren for whom gymnasium education is beyond their strength or their plans change, finish their studies in grades 10-11 or even earlier move to other types of schools. AT
in a real school and ordinary (non-gymnasium) classes of a general education school, education continues until grade 10, after which students take exams for a diploma of secondary education.
Real and comprehensive schools- the most common types of schools in Germany.
The shortest path to a profession is considered to be the basic school (Haupt-schule), where students study until the 9th or 10th grade. With a Hauptschule certificate, you can subsequently acquire a profession that does not require high qualifications.
In grades 5-8, core subjects for all students
are religion, German, one or two foreign languages, geography, mathematics, biology, music, art, sports, history, physics. In the 9th grade, students may refuse to study some subjects, while taking one or two additional subjects of their choice.
Along with the core subjects, grades for elective subjects are included in the Mittlere Reife Secondary Diploma.
In the gymnasium, starting from the 11th year of study, schoolchildren are already studying completely according to individual plans, and the organization of classes resembles that of a university. There are no classes, only groups that are formed freely. Students draw up a curriculum on their own, but according to certain rules. All subjects are divided into three groups: philological (German and
foreign languages), natural science (mathematics, physics, chemistry,
biology, computer science), social science (history, social science,
geography, religion, ethics or pedagogy). Until the end of schooling, the main subjects remain for all students (German language, mathematics, etc.)
In primary and secondary schools Japan a five-level
rating scale: S (very good), A (good), B (satisfactory), C
(bad), D (very bad). In high school, when assessing knowledge, it is used as
and in American secondary schools, the credit system.
Professional educational institutions in Russia created
for the implementation of professional educational programs of primary, secondary and higher professional education. Primary vocational education can be obtained in vocational and other schools.
Secondary vocational education is aimed at training mid-level specialists, meeting the needs of the individual in deepening and expanding education on the basis of basic general, secondary (complete) general or primary vocational education.
Higher vocational education aims to train and retrain specialists of the appropriate level, meet the needs of the individual in deepening and expanding education on the basis of secondary (complete) general, secondary vocational education. His
can be obtained in educational institutions of higher professional
education (higher educational institutions) - universities, academies,
institutes, colleges. Persons with primary and secondary vocational
education of the relevant profile, can receive higher
vocational education on a reduced, accelerated program.
Postgraduate professional education provides
citizens the opportunity to improve the level of education, scientific and
pedagogical qualification on the basis of higher professional
education. To obtain it, institutes, graduate schools,
doctoral studies, residencies, adjunctures at educational institutions
higher professional education and scientific institutions.
Additional educational programs and services. additional education can be obtained in advanced training institutions, courses, etc.
In many schools USA to obtain the matriculation time,
spent on learning cooking and driving a car is equal to
to the time allotted for the study of mathematics, English, chemistry,
history, biology. In most schools, learning to work independently is ignored, and many, graduating from high school and going to college, do not know how to work independently, systematically mastering knowledge.
The Commission for the Advancement of Education recommended
secondary school graduates in the last four years of schooling
compulsory study of modern achievements of the five "basic disciplines" that make up the core of the modern school curriculum: English, mathematics, natural sciences, social sciences, mastering computer literacy.
In addition, students who wish to continue their studies at higher
educational institution must complete a 2-year foreign language course.
Particular attention should be paid to the further development
computer-information base, in particular, computers of the latest generation,
library fund, laboratory equipment, etc.
It should be emphasized that in the United States the professional average level in
education system is not allocated. This level is integrated into the system
higher education. US higher education is characterized by significant
a variety of curricula, courses and disciplines studied, representing
is a single social institution that carries out important economic,
social and ideological functions.
In vocational training Germany there is a system of apprenticeships in enterprises with simultaneous attendance at professional educational institutions for two to three years. There are also professional schools of an advanced type - schools of specialties designed for one to four years of study. The following professional organization has been introduced
training: one day - at school, four days at the enterprise.
In secondary vocational education, there has been a shift from narrow specialization to
broad qualifications covering several specialties.
Training is paid for by enterprises at the expense of their own funds and state subsidies.
AT Japan institutions of higher education are
universities, as well as junior and technical colleges. Universities give
First of all, academic education. Junior and technical colleges
Much attention is paid to professional and practical activities.
The considered systems of education in Russia, the USA, Germany and
Japan is certainly similar - the upbringing of a personality, a developed personality. Education in these countries is designed to give children the knowledge, skills and abilities for later life in society.