Purpose and functions of new generation state educational standards. Federal state educational standards: federal state educational standards

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

What is Federal State Educational Standard

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

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

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

Goals

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

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

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

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

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

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

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

Structure and implementation

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

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

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

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

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

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

The last point includes aspects such as:

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

Generations and differences in Federal State Educational Standards

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

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

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

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

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

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

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

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

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

Who develops standards?

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

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

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

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

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

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

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

Elementary education

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

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

It provides:

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

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

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

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

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

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

Secondary (complete) education

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

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

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

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

Higher levels

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

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

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

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

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

Criticism

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

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

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

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

Bottom line

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

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

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

Development history

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

Structure

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

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

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

Minimum OOP content.
Maximum volume of teaching load.
Standards for the level of training of graduates.

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

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

Criticism and changes

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

Stages

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

Formation of a system of standards

Federal State Educational Standards requirements can be developed according to:

Levels.
Steps.
Directions.
Specialties.

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

Coordination and examination

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

Stakeholders

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

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

Adoption

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

Goals

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

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

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

Application

The federal educational standard serves as the basis for:

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

Introduction into teaching activities

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

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

Generations

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

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

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

EGS VPO

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

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

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

The concept of educational standard

Among the progressive directions of development of modern education, its standardization clearly stands out, caused by certain life circumstances and, above all, the need to create a unified pedagogical document in the country, thanks to which a holistic level of general education received by children in various types of educational institutions will be ensured.

The very concept of “standard” translated from British means norm, standard, general measure. The main purpose of standards is to organize and regulate the relationships and work of people, which is focused on creating productive results that satisfy the needs of society.

The education standard includes a system of basic characteristics accepted as the state standard of education, reflecting the social standard and taking into account the individual abilities of the individual and the education system to achieve this ideal.

Standardization of education in developed countries of the world has been carried out for a long time through the development of curricula and programs, and the establishment of a special level of education. However, the term “standard” itself in relation to education began to be used relatively recently. Its emergence is associated not only with the creation of a unified state educational standard, but also with ensuring the necessary quality and level of education in various educational institutions.

In Russia, the Federal State Educational Standard (FSES) is considered the main regulatory document that reflects the meaning of a specific part of the Law of the Russian Federation “On Education”. It develops and specifies such concepts as the content, level and form of education, designates the means of teaching, shows ways and methods of measuring, analyzing and evaluating learning outcomes. In addition, the Federal State Educational Standard sets a minimum list of requirements for the training of graduates.

A significant criterion of the education system is the degree of democracy of its standard, which, first of all, is characterized by the correspondence of the part of education compiled by authorized government bodies with the part of education independently determined by educational institutions. However, despite this, in each individual educational institution the content of education may vary, that is, there may be slight deviations from the established norm.

Levels of educational standard

The Russian Federation Law “On Education” states that the state determines only the minimum required level of education. Supplementing the content of education beyond this norm is the responsibility of the educational institutions themselves. In this regard, the state standard of general secondary education distinguishes 3 levels, differing in their structure and content:

federal level
national-regional level,
school level.

The federal level describes those standards, compliance with which ensures the determination of Russia's pedagogical position, its place in the educational field, as well as the inclusion of each individual in the system of world culture.

The national-regional level has standards in the field of native language, literature, art, geography, labor training, etc. They are determined and are the responsibility of regional authorities.

The federal and national-regional levels of the education standard include such important regulatory aspects as:

a description of the content of education at all stages of education, which the state provides to students in the amount of the necessary general education training;
minimum requirements for the preparation of students in the scale of the specified amount of educational content;
the most optimal volume of children’s teaching load depending on the year of study.

The school level describes the functioning of the educational institution itself, its basic educational characteristics. In addition, the standard specifies the volume of educational content that fully reflects the specifics and trends of a particular educational institution.

The importance of educational standard

Clear standardization of the minimum requirements for general education preparation of students opens up opportunities for differentiation of teaching. Thus, essential prerequisites arise for resolving the contradictions between the rights and responsibilities of the student: he must fulfill state requirements for the level of general education and at the same time has the right, if he has the appropriate desire, to advance further in mastering the content of education and achieve high results.

When studying a difficult or unloved subject, a student can limit himself to the minimum requirements, and this, in turn, frees him from additional time-consuming academic workload and gives him the opportunity to realize his own interests and abilities. Since information about the standards is made publicly available, it allows students to consciously choose their own personal development path.

This approach to the content of general education to a greater extent relieves unjustified emotional and psychological stress of students, gives everyone the opportunity to study at the level that is most feasible for them, forms positive motives for learning and allows creating conditions for the true full development of the child.

The implementation of the main functions of the federal state educational standard truly promotes:

ensuring the unity of the educational position in the context of the existence of a variety of types of educational institutions;
developing positive learning motivation among students;
transition to assessing the results of a teacher’s work on the basis of compliance of students’ educational achievements with the educational standard;
making informed management decisions;
allocating time in the educational process for activities of students' choice, taking into account their capabilities, in accordance with personal interests and inclinations.

State educational standard (purpose, structure)

Federal state educational standards are one of the main tools for implementing the constitutional guarantees of the human and citizen’s right to education. With the adoption of the standard, not only the state can demand an appropriate educational result from the student. The student and his parents also have the right to demand that the school and the state fulfill their obligations. Regarding European and world standards of education, it should be noted that “blurring of boundaries” leads to certain obligations on the part of the educational institution, which guarantees not only the successful completion of training, but also obtaining a well-paid job. On the other hand, the student has certain guarantees, but also the need to constantly and qualitatively replenish his knowledge, demonstrating himself, which is very important, constantly as a qualified worker. This involves constant improvement of the student’s qualifications and the desire to constantly be in demand. In this context, a standard is a means of ensuring the planned level of quality of education. Being stable over a certain period of time, the standard of education is dynamic and open to change, reflecting changing social needs and the ability of the education system to meet them.

It is obvious that nowadays human activity is increasingly becoming fundamentally innovative. Human activity is growing in all areas of his activity. Processes of constant growth in the educational sphere can receive further effective development only in the conditions of the formation of an innovative education system - a system focused on new educational results. In this regard, the transition to the Unified State Exam is a certain significant stage towards improving state educational standards of the Russian Federation.

Federal state educational standards must ensure:

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

2. continuity of educational programs of primary general, basic general, secondary (full) general, primary vocational, secondary vocational and higher professional education.

Federal state educational standards include requirements for:

1. the structure of basic educational programs;

2. conditions for the implementation of basic educational programs;

3. results of mastering basic educational programs.

Purpose and functions of new generation state educational standards

Today, the developing potential of educational standards is becoming increasingly significant, ensuring the development of the education system in the context of the changing needs of the individual and family, the expectations of society and the requirements of the state in the field of education.

1. a tool for organizing and coordinating the education system, serving as a guide for its development and improvement, a criterion for assessing the adequacy of educational activities to the new goals and values of education;

2. a means of ensuring the unity and continuity of individual levels of education in the context of the transition to a continuous education system;

3. a factor in regulating the relationships between subjects of the education system (students, their families, teachers and heads of educational institutions), on the one hand, and the state and society, on the other;

4. one of the guidelines for creating a modern education infrastructure.

At the same time, the new version of the standard should create conditions for more effective implementation of the traditional functions of standards as a means of legal regulation of the activities of the education system.

1. ensuring the right to a full-fledged education, which consists of ensuring, through the standard guaranteed by the Constitution of the Russian Federation, “equal opportunities” for every citizen to “receive a quality education,” i.e., a level of education that represents the necessary basis for the full development of the individual and the possibility of continuing education;

2. ensuring the unity of the country’s educational space, which represents a transition to the diversity of educational systems and types of educational institutions, requires the presence of a regulatory mechanism designed to stabilize the education system in the country. Education standards should fulfill this stabilizing and regulating role. Without limiting the development of specific regional approaches, the availability of various types of schools, and variative programs, educational standards fix the requirements for the results of mastering basic general education programs. The actual educational programs of a particular educational institution in their content may vary significantly in both the volume and depth of training they offer to students, but all of them are required to ensure the implementation and achievement of the requirements of the standards. This will ensure within the country a guaranteed quality of training for school graduates, which can be relied upon when organizing subsequent training. The standard is the most important factor in solving many demographic and social problems in the context of possible population migration; it will become the basis for recognizing the equivalence of educational documents obtained in different regions, etc.;

3. ensuring the continuity of the main educational programs of primary general, basic general, secondary (complete) general, primary vocational, secondary vocational and higher professional education;

4. criterial-evaluative, which stems from the essence of the standard as a guideline against which the education system develops. Individual components of the system of documents that ensure the functioning of the standard carry requirements for the content of education, the volume of teaching load, procedures for assessing the educational results of graduates, and are an integral part of the assessment of the educational activities of teachers, educational institutions, and the education system as a whole;

5. increasing the objectivity of assessment, the implementation of which is associated with the possibility of a radical restructuring of the existing system of monitoring and assessing the quality of educational results based on a criterion-oriented approach to assessment and the use of a system of objective measures of the quality of graduates’ training and the effectiveness of educational institutions, the education system as a whole, determined by the standard .

Obtaining reliable information about the real state of affairs in the education system will create conditions for making informed management decisions at all levels - from teachers (selection of optimal methods, timely correction, differentiation and individualization of education, etc.) to public education managers (development and adoption of measures to improve the state of education at the regional and federal levels, making changes to programs and textbooks, improving the organization and management of education).

At the same time, the Concept of Federal State Educational Standards for General Education is being developed: draft / Ros. acad. education; edited by A. M. Kondakova, A. A. Kuznetsova. - M.: Education, 2008., p. 19:

1. exemplary (basic) educational plans and programs;

2. systems for assessing the compliance of the content and quality of students’ training with federal state educational standards in the process of certification of graduates in various forms;

4. examination of textbooks, educational equipment and teaching aids for secondary schools;

5. certification systems for teaching staff;

6. control measurement materials for objective assessment and monitoring of educational achievements of students within the framework of the all-Russian system for assessing the quality of education;

7. approaches and methods for calculating mechanisms for budget financing of the education system, tariffs for teaching staff.

Thus, State Educational Standards in the system of the existing legislative field of the education system become the most important normative legal act that establishes on behalf of the Russian Federation a certain set of the most general norms and rules governing the activities of the general secondary education system Senashenko V. S. On the conceptual foundations of federal state educational standards higher professional education / V. S. Senashenko / / Alma mater. - 2008. - N 9., p. 14.

The introduction of state educational standards into the system for ensuring the development of education is provided for by the Law of the Russian Federation “On Education”. In accordance with the legislation of the Russian Federation, state educational standards act as the most important regulatory legal act of Russia, establishing a system of norms and rules that are mandatory for execution in any educational institution that implements basic educational programs.

Existing state educational standards at the federal, regional and educational institution levels, in accordance with the document, are replaced by a federal state educational standard, which will include requirements for the results of mastering basic educational programs carried out by the educational institution.

At the same time, the implementation of higher vocational education programs can be carried out on the basis of educational standards and requirements independently established by federal-level universities, the list of which is approved by the President of the Russian Federation. At the same time, the right of an educational institution to formulate a curriculum is preserved, as well as the ability of educational authorities to influence its content, taking into account regional and national characteristics.

The new structure of the standard includes:

1. requirements for the results of mastering basic educational programs (for general, social, professional competencies, as well as knowledge, skills and development of personal qualities of students, ensuring the implementation of relevant competencies);

2. requirements for the structure of the main educational programs, including requirements for the ratio (volumes) of the components of the main educational program (humanities, natural sciences, mathematics, etc.), as well as for the ratio of the mandatory part of the main educational program and the part that is formed by participants in the educational process;

3. requirements for the conditions for the implementation of basic educational programs (i.e. requirements for ensuring the implementation of the main educational program).

The fundamental difference between the educational standards of the second and third generations should be their focus on the outcome of education. Educational results, which essentially express the goals of education, are inextricably linked with the conditions in which the educational process is carried out. Goals reflect the needs of the individual, society, and state in education. The conditions reflect the capabilities of society (the state) in providing education.

The law also spells out state requirements for the conditions for the implementation of the educational process.

1. staffing - characteristics of the necessary qualifications of teaching staff;

2. financial and economic support - parameters of relevant standards and mechanisms for their implementation;

3. logistics - general characteristics of the general education infrastructure (including parameters of the information and educational environment);

4. information support includes the necessary regulatory legal framework for general education and characteristics of the expected information connections of participants in the educational process.

Thus, the introduction of the federal state educational standard will allow the Concept of federal state educational standards of general education:

1. ensure the unity of federal requirements for educational programs and the conditions for their implementation throughout the Russian Federation, the continuity of educational programs at various levels of education and continuity in the historically established culture of the formation of educational programs;

2. increase the demands on the development of educational content by educational institutions at all levels, as well as create the prerequisites for more objective control over their activities;

3. promote the development of academic freedom in educational institutions and take into account the peculiarities of the formation of educational programs for the training of scientific and scientific-pedagogical personnel.

All of the above will ultimately contribute to improving the quality of education, the competitiveness of Russian education at the international level and, as a result, the quality of life and well-being of Russians.

An important feature of the development of education in our time is its globality. This feature reflects the presence of integration processes in the modern world, intensive interactions between states in different spheres of public life. Education is moving from the category of national priorities of highly developed countries to the category of world priorities.

Modern civilization is entering a fundamentally new information (post-industrial) stage of its development, when the globalization of social and cultural processes on Earth is recognized as the leading world trend. However, globalization, along with its positive aspects, has also given rise to a number of serious global problems: social, economic, environmental, spiritual and moral. In accordance with the strategy for the sustainable development of modern civilization, adopted at the UN conference in 1992 in Rio de Janeiro, a new concept of education is required, ahead of the prospects of the 21st century. The global mission in the field of education is carried out by the UN University (headquarters in Tokyo), founded in 1975 and part of the UN system. The University is a unique educational research structure, representing a community of scientists and serving as a forum for the search for new conceptual approaches to the development and solution of world problems.

To transition to the European level of education, the State Educational Standards are undergoing rethinking and significant changes. Educational results, which are also the goals of education, are inextricably linked with the conditions in which the educational process is carried out. Goals reflect the needs of the individual, society, and state in education. The conditions reflect the capabilities of society (the state) in providing education. The result of education is determined by the following directions of formation of personality qualities:

1. personal development;

2. social development;

3. general cultural development;

4. intellectual development;

5. communicative development.

Thus, the State Educational Standards become the most important regulatory legal act, establishing on behalf of the Russian Federation a certain set of the most general norms and rules governing the activities of the general education system.

And federal state requirements provide:

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

2) continuity of basic educational programs;

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

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

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

3. Federal state educational standards include requirements for:

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

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

3) the results of mastering basic educational programs.

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

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

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

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

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

(see text in the previous edition)

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

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

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