Fgos vpo third generation bachelor's degree. State educational standards. See what “fgos vpo” is in other dictionaries
The concept of "State educational standard" as a basic term in the field of education was first introduced in Russia in 1992 Federal law Russian Federation"About Education". We have already noted earlier that this standard, in accordance with the law, sets out norms related to the content of educational programs and, most importantly, to the level of training of school and university graduates. This caused mixed reactions in all sectors of the academic community, from teachers primary classes to venerable university professors.
In mentality Russian society the word “standard” is perceived as something extremely rigid, unambiguous, even exemplary, a symbol of unification and rejection of variability. The mechanical transfer of such a concept into the world of human relations, in which a bright personality with his unique individuality is valued above all else, seems not only ridiculous (stupid), but also blasphemous. True, the concept of “education” in Russia is historically associated with the idea of “creating oneself in the image of God,” so that a high model for self-development and spiritual improvement has been present in education and training in Russian schools since ancient times.
But it is impossible, in the opinion of many teachers, to prescriptively, “from above,” establish a standard for the personality characteristics of a graduate of a Russian school or university. The great merit of the creators of Russian state educational standards was that from the very beginning they refused to identify them with standards in the technosphere. Educational standards were designed on a fundamentally different basis, implying the creation of a wide field for freedom of teaching and learning within a single educational space.
At the same time, the idea of rationing or decreeing in the sphere of a person’s beliefs, his ideological or religious views, and personal characteristics, inherent in the Soviet period, was immediately rejected. For its part, the Committee on State Standards of Russia gave a special clarification on this matter back in 1993, indicating that standards in the field of education are not subject to the rules in force for creating standards in the field of production of material assets, and thus excluded educational standards from their area of responsibility.
What is the Russian educational standard, in particular, the state educational standard of higher vocational education? Let us first consider the State Standard of Higher Professional Education from the position of document management, i.e. Let's get acquainted with the purpose of this document, its form, structure, content and development procedure.
The state educational standard of higher professional education (State Educational Standard for Higher Professional Education) according to the law is intended to ensure:
A single educational space in Russia while ensuring freedom to implement national educational programs;
Qualities higher education;
Opportunities for an objective assessment on the basis of the State Standards of Higher Professional Education of the activities of higher educational institutions;
Recognition and establishment of equivalence of documents of foreign states.
Any standard for a specific educational program, be it the training of a teacher or an engineer, a lawyer or an economist, consists of two parts:
Federal component; national-regional component. The federal component, approved by the Ministry of Education of Russia, along with the requirements relating to the content of the educational program and the level of training of those who have mastered it, also includes:
Estimated timeframe for completing this program for full-time and part-time forms
Training; requirements for the conditions for its implementation; requirements for final certification of graduates.
The national-regional component is approved by the university itself and serves to reflect the national-regional features of specialist training in the content of education. As a rule, the first component regarding the content of the training program is approximately 65%, and the second - 35% of the total volume.
Let us immediately note that such a structure makes it possible to solve the dialectically contradictory task of preserving the unity of the educational space without suppressing interests, traditions and scientific schools subjects of the Russian Federation.
Federal component of any standard, Firstly, must include requirements for the content of the educational program, divided into four blocks: a block of general humanitarian and socio-economic disciplines; block of mathematical and general natural science disciplines; block of general professional disciplines; block of special disciplines.
This means that for each block the standard must indicate the disciplines included in it and very briefly (a few lines) their content. The content of educational and professional practices must also be indicated. We especially note that both the federal and university components of the standard, in the part where the content of education is described, must allocate part of the time to disciplines that the student can choose at his own request.
Secondly, The federal component must contain requirements for the level of training of graduates who have mastered the content of the entire training program. This, in turn, means that the developers of a specific state educational standard should, based on an understanding professional activity of this or that specialist, describe the final knowledge, skills and abilities that will provide him professional competence in the field of work for which he is trained.
At the same time, the general culture of the individual should not be omitted, i.e. among the requirements for a graduate of, say, an engineering profile, there should also be requirements for his knowledge in the field of psychology, philosophy, cultural studies, pedagogy, knowledge of foreign languages, etc. In fact, the requirements for the level of training of a graduate contained in the State Standards do not indicate the degree to which he has mastered certain disciplines, but refer directly to a group of related disciplines, i.e. are interdisciplinary in nature.
The experience of creating the first generation of State Educational Standards of Higher Professional Education has shown that these requirements, based on the above, can be attributed to various gradations of the level of assimilation.
Characteristic requirements in order of increasing gradations can be grouped as follows:
Have an idea of the process, phenomenon, understand their nature, etc.; know why and how to solve (or have the skills to solve) problems of a certain class;
Possess knowledge at a methodological level that allows you to apply it to solve non-standard problems in emergency situations.
It is interesting to note that in the United States, the standard requirements for mastering mathematics have a very wide semantic field in the formulation of the nature of the requirements. Students should be able to: analyze, know, reason logically, explain, describe, understand, imagine, apply, solve, correlate, interpret, research, compare, recognize, etc. - more than 50 terms.
Third, The federal component contains information about what final tests a university graduate must pass in order to be assigned the appropriate qualification and awarded a diploma. This could be: an exam in a separate discipline (for example, in a subject that a teacher will teach at school) or in a cycle of disciplines; defense before the commission of a completed diploma project (for example, for engineering specialties) or a graduate research work (for graduates of the faculties of natural sciences at universities). In addition, developers should briefly describe the difficulty of these tests and the time required to prepare for them. Thus, for most educational programs, more than six months are allotted for the preparation of diploma projects and works, including pre-graduation practice.
And finally, the document must contain a number of information about the scope of the standard, its developers, approval date, etc. Let's look at the ones created in last years and actually existing higher education standards as a tool for influencing the quality of Russian education.
Head scientific organization Coordinating the development of the State Standards for Higher Professional Education (HPE), the Research Center for Problems of the Quality of Training of Specialists acted. The creation of the State Educational Standards was directly carried out by more than 70 educational and methodological associations and 20 scientific and methodological councils. The total number of developers was several thousand people. By the end of 1996, the following standards were developed and approved by the Ministry of Education in the field of higher professional education: in areas of training (bachelor's programs) - 92 standards; in specialties - more than 400 standards; in master's programs— more than 220 standards.
The development of the State Standards was carried out in two stages. At the first (1992-1993), educational programs for bachelor's training were formed on the basis of the State Standards. Then, in 1994-1995. On the basis of the State Educational Standards, educational programs for training specialists and later masters were created.
The fundamental decision in the development of the State Educational Standard was to strengthen the fundamental nature of education. At the same time, fundamentality was understood not simply as scientific knowledge, which forms the foundation of the graduate’s natural science worldview, but as a combination of fundamental knowledge necessary for the comprehensive development of the individual. This means that fundamental education includes both natural and mathematical disciplines (physics, chemistry, mathematics, etc.), as well as humanitarian and socio-economic disciplines (philosophy, psychology, philology, history, economics, Physical Culture and etc.).
The volume of fundamental natural science training for technical specialties was increased by an average of 30%, and for the majority humanitarian areas study in higher school disciplines of this profile were introduced for the first time. Naturally, the volume of this cycle for humanities students was 2-3 times smaller and represented a small integral course modern natural science, supplemented necessary information in mathematics and computer science.
The cycle of humanitarian and socio-economic disciplines consisted of 10 courses, some of which were present in one form or another in educational programs of the Soviet era, and some (cultural studies, political science, sociology) were introduced for the first time.
The changes made were aimed both at eliminating the deformation of the row academic disciplines, caused by the absolute priority in Soviet times of one political doctrine; and to expand the student’s general cultural training, introducing him to world humanitarian knowledge.
Another fundamental decision in the field of fundamentality of higher education when creating the State Educational Standard of Higher Professional Education was the interdisciplinary description of a number of requirements for a graduate. These requirements, being integral indicators of the intellectual development of an individual, are associated with almost all academic disciplines.
This approach to describing the requirements oriented university teachers towards strengthening the interconnection of various disciplines, creating integral courses that ensure the formation of a holistic scientific understanding of the processes and phenomena occurring in the world of nature and society. For achievement high level readiness of graduates for high creative and intellectual activities, the creators of the State Educational Standards of Higher Professional Education shifted the focus of attention of the subjects educational process on the methodology of sciences studied in higher education, methodology of activities, modeling and design. Therefore, more than 60% of the requirements for a graduate are knowledge of methods of various calculations, decision-making, control and evaluation, forecasting, as well as the principles of modeling, management, marketing, management, etc.
And finally, as part of the creation of the State Educational Standard for Higher Professional Education, a real step was taken towards ensuring a broad profile of a certified specialist. 90 areas of four-year bachelor's training were introduced, on the basis of which scientific specialization (master's degree) and training of a certified specialist were completed. Multi-level training allows students to receive fundamental training in a broad area and only then, on this basis, receive narrow specialized training.
Now let's touch on the use of State Educational Standards of Higher Professional Education as a basis for an objective assessment of the activities of universities in terms of training specialists. Let us note the fact that the aggregated nature of the requirements contained in them, each of which is divided into many requirements-tasks, does not allow us to directly verify the compliance of the graduate’s level of training with these requirements. In this regard, we can only say that the requirements contained in the State Standards acted in the first generation standards more as guidelines for organizing objective control than as diagnosable norms.
However, these guidelines made it possible to streamline the work of university commissions that carry out final control of graduates, making this procedure more transparent and understandable both for students and for members of these high commissions, which have state status in Russia (the chairmen of such commissions, upon the recommendation of the rector of the university, are appointed by the federal state education management body, where, by the way, reports on their work presented by the chairman are sent and analyzed).
After the RF Law “On Higher and Postgraduate Professional Education” was issued in 1996, significant additions and changes were made to the structure of the State Educational Standard of Higher Professional Education. In addition, the accumulated experience of universities in using state educational standards to implement educational programs has revealed a number of their “constructive” shortcomings.
The most “tangible” of them are:
Insufficient variability of the block of humanitarian and socio-economic disciplines, its lack of focus on future profession graduate;
The already mentioned impossibility of using the requirements contained in the document and applied in the process of intermediate control for direct diagnosis of the level of training of graduates;
Unjustified differences in the content of educational programs of a related profile, making it difficult rational organization educational process in multidisciplinary universities;
Inconsistency of the State Standards of Higher Professional Education with the standards of other levels of education and with each other.
During the update of the State Standards (1999-2000), the invariants (core) of the State Standards of a number of specialties similar in scientific basis were identified, and it was this core that was made the object of standardization at the level government agency education management. This led to a significant reduction in State Educational Standards of Higher Professional Education at the federal level and expanded the legal field at the university level.
The block of humanitarian and socio-economic disciplines is presented more flexibly. Only four disciplines (philosophy, history, physical education and foreign language) are identified as mandatory for students of all universities to study, and the rest are included in the curriculum by the decision of the university and the choice of the student. The form of requirements for graduates has changed significantly. In the updated standards it is presented not only in the form of requirements To their knowledge, but also in the form of a set of professional tasks that he must be able to cope with. The standard also actually excludes all previously contained requirements, the fulfillment of which cannot be verified in final tests.
A section “Requirements for applicants” has been introduced to determine the required previous level of education and to unify the requirements for applicants.
In conclusion, let us once again return to what the Russian state educational standard is, from the position of the direct subjects of the pedagogical process - students and teachers.
For Russian universities, which for many decades lived within the strict framework of standard curricula and programs that regulated the entire volume of the educational program on behalf of the state, the new basic document is a significant step towards academic autonomy and freedom of teaching (it is unlikely that two lines of the standard, revealing, for example, the content of a 4-semester physics course, can be considered restrictions on the creative initiative of a teacher ). From the perspective of a student who has received the right to participate in shaping his or her individual educational trajectory, this is also a step towards freedom of learning. Therefore, the State Standard of Higher Professional Education today can be considered as a standard that actually enshrines the freedoms of teachers and students, taking into account the interests of the state and society as a whole.
Summarizing the above, we can say that the State Educational Standard is a set of norms and regulations that coordinate (harmonize) the basic requirements for the content, conduct and results of training and education on the part of all subjects interested in the activities of the educational system.
What exactly does the State Educational Standard look like, what is its structure? The project “Education Reform in the Russian Federation: Concept and Main Tasks of the Next Stage” notes that the development of the State Educational Standards is of paramount importance for the reform of the content of education. State educational standards are designed to “... expand opportunities for lifelong education and academic mobility, they must meet the needs of the individual, society, state... have an instrumental pedagogical organization based on strictly defined norms for each stage of education.” State educational standards should not interfere with the implementation of variable programs; they should ensure their continuity at all levels and stages of education. The State Standard for Higher Professional Education establishes: Structure of Higher Professional Education (SOP)
General requirements to POP and the conditions for their implementation General standards for a student’s academic workload and its volume Academic freedom of the university in determining the content of higher professional education General requirements for the list of directions (specialties of higher professional education) The procedure for the development and approval of state requirements for the minimum content and level of training of graduates as a federal component. Rules of state control over compliance with the requirements of the State Standards.
Federal State Educational Standard for Higher Professional Education
Federal State Educational Standard for Higher Professional Education
federal state educational standard of higher professional education
education and science, Russian Federation
Source: http://mon.gov.ru/pro/fgos/7240/
Dictionary of abbreviations and abbreviations. Academician 2015.
See what "FSES VPO" is in other dictionaries:
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Books
- Methodological training programs for bachelors of pedagogical education in the field of Informatics, taking into account the requirements of the Federal State Educational Standard for Higher Professional Education of the third generation. Methodological manual, Tatyana Borisovna Zakharova, Nadezhda Nikolaevna Samylkina. The programs were developed at the Department of Theory and Methods of Teaching Computer Science, Moscow Pedagogical State Budgetary Educational Institution of Higher Professional Education State University. Each program contains: a description of the purpose and location... Buy for 596 UAH (Ukraine only)
- Methodological training programs for bachelors of pedagogical education in the field of "Informatics" taking into account the requirements of the Federal State Educational Standard for Higher Professional Education of the third generation, T. B. Zakharova, N. N. Samylkina. The programs were developed at the department of "Theory and Methods of Teaching Computer Science" of the Federal State Budgetary Educational Institution of Higher Professional Education "Moscow State Pedagogical University". Each program contains: a description of the purpose and location...
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
A list has been approved for each education system and educational institution mandatory requirements 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 document state standard. 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.
Requirements educational standard include strict deadlines for receipt general education and professional 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; financial supply standards educational activities specialized institutions implementing the educational program is 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 educational field, as well as 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 methodological specialists are organized, as well as certification teaching staff and other personnel 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. All educational program should develop in students certain (including professional) competencies. 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 - sample program at the federal level - program 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 professional and preschool education. 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?
Main hallmark 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 introduced changes, the student of the new generation is a free-thinking person, capable of setting tasks for himself, solving important issues, creatively developed and capable of adequately relating 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 primary 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 special conditions education (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, where we're talking about about learning results. The necessary standards for mastering certain subjects are also indicated, including 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 of specific educational institutions is the responsibility of local authorities authorities and education departments 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, education reform receives great amount 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.
