Poliektova Daria
The project work contains a small study of the education system in different countries akh of the world in order to compare the characteristics of school education on different continents and the relationship of the education index with economic development in the country.
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EDUCATIONAL SYSTEM IN THE PANORAMA OF THE WORLD COUNTRIES The presentation of the project was carried out by a student of the 9th grade of the Municipal Educational Institution Kesovogorsk Secondary School Poliektova Daria, 2014
Relevance of the project To classify countries of the world, many different indicators are used, according to which it is possible to compile short description characteristics of the country. One of these indicators is the human potential index, the criterion of which is the education index, the calculation of which takes two indicators: the adult literacy rate and the total share of students in the population. What picture can be presented about the country if we know the number of literate people and the number of students among the population? Hypothesis: do digital indicators of the education index influence economic characteristics countries?
Goals and objectives of the project The goal of the project: to compare education systems in different countries of the world. Objectives: Conduct a study of the structure of education systems in the countries of each continent. 2. Compare the features of school education in different countries of the world. 3. Classify countries by education index and economy. 4. Arouse interest in education among the audience.
There are 289 states in the world
Japan Education in Japan is a cult supported by family, society and the state. TO Japanese system In education, the saying “live and learn” is quite applicable. In their lives, the Japanese study for almost a quarter of a century, starting from the age of 3, that is, from kindergarten. In elementary school, children study from 6 to 12 years old. Having completed the sixth grade , young Japanese, having mastered the phonetic alphabet, receive only basic knowledge of hieroglyphic writing by the end of primary school, they master about a thousand characters, which is quite a lot, considering that to read newspapers you need to know one thousand eight hundred hieroglyphs. , where the Japanese spend three years, the baggage of hieroglyphs increases to two thousand. At the same time, schoolchildren have time to master such subjects as a foreign language, basic technology, home economics, musical literacy, receive primary knowledge in art history. This concludes compulsory education. The next level is secondary school of the second level, in which students study until they are 18 years old. This is a paid education.
France Education in France is compulsory from 6 to 16 years of age. Basic principles of French education: freedom of teaching (public and private institutions), free education, neutrality of education. The primary school timetable, established by the French Ministry of Education, in various disciplines provides sufficient time for each of the 7 main areas of education. mastery of speech and French; life together; mathematics; knowledge of the world; art education. Secondary education is divided into two stages (college and lyceum) and lasts seven years. College education is compulsory, lasts four years (from sixth to third grade) and is divided into three cycles: Adaptation cycle - Sixth grade Central cycle - Fifth and fourth grades Vocational guidance cycle - Third grade
India The country ranks seventh in the world in terms of area and second in population. India is a country with rich ancient traditions. Children in India start school from the age of 4. In some schools, children are taught separately. They study 6 days a week, 6-8 lessons. At school they study Hindi, English, mathematics, computer science, history, geography and natural sciences (chemistry, physics, biology), from grades 6 to 10 - Sanskrit. From grades 10 to 12, students can study in depth subjects of their own choosing, as well as teachers. There are summer and winter holidays, as well as for various national and Religious holidays. Summer holidays last from May to June. On the first of July children go to school. Winter holidays begin at the end of December and last approximately 10 days.
USA Speaking about American schools, I would like to add that in America there is no single central system secondary education. Each state has its own rules regarding high schools. All fifty states of America, from Hawaii to Delaware and from Alaska to Louisiana, have their own laws governing education. The grading system in US schools is letter-based. A- Excellent B - Good C - Average D - Below average F - Unsatisfactory The school education system in the USA is divided into several levels and is almost the same as the European education system, but with some differences: In fact, this is a zero grade, the purpose of which is to prepare the child for school. It begins at the age of 5 years and is not mandatory. Secondary school already begins at the age of 11-14 years. During this period, American students study compulsory subjects such as in English and mathematics, and can also choose other additional subjects. Higher school begins with grade 9 and ends with grade 12. In addition to compulsory subjects, those that are mandatory in many higher educational institutions are studied. For example, a foreign language.
Finland Finland has been leading the list of European countries with the most competitive economy, the least corrupt government, and the most effective system education. Studying there is not only prestigious, but also cheap, because... higher education is free, and the associated costs are quite small compared to other European countries. Pre-school education in Finland is free and optional. The choice remains with the parents, however, when the child turns 6 years old, he must undergo preparatory training on the basis of kindergartens or schools. General education in Finland is compulsory and free of charge. This applies not only to Finnish children, but also to children of foreign citizens. Compulsory schooling lasts 9 years and begins when children reach the age of 7. The country is proud of its 100% literacy rate. Stages of school education in Finland: Junior comprehensive school- from 1st to 6th grade Senior secondary school - from 7th to 9th grade Secondary school (gymnasium) - 3 years
Lesotho Lesotho's education system is underdeveloped and education is not compulsory. Children attend primary schools (the duration of education is 7 years) from the age of 6. Secondary education (5 years) begins at the age of 13 and takes place in two stages - three and two years. 98% of children of the corresponding age are covered by primary education. To the system higher education includes the University of Lesotho (located in the suburb of Manzini Kwaluseni, opened in 1964 as component The University of Botswana and Swaziland received the status of an independent university in 1976), agricultural and pedagogical institutes.
New Zealand Education in New Zealand is given a lot of attention. Every sixth dollar from the budget goes to the development and support of education. In this regard, it is of high quality, and costs significantly less than higher education of the same level in European countries. There are approximately 440 schools in New Zealand. Most of them are government-owned and therefore free. In addition, there are more than a hundred private schools in the country, where parents pay for their children’s education, but these institutions also receive subsidies from the state. All New Zealanders are required by law to complete secondary education. They usually go to school from the age of 5-6. Primary school education lasts 8 years: from first grade to eighth grade. At the age of thirteen, children move to secondary school, where they study in grades 9-13, preparing to enter universities and institutes.
Brazil The full educational cycle in this country includes: 8 years of primary (basic) education; three years of secondary education; higher education - from four to six years; mandatory or optional additional education. In accordance with the Brazilian Constitution, primary (basic) education is free and compulsory. For the fulfillment of these conditions, not only the parents of the children are responsible, but also the state itself (including states federal district, government and municipality). The most common and serious problem in Brazilian schools - when children stop attending school because their parents do not supervise them. Child labor is widely used in this state, despite the fact that children under 16 years of age are prohibited from working, and at the same time, primary education is compulsory. And the reason for this is very simple - parents need their children to work and earn money. Private schools are very popular in this country. Higher education in Brazil is also not compulsory. But most of the federal investments are aimed at its development.
England All education in the UK is conducted in English. In general, the education system in England is quite different from ours. Education in the UK starts at age 5. At this age, children enter preparatory school. Then they go to primary school and only then to secondary school. The education system in England has developed over many centuries and today it meets high quality standards. The first important regulatory document was the Education Act of 1944, which, although it was mainly devoted to school education, largely streamlined the English education system as a whole. Education in England is compulsory for all citizens aged 5 to 16 years. There are two sectors of education: public (free education) and private (paid educational institutions). Before going to school, 3-4 year old children in England are brought up in kindergartens or baby centers. At the age of 5, compulsory education begins and children enter infant school. From the age of 7 they move to primary school, and from the age of 11 - from primary to secondary school. The country's secondary education system includes integrated, grammar, technical, modern, special and private schools, among which the elite ones stand out. The most in mass form schools are integrated (about 90% of secondary school students in England study in them. Passing exams becomes an important step to obtain further education or acquiring the necessary specialty.
Municipal educational institution Kesovogorskaya secondary school Municipal educational institution Kesovogorskaya secondary school is part of total number basic schools in Russia. According to the Constitution of the Russian Federation, education in our country is compulsory until the age of 18 and free. Includes preschool education, primary education, basic education, secondary education, secondary specialized education and higher education. In 2014 our school turns 80 years old. http://www.kgschool.ru/ Pre-school group Primary classes Middle management
Thus, having examined the sources that reveal the meaning of the structure of education in different countries of the world, I came to the conclusion that: Firstly, the structure of the education system in the countries of the world is the same, it includes preschool, primary and secondary education. The difference remains in the time period of these stages. Secondly, among the features of school education, it can be noted that in some countries it is enough just primary education that vacation time is determined by climatic conditions, wearing school uniform Of course, there are significant differences in the assessment of students' knowledge, and in many countries the most important grade is the one received in the exam. In high school, education is focused on specialization and choice of higher education institution. Thirdly, countries based on their education system can also be classified according to economic level development: Conclusion: developed developing countries with economies in transition The poorest countries England, USA, New Zealand, France, Japan Brazil Russia Lesotho
Thank you for attention!
EDUCATION ABROAD
I. MAIBUROV, Associate Professor Ural State Technical University
Significance of the contribution high school in reforming society is confirmed by world experience. It shows that all countries that have successfully overcome the transition to modern market relations(for example, post-war Germany and Japan, the USA in the 60s), considered the field of higher education as a priority and proceeded from this in their investment policy.
The political elite in these countries formed a kind of cult of education, supported by regular meetings of heads of state with the best students, graduate students, and teachers and presenting them to the public as the “intellectual value of the country.” Currently, the United States has a National Education Goals program, which emphasizes that “education is the main indicator of quality of life. This is the core of economic power and security, creative potential science, culture, art. Education is the key to America's competitiveness in the 21st century."
The increased competition between states in the field of higher education is, in fact, economic competition, because education in modern conditions has become the main source of economic growth. According to American scientists studying the problems of the economics of education, the latter accounts for 15-20% of the growth of national income. Except
Higher education in developed countries Oh
Moreover, 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 overwhelming majority of fundamental research is concentrated in all Western countries.
To understand the nature and driving forces of the development of higher education in post-industrial countries, it is necessary to consider common factors socio-economic and scientific-technical nature, predetermining its rapid quantitative and qualitative growth. These factors include:
1. Sustainable economic development, rapid growth knowledge-intensive industries, which is provided by personnel, half of whom are persons with higher or special education. This factor mainly determines the pace of development of national higher education systems.
2. Priority of state educational policy. Deep understanding by society and political elite in post-industrial countries that successful development higher education is one of the most important factors in increasing the national security and well-being of the country, the well-being of every citizen, effective remedy socio-economic, scientific, technical and cultural progress.
3. Intensive growth volume of scientific and technical information, which
has doubled over the past 7-10 years, rapid change in technology and priority implementation of high-tech technologies. This factor necessitates the need for specialists to have the ability to quickly master new technologies, self-education skills and their mandatory involvement in the system of continuous education and advanced training.
4. Constant and sustainable growth in labor productivity in industry and agriculture, leading to a decrease in the share of the population employed directly in material production and an increase in the number of people engaged in intellectual work and work in the service sector. Today in developed countries, about 60% of workers are engaged in mental work in the field of information and services, and only 15-25% in the production sector. This factor predetermines the need for accelerated development of the university sector of higher education, where the training of the scientific, economic and managerial elite of society is currently concentrated, while the training of specialists for production begins to be carried out primarily by educational institutions of the non-university sector of higher education.
5. Increasing role and practical significance scientific research conducted at the intersection various directions sciences, which requires higher schools to train specialists in interdisciplinary, integral and dual specialties, to shift the emphasis when teaching students towards increasing the volume of fundamental knowledge and universalization, i.e. expanding the profile of specialist training.
6. Development of powerful external means of program thinking, leading to automation and increased productivity
mental work. This factor leads to an increase in demand for specialists capable of creativity and with the skills of independent research, design and inventive activities.
7. Increasing the well-being and cash income of the population, contributing to the growth of effective demand for educational services and a gradual shift in the center of gravity of the investment financial burden from the state to the private sector.
Which countries' educational experiences deserve preferential study?
It seems the answer lies on the surface. We should be interested in any experience that allows us, to one degree or another, to trace the methodology for solving problems that have arisen in the field of higher education in the last 10-15 years. With all its diversity and specificity in different countries - due to the interdependence of nations at the turn of the century and the similarity forward motion of all countries to transform their economies into a “knowledge economy”
A number of identical problems arise. The ways to solve them are important and instructive for us - both positive and negative, in order to take into account the experience of others and avoid repeating the mistakes of others.
But education systems, unlike economic types, are so diverse and specific in different countries of the world that considering them is an impossible task, so a reasoned choice is necessary: whose experience deserves attention in the first place?
It seems to us that in this regard it is interesting to turn to the education systems of economically developed countries: the USA, Great Britain, France.
tion, Germany, Japan, Canada, Switzerland and Australia.
Let us dwell on some basic patterns of general secondary education in developed countries:
The duration of education in secondary school, with rare exceptions, is 12 years;
O complete secondary school is mainly divided into 3 levels: primary, middle and senior;
Education is compulsory 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 obtaining secondary education special education;
About in high school(this is usually grades 10-12) specialized training
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;
O in some countries, for example in the UK, France, a high school diploma high school(diploma, certificate) not all applicants receive it;
In most countries, admission to a university occurs through a competition of certificates (diplomas, certificates) or based on the results of testing, uniform across the country or individual for universities, based, as a rule, on measuring the level of abilities of the applicant.
USA
By the number of higher educational institutions and the number of students studying there, the United States undoubtedly ranks first in the world. In 1995, there were 3,501 universities in the United States, including 1,548
state and 1953 non-state.
Borrowing from late XIX century, the European education system, the USA transformed, modernized it and created its own multi-level, predominantly university system of higher education. The US education system is shown schematically in Fig. 1.
The lowest level of higher education institutions in the United States are two-year colleges, which correspond in level to Russian secondary educational institutions. There are 1,382 such colleges, including 958 state and 424 non-state. There are two types of two-year colleges: technical, so-called “youth” colleges (Junior Colleges), and the more popular community colleges (Community Colleges). Community colleges, unlike technical colleges, not only teach trades, but also offer academic preparation programs corresponding to the first two years of university. Community college graduates who have earned an Associate Degree have the opportunity to transfer to the university with credit for courses taken at the college based on an academic credit accumulation system.
Average level higher educational institutions - four-year colleges, the so-called general education ones, which in general can be equated in status to our institutions. There are 1963 of them, including 496 state and 1467 non-state.
The leading type of higher education institutions are universities; there are 156 of them, including 94 state and 62 non-state. The university sector of higher education educates 40-45% of all students.
The US higher education system, unlike the Russian one, is completely decentralized. An organization similar to the Ministry of Education
Professional
education
Primary School 6-12 years old grades 1-6
Junior high school 13-15 years old grades 7-9
Senior High School
16-18 years old classes 10-12
Colleges: Technical and Community 2 Year Associate Degree
Four-Year Colleges Bachelor's Degree
Universities Bachelor's degree (4 years) Master's degree (+2 years) Doctor's degree (+3 years)
Rice. 1. Diagram of the US education system
niya, developing unified educational programs and there are no standards regulating the rules and conditions of admission. All these issues are regulated by the universities themselves, including setting criteria for selecting incoming applicants and making decisions on allocating funds to those in need. financial assistance etc. As a result - very high degree autonomy of universities.
In the USA, the duration of high school education is 12 years. There is no unified national curriculum in schools, resulting in the level of knowledge of graduates different schools varies greatly. The best knowledge is obtained by graduates of prestigious private boarding schools.
Graduates can enter universities
complete secondary schools with a senior secondary school diploma. Admission is based on the results of passing a system of various tests, school grades are taken into account, including GPA (grade point average in the subjects studied). Heavy weight have recommendations from teachers who personally know the applicant. The testing system is quite diverse. Thus, applicants to a bachelor's program are usually required to pass an English proficiency test TOEFL language with a score of at least 500550 points and a test to test basic knowledge in basic subjects SAT (Standardized Aptitude Test) with a score of at least 700-800 points. Applicants to the master's program must pass the GRE (Graduate Record Examination) test.
Education in American universities is conducted at three main levels: bachelor's, master's and doctoral degrees.
Education at the first stage, culminating in the award of a bachelor's degree (Bachelor of Arts, BA, Bachelor of Science, BSc), is designed for 4 years and is conducted, as a rule, without orientation towards any professional occupation. Typically awarded a Bachelor of Arts or Bachelor of Science degree. Although it is also possible to obtain a bachelor's degree with a professional focus.
Education for a bachelor's degree is conducted in three groups of courses: basic courses giving general education in various subject areas, core courses and electives. During the first two years of study, students study mainly basic courses: foreign languages, humanities, natural sciences, etc. For two recent years Students take core courses as well as a number of elective courses that complement or deepen their knowledge of the core courses. Over four years of study, a student must master about 30 disciplines and gain a given number of “credits”, and sometimes have a grade point average in the subjects studied (GPA) not lower than a certain value.
An important feature is that upon entering the university, a student is enrolled not in a faculty or department, but in a bachelor’s program. He will be able to choose his specialty only after the first year of study, when he has accumulated about 30% of the “credits” required for the diploma, but the student will not be rushed into making a choice.
Studying at the second stage of higher education (Graduate Level), culminating in a master's degree, lasts an average of 2 years for persons
with a bachelor's degree, and is conducted in programs focused on specialized practical activities in different areas. The master's program is even more individualized than the bachelor's program. About half of the time here is also left for elective courses, but within the framework of this specialty. During the training, the student must study a certain number of disciplines, pass exams, write a dissertation and, as a result, gain a certain number of “credits”.
Education at the third (highest) level, culminating in the award of the highest scientific degree in the USA - Doctor of Philosophy, PhD, lasts an average of 3 years for masters and 5 years for bachelors. Doctoral studies involve specialized study of relevant courses with passing qualifying exams, independent Scientific research in the chosen field of knowledge, mandatory writing and defense of a dissertation. American universities graduate approximately 38 thousand specialists with a Ph.D. degree per year.
Characteristic feature The American system of higher education is a gradual transition from the didactic system of the educational process, when the teacher traditionally acts as the main and almost the only source of knowledge, to individualized student learning, when the main emphasis is on instilling skills independent work, self-learning, and necessarily taking into account individual natural abilities. For this purpose, individual educational plans, programs for gifted students, study of elective subjects, possible
the possibility of studying simultaneously in two faculties or in two universities, the ability to quickly change the profile of study, faculty, university, generous priority governmental support gifted students, not mediocre ones. As a result, in the learning process, the formula that has already become an axiom is realized: “A capable person does his job better than others, a talented person hits the target when others cannot do it, and a brilliant person hits the target when others do not even see this goal.”
The control of students’ knowledge is also organized quite rationally, it is multi-stage and, as a rule, includes:
1) short surveys 4-6 times a semester during seminar classes;
2) written exams 2-3 times a semester, conducted with streams of lecture classes;
3) final semester exams.
The grade for the completed course is given taking into account all forms of intermediate and final control as a weighted average. This form of knowledge control stimulates the student to study rhythmically throughout the semester. The American rating scale is built on the principle of our five-point scale. The highest grade is "A", the next positive grades are "B", "C",<Ю», а непроходной (неудовлетворительной) оценкой является «^». Процент неудовлетворительных оценок достаточно высок. Что касается обязательного посещения лекционных и практических занятий, то этот вопрос решается каждым вузом автономно. Как правило, большинство вузов требуют от студентов обязательного посещения занятий и принимают соответствующие меры к прогульщикам, в то же время ряд вузов практикует и свободное посещение занятий.
Honors diplomas are not awarded
all universities. To obtain it, you must, in addition to excellent academic performance, also study some courses that are specifically advertised as honors courses. For example, at the University of Berkeley, to obtain an honors degree in physics, you must take a graduate-level course in theoretical physics.
The structure of faculty positions in the United States has four levels. The first level (graduate-assistants) is the position of instructor, to which university graduates with a master's degree are appointed for a period of one year and with the right of subsequent reassignment. The next level (assistant-professor) is the position of assistant professor, to which persons with a doctoral degree are appointed for a period of three years and with the right of re-appointment. The second three-year term for this position is the last. If the further work of an assistant professor is considered unpromising, he is offered to find another place of work, but if the assistant has proven himself to be a good teacher and an active researcher, he is appointed to the next position - associate professor. After approximately ten years of successful service, an associate professor may be promoted to the highest level of the ranks, the position of full professor.
A characteristic feature of the American teaching staff structure is the forced stimulation of increased teaching and research activities by limiting the terms of tenure and selective selection of teachers at the first two levels and lifelong appointment.
position in positions of the third and fourth levels, which determines the independence of life position at the top of the job ladder. In general, the system functions in such a way that the teaching staff is distributed across all four levels, and therefore by age, absolutely evenly with possible variations of 3-4%.
Higher professional education in the United States is rated as one of the most effective in the world. At the same time, according to a number of indicators (UNESCO data), US education lags behind that of France, Germany, Great Britain and Japan. US higher education, unlike European countries, has a strong market orientation. The problem of state control over the quality of education has not yet been resolved; non-governmental organizations, for example, the Accreditation Commission of Colleges and Universities of the United States, are involved in the accreditation of universities.
American universities in the public consciousness are divided not into private and public, but into prestigious and non-prestigious. The stratification of universities in terms of their degree of prestige is very large: out of 3,501 universities in 1995, only 104 universities were considered elite, i.e. about 3%. The elitism of a university affects absolutely all aspects of its functioning. Competition for such universities is never less than 10-12 people per place. The cost of studying there can be several times higher than the cost of completing a similar program at a regular university. They account for the majority of scientific research and doctoral degrees awarded. The level of government funding for educational programs and scientific research is also differentiated depending on the degree of prestige of the university. Diploma received
for example, at Yale, Harvard or Princeton universities, gives their owner not only a one hundred percent guarantee of further employment and respect in society, but also increased income in the future.
Great Britain
The UK has a reputation for classical university and vocational education, which has not undergone radical reform for many centuries. The UK education system is shown schematically in Fig. 2.
The duration of secondary education, which gives the opportunity to enter a university, is 13 years.
To obtain a GCSE (General Certificate of Secondary Education) certificate, children study for 11 years at school from the ages of 5 to 16. During the first nine years, they study basic general education subjects according to a mandatory unified state program. During the 10-11 years of study, preparation is carried out for passing GCSE exams in 6-10 subjects. After passing these examinations, the compulsory secondary education program is considered completed.
But this is not enough to enter a university. The results of passing the GCSE exams determine the possibility of further education. Schoolchildren who successfully pass the exams receive a certificate of general education at an ordinary level, which allows them to continue free education at school or college in a two-year A-level program (the entire Certificate of General Education Advanced Level), which provides for in-depth study of four to six major subjects. And only successful passing of exams under the A-level program allows a student to become the owner of a certificate of general education in
higher level. Based on a competition for such certificates, admission to the university takes place. Applications for undergraduate programs at all universities are accepted centrally through the UCAS (Universities and Colleges Admissions Service). Having submitted applications to UCAS, applicants await decisions from universities, because... The centralized admission system allows you to apply for admission to six universities at the same time. Having received several positive decisions on acceptance of admission, the applicant informs UCAS of his choice, after which he receives confirmation of admission.
To enroll in an English university, foreign students, for example Russians or Americans who have completed secondary education diplomas, must also first complete a two-year A-level course. Also widely used in British colleges and universities is the system of preparatory courses (Foundation), the annual program of which includes in-depth study of the English language and basic major subjects.
There are 30 thousand schools in the country, of which 27.5 thousand are public and 2.5 thousand are private. The quality of education in private schools is incomparably higher than in public schools. This is proven by the fact that private school graduates make up half of the student body at the elite universities of Oxford and Cambridge.
English youth receive secondary and special education at colleges of further education (Colleges of Further Education) and collegiate
Kindergarten up to 5 years old
Primary School
5-11 years old classes 1-b
Secondary school 12-16 years old grades 7-11 Certificate of Secondary Education
High school 17-18 years old grades 12-13 Advanced General Education Certificate
Colleges:
continuing education and sixth grade
Colleges of university and higher education Bachelor's degree (3-4 years)
Polytechnic institutes Bachelor's degree (3-4 years) Master's degree (+1 year)
Universities Bachelor's degree (3-4 years) Master's degree (+1 year) Doctor's degree (+3 years)
Rice. 2. Diagram of the UK education system
sixth grade student (Colleges of Sixth Form). There are about 550 of them in the UK. They are an intermediate step between school and university. These colleges offer vocational training or A-level training.
UK higher education institutions are divided into four types.
1. Colleges of Higher Education, teaching students only in the bachelor's program. Moreover, unlike universities, these universities are highly specialized in areas such as painting, design, music, theater arts, education, etc.
2. Polytechnics, which train students in the full range of engineering specialties.
3. University Colleges, which offer various undergraduate programs to students and are usually part of universities.
4. Universities, which are centers of academic education and research work. The stratification of universities in terms of their degree of prestige is even more contrasting than in the United States. In the minds of the English public, all universities are divided into four categories, reflecting a kind of “table of ranks”.
Classical (oldest) universities appeared in the Middle Ages and are still the legislators and guarantors of the traditions of English higher education. The most prestigious
This is, of course, Oxford and Cambridge.
The so-called “red brick” universities were founded in the 19th century in London, Manchester and Liverpool.
The so-called “glass” universities that appeared after the Second World War in Nottingham, Keele, Exeter, Sussex, Warwick, Kent, Essex and other cities.
"New" universities, formed from polytechnic institutes by giving 33 top-ranked universities in 1992
shim institutes with university status.
In total, there are more than 170 higher education institutions in the UK, including 102 universities, the vast majority of which are public.
Undergraduate courses to obtain a bachelor's degree - either regular or with honors (BA / BSc with Honors) - last 3-4 years. Degrees in the UK, unlike a number of other countries, are awarded not by universities, but by a special body - the Council for the Awarding of National Academic Degrees.
Study for the first academic degree of Bachelor of Arts, Sciences, Engineering, etc. does not have a narrow subject specialization and is conducted in one of the following broad areas of knowledge: humanities, social sciences, natural sciences or applied sciences. Most students take one core subject within their field of study and a number of courses in related areas of that subject. There is a fairly wide range of training courses for students to choose from. To obtain a bachelor's degree, a student must earn 360 “credits” during the study period. In British universities, along with traditional teaching methods such as lectures, seminars, practical and laboratory classes, individual lessons with students are very widely used. Students' independent work is given exceptional importance; as a result, the number of classroom sessions is relatively small. Typically, one-hour lectures cover only the key issues of the subject. In the UK, the system of tutoring (from the English tutor) classes is widespread. In general, these are training sessions, co-
conducting a lecture or seminar, at which a tutor (curator, usually a senior student) deepens the content of the lecture or seminar for junior students. Often in such classes joint preparation is carried out for upcoming control events. Unfortunately, in Russian practice this form of classes is almost never used, although English teachers note tutoring as the most effective form of individual work for students.
To obtain a second academic degree (master's degree), you must earn another 180 credits, study a number of courses with a narrower practical focus, prepare and defend a master's thesis or submit an examination paper. At most universities, master's degree candidates do both. Studying for a master's degree usually takes 1, sometimes 1.5 years.
To obtain the next academic degree - Doctor of Philosophy, PhD - it is necessary to complete an appropriate training program, usually with written examination work and the mandatory writing and defense of a doctoral dissertation. Both holders of a master's degree can enter doctoral studies, in which case the period of study will be 2 years, and holders of a bachelor's degree, in which case they will have to study for doctoral studies for 3 years.
The highest academic degree in the UK is the Doctor of Science degree. This degree is awarded to applicants who, as a rule, have a PhD degree, from among the teaching staff for a number of published serious scientific works and authority in the scientific community of the country and abroad.
The modern education system in France, shown schematically in Fig. 3, has developed over the past two centuries and today is considered one of the most advanced in the world. Its most important advantage is the predominance of public educational institutions and the freeness of higher education for everyone, except for the purely symbolic fee of $150 per year charged by state universities. In private educational institutions, education, of course, is paid. Another important feature is the almost equally high quality of education both in the capital and in the provinces. As a consequence, there is a lack of official ranking of universities and a significant stratification of them according to their degree of prestige.
The development of the education system in France is a top priority. About 21% of the state budget is spent annually on education, which is more than on defense and the army. The French education system employs more than half of all civil servants. A period of unprecedented investment in higher education in France is coming to an end: in more than 8 years, four million square meters of teaching space worth about 35 billion francs were commissioned, eight new universities were opened, and the existing teaching and laboratory facilities of universities were modernized. Currently, a program for creating a university of the third millennium (i3M) has been approved in France.
The French educational system is characterized by the presence of pronounced national specifics: its own system of diplomas and academic degrees, a special division into cycles, a special attitude towards state diplomas
professional education
Mother's school 3-5 years
Primary school 6-11 years old
College (junior high school) 12-15 years
Compulsory secondary education
Professional Lyceum 1
education - *
16-17 years old 4
Profile training
Lyceum of General Education (high school) 16-18 years old Certificate of Secondary Education (VAS)
Certificate Competition (CAC)
establishments
Higher schools Universities
1 cycle of study (2 years) Diploma of general or scientific and technical education
2nd cycle of study (+2 years) Licentiate diploma (1st year)
Diploma "Maitrese" (2nd year)
3rd cycle of study (+1 year) diploma of special higher or in-depth education
doctoral studies (+2-4 years) doctor's degree
Rice. 3. Diagram of the French education system
educational institutions (they are much more prestigious than diplomas from private schools and universities).
The secondary education system adopted in France differs markedly from the Russian one.
It is divided into three cycles: primary school (5 years of study), college (4 years) and lyceum (3 years). The first two cycles are mandatory for everyone. The duration of complete secondary education is 12 years. Colleges in their traditional sense - as secondary vocational educational institutions
establishments - do not exist in France. Therefore, the French college as the second stage of secondary school is not an analogue of college in other countries.
The lyceum is the final link in the secondary education system. Two main differences between French lyceums and Russian secondary schools can be distinguished: firstly, specialization already begins in this cycle of education, and secondly, very high requirements for obtaining a certificate of secondary education (BAC). Not all lyceum graduates receive this certificate, but on average only 80%. French lyceums are of two types: ob-
general and professional education. In vocational training lyceums (analogues of our vocational schools), schoolchildren receive a working specialty in 2-3 years. General education lyceums, as a rule, study for 3 years for schoolchildren who intend to go on to universities. Certificate of secondary education (VAC) in accordance with the chosen specialization would be
There are three types: with specialization in literature (L), natural sciences (S) and economics (ES). A narrower specialization in natural sciences is also possible: natural sciences and service technologies (STT), natural sciences and industrial technologies (STI), natural sciences and laboratory technologies (STL), natural and medical and social sciences (SMS).
The demand for higher education in France is constantly growing: if in 1980 the number of university students was 1.2 million, in 1997 - 1.550 million (this amounted to 258 students per 10 thousand population), then by 2001 the student population, according to preliminary estimates, has exceeded the two million mark and has a tendency to further increase. The French higher education system has 80 universities (universites) and about 300 high schools (grandes ecoles). There is no significant difference between universities and higher schools in France; the existing gradation is rather determined by the historically established types of higher educational institutions. The existing differences between universities are determined more by their size: small universities and higher schools, as a rule, do not have a pronounced specialization and are characterized by a predominance of students of the first cycle of study, while large universities in France are distinguished by a rather narrow specialization and the dominance of students of the second and third cycles. The prestige of diplomas from higher schools such as the School of Mines, the Royal School of Bridge and Road Construction, the Higher School of Agronomy, etc., is even much higher than diplomas from large universities.
Higher education in France is divided into three cycles (stages), at the end of each of which students
The student receives a corresponding diploma, but he can continue his education at a completely different university.
The first cycle represents the initial stage of higher education, at which general scientific training is carried out. It lasts two years and ends with the Diploma of General (DEUG) or Diploma of Science and Technology (DEUST) examination. These diplomas, despite the name, are in the generally accepted sense rather certificates of completion of the initial stage of higher education. Despite this, some students stop at this stage of education, but the vast majority of students who successfully complete this cycle of education continue their education at a higher level.
The second cycle of higher education is intended to prepare students for active professional work. It is also designed for two years, and consists of two more consecutive one-year stages. Upon completion of the first year and successful passing of the exams, a licentiate diploma is issued, and the second year ends with the receipt of a maitrise diploma.
Training at the licentiate level is of a general fundamental nature without elements of deep specialization or combines a combination of fundamental and professional training with a predominance of the first. As a rule, only those holders of licentiate diplomas who choose the prospect of further scientific or teaching activity are enrolled in further studies. Training at the “maîtres” level is in the nature of fundamental scientific or scientific and technical training in the chosen specialty. Therefore, change
on the training profile when moving from the licentiate level to the “master-res” level is already difficult. The requirements for obtaining licentiate and “maîtres” diplomas are the same across the country for all universities and specialties (analogous to our state educational standards) - mandatory study of disciplines according to an established list with an annual volume of 350 to 550 teaching hours with examination on them at the end of the year.
The third cycle of higher education involves an in-depth study of the chosen specialty and is accompanied by compulsory research work, the topic of which holders of “maîtres” diplomas in the relevant specialty are required to formulate before entering the last cycle of study. The year's study culminates in the Diploma of Specialized Education (DESS) if a specialization program is chosen, or the Diploma of Advanced Education (DEA) if the program was of a research nature.
Thus, a total of five years of study is required to complete all three cycles of higher education.
The highest academic degree in France is the doctorate. As a rule, university graduates with a diploma of advanced education are accepted into doctoral studies with a duration of study from 2 to 4 years. In the process
During all studies, doctoral students are required to pass theoretical exams in their specialty, conduct scientific research on a chosen topic, and present and defend a dissertation.
Literature
1. Vulfson B.L. Strategy for the development of education in the West on the threshold of the 21st century. - M., 1999. - P. 34.
2. Analysis and diagnosis of the state of higher
schools and scientific and technological safety in the territories of the Ural Federal District / Ed. S.S. Naboychenko, A.D. Vyvartsa, I.A. Maiburova. - Ekaterinburg, 2002.
3. Ryabov L.P. Analysis of positive changes
innovations and innovative processes in the systems of higher professional education of developed countries: USA, Japan, Germany, France, Great Britain. - M., 2001.
4. Martsinovsky I. Key problems
education in the context of the intellectual potential of the future: a comparative pedagogical aspect // Alma Mater. - 2001. - No. 7. - P. 41-44.
5. Zhukov V.I. Higher school of Russia: historical
cultural and modern subjects. - M., 2000.
6. Mini-guide to studying abroad
running // Special issue “Education without borders. Study IN." - 2002.
7. Eland R. Supranational organizations
and transnational education // Higher education in Europe. - 2000. - No. 3. http://www.aha.ru/~moscow64/educational-book
8. Higher education in Russia: Stat. Sat.-
Schooling in France
The French secondary education system, like in many other European countries, consists of three levels: primary school (ecole primaire), which children attend from 6 to 11 years old, senior school (college), designed for teenagers from 11 to 15 years old, and, finally, a lyceum (lycee), in which students study from 16 to 18 years old. State-standard education is compulsory for all children aged 6 to 16 years old and is provided free of charge - in fact, it is an analogue of Russian grades 9–11, where students are prepared for entering universities.
At the same time, in France there are also private educational institutions, which are mainly paid. But depending on the degree of government support, they can be subsidized (sous contrat) or unsubsidized (hors contrat). In the first option, the government pays teachers' salaries, and schools operate according to the national curriculum, following a standard schedule. In the case when there are no subsidies from the government, school leaders can choose their own methods, teaching children using non-standard programs. Thus, private educational institutions usually include religious (Catholic) schools, as well as those that are designed for children with disabilities.
Primary school in France is not much different from its modern Russian counterpart - the same small classes, a playful approach to subjects. Differences begin to appear later - in college, where an 11-year-old child ends up after the first stage of education. For example, here the classes are counted in reverse order: the child enters the sixth grade and four years later finishes the third. Then the college is replaced by a lyceum, compulsory education in which lasts two years - and then the teenager goes through a “diploma” class (terminal).
Another feature of French school education is the special status of the subject “French language”. Everyone without exception passes the language test after first grade. The grade obtained is taken into account when passing the exam for a bachelor's degree.
School education in Germany
In this country, academic literacy begins at the age of 6. The program as a whole is standard: children learn to read, count, write, study natural history, and the main differences lie in the quality of additional classes.
After studying for four years (in Berlin and Brandenburg - 6 years), the child graduates from primary school and moves on to the next stage - secondary general education, the duration of which is from 4 to 6 years. In this case, the student can choose one of the options: basic school, real school or gymnasium. As a rule, these educational institutions separate grades from 5 to 10, and the difference is determined by the content of the program. For example, in the basic school a lot of attention is paid to work skills - so it can be compared with Russian vocational schools. The certificate awarded upon completion is usually used to continue education in the workplace or at higher level evening vocational schools.
In real school programs, general education and vocational components are balanced, so that later students can study full-time in vocational schools.
Gymnasiums are distinguished by a pronounced academic nature of training and differ in specialization. There are three main areas: humanitarian (languages, literature, art), social (social sciences) and technical (natural sciences, mathematics, technology). Upon completion of training, the student receives a diploma of secondary education (Abitur). The German Abitur is an analogue of the Russian certificate of complete secondary education and the British A-level diploma.
In addition to the listed institutions, in Germany there are also general schools (Gesamtschule), which combine the features of a gymnasium and real schools, so that the child simultaneously receives a humanitarian and technical education.
In the German education system there are also private educational institutions that issue state-issued certificates. As a rule, these include religious, elite and closed schools, the range of educational services of which is wider than the state one - for example, only in these schools can a foreign student receive a German certificate.
School education inItaly
Italian children begin their path to knowledge at the age of six, entering primary school, the first two levels of which (scuola elementare 1 and scuola elementare 2) are free for everyone. The compulsory program of this stage includes general education subjects, and only the study of religion can be chosen at will.
At the end of five years of study (the first two levels), schoolchildren pass written and oral exams and receive a primary school certificate, in order to then move on to secondary school, where young researchers will study until the age of 14. At the end of each year, secondary school students face exams on a pass/fail basis. If a student fails the test, he or she repeats the second year.
At the age of 18, schoolchildren continue their studies at lyceums. There are three types of the latter: classical and technical lyceums, as well as with specialization in the natural sciences. The curriculum of all lyceums includes Italian literature, Latin, mathematics, physics, natural sciences, philosophy, and history. Graduates pass an exam and receive a certificate of maturity, with which they can enter the university.
Schooling in the UK
This is not the first year that British schools, like a magnet, attract students from all over the world. “Many people teach, we educate gentlemen,” in fact, this phrase from the director of one of the prestigious educational institutions explains the advantages of education received in the UK.
The country provides compulsory free education, which can be received by any child aged 5 to 16 years, regardless of nationality, race and social status of parents. Moreover, it includes two stages: primary school education - for children from 4 to 11 years old (up to 7 years old, the child goes to a school for children, and from 7 to 11 years old - to a junior school), and secondary school - provided for adolescents 11–11 years old. 16 years.
Secondary schools have their own gradation. Thus, “grammar” institutions are focused on the academic general education component - with the expectation of further study at a university. “Modern” schools are characterized by an applied focus and allow you to quickly acquire professional qualifications. The most popular "unified" schools combine these two characteristics.
Parents who wish to homeschool their child must first obtain permission from their local board of education. The fact is that the “home” conditions of education must comply with accepted standards, including compulsory religious education.
Another feature of local education is the tradition of separate education for boys and girls, although most schools of the “new formation” are mainly mixed. It is worth noting that free secondary education, which is guaranteed by the state, is valued noticeably less than that received in a private educational institution - for a successful career you need to graduate from the “right” school.
School education in the USA
There is no officially established state education system in the country. Despite government funding, each state has a local elected board of education that develops curricula and oversees student learning. The quality of education, as well as the content and volume of educational material, like textbooks, are determined in schools directly by the teachers themselves. And in this case, one can only hope for the professional qualifications and responsibility of the child’s mentors.
The child receives his first knowledge at the age of 3–5 years in institutions for preschoolers, after which he goes to primary school: grades 1–5 fall between 6–11 years. Next comes the secondary (grades 6–8 for the period of 11–13 years) and high schools (grades 9–12, which educate children aged 14–17 years). Depending on their specialization, secondary schools are divided into academic, vocational and multidisciplinary. In the latter, starting from the 9th grade, separate profiles are provided: general, commercial, industrial and others.
In addition to free public schools, there are also fee-paying private schools in the United States, many of which are religious. However, most private institutions are focused on preparing students for admission to prestigious universities.
Schoolchildren who have completed secondary education can enter various types of colleges (primary, technical, city and others), after two years of study in which they receive a degree comparable to secondary specialized education. Another option for further education is to enroll in colleges or universities, where four years of study lead to a bachelor's degree.
School education in Finland
Pre-primary education, which begins in the year of the child's sixth birthday, can be received by the child at school, kindergarten, family kindergarten or in any other suitable place - the final decision is made by the municipality.
When a child turns seven years old, he enters the stage of compulsory education, which continues until he is 16–17 years old. At the same time, the state fully guarantees free basic education, including tuition, textbooks, notebooks, stationery and food.
From the third grade, a young student begins to study English, in the fourth grade he chooses an optional foreign language (French, German or Russian), and already in the seventh grade he will be required to study Swedish. The country also has a widespread system of private schools, where tuition is paid.
Comparative characteristics of the education systems of Russia, the USA, Germany and Japan.
To ensure progressive development, any society must implement the function of education. For this purpose, 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).
IN Russia educational institutions include the following types:
Preschool;
General education (primary general, basic general,
secondary (complete) general education). Secondary school has three levels: 1st level - primary school (3-4 years); 2nd stage – basic school (5 years); 3rd stage - secondary school (2 - 3 years);
Special (correctional) for children with developmental disabilities; institutions
add. education; institutions for orphans and children without parental care; other institutions.
IN USA There is no unified state education system; each state has the right to determine its structure independently.
The US education system includes:
Preschool institutions where children aged 3-5 years are educated;
Primary school (grades 1-6), which educates children aged 6 - 11 years;
Secondary school (grades 7 - 12) with the task of educating boys and girls aged 12-17 years; post-secondary educational institutions that are part of the higher education system.
Training in Germany begins 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 (grades 5-10 or 7-10),
Gymnasium (grades 5-13 or 7-13).
School course in Japan takes 12 years, and half of it occurs in primary school (grades 1-6). Secondary school consists of two levels: compulsory junior high school (7-10) and optional senior high school (11-12). Vocational primary and secondary education is provided primarily in secondary general education institutions and partly in special schools.
Preschool educational institutions in Russia(kindergarten, kindergarten, pre-gymnasium, children's development center, etc.) are created to help families raise children from 1 year to six years.
Education and training carried out in preschool educational institutions are the preparatory stage of primary education. This characteristic of preschool education can be given not only to Russia, but also to all other countries; there are no significant differences in the principles of education in preschool age in Russia.
In schools Germany Education begins at the age of 6 and is compulsory for all children. The preparedness of a future student is determined not by school commissions, but by doctors and social psychologists.
German primary schools are organizationally and administratively independent institutions. Their training lasts 4 years. From the 3rd grade, academic performance is assessed on a 6-point scale. The highest grades are “1” and “2” (“very good” and “good”), grades “5” and “6” are considered unsatisfactory.
Upon completion of primary school, students receive diplomas with grades in all subjects, characteristics and recommendations for continuing education in one or another type of high school: gymnasium, comprehensive or unified school, real school, basic school. The opinion of parents also plays a big role in choosing a school.
School course in Japan takes 12 years, and half of it occurs in primary school due to the exceptional complexity and time-consuming nature of learning the native language. Primary education in Japan begins at the age of six. In the initial
At school (grades 1-3), the bulk of school time is devoted to the Japanese language and arithmetic. Students must master 1850 hieroglyphs - the minimum established
Ministry of Education (but even reading books and newspapers requires knowledge
much more - up to 3 thousand). Half of this hieroglyphic minimum
needs to be mastered already in the elementary grades. Every day, after classes at a regular school, children go back to study at a non-compulsory school, but extremely
necessary for the transition to the next level of secondary school and
university.
Basic school Russia lays a solid foundation of general educational training necessary for a graduate to continue his education and his full inclusion in the life of society. Basic school is compulsory. Graduates of basic school continue their education in secondary school. They also have the right to continue their education in vocational educational institutions of various types and profiles with different periods of study, in evening and correspondence secondary schools.
high school USA(secondary education college) usually consists of two levels: junior and senior. In junior high school (grades 7-9), a third of the school time is allocated to a common program for all, and the rest to studying elective subjects. Senior high school (grades 10-12) usually offers a compulsory set of five academic subjects and a variety of educational profiles of academic and practical orientation.
The main way to assess and control knowledge in an American school is tests. Scores are given on a five-point or one hundred-point system: A (93-100) - excellent; D (65-74) - bad; E (0-^64) - does not count. Senior secondary school is a general educational institution. Students usually graduate from school at the age of 17-18.
Germany. On average, about 20% of students admitted to 5th grade successfully pass the Abitur. Many schoolchildren, for whom gymnasium education is beyond their means or their plans change, finish their studies in grades 10-11 or even earlier transfer to other types of schools. IN
in a real school and ordinary (not 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 are the most common types of schools in Germany.
The shortest route to obtaining a profession is considered to be the basic school (Haupt-schule), in which students study until the 9th or 10th grade. With a certificate of completion from the Hauptschule, you can subsequently acquire a profession that does not require high qualifications.
In grades 5-8, core academic 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 can 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 diploma of secondary education.
In the gymnasium, starting from the 11th year of study, schoolchildren study entirely according to individual plans, and the organization of classes resembles that of a university. There are no classes, there are only groups that are formed freely. Students draw up a curriculum independently, but according to certain rules. All subjects are divided into three groups: philological (German and
foreign languages), natural sciences (mathematics, physics, chemistry,
biology, computer science), social science (history, social science,
geography, religion, ethics or pedagogy). Until the end of school, basic subjects (German, mathematics, etc.) remain for all students.
In primary and secondary schools Japan five-level is applied
grading scale: S (very good), A (good), B (satisfactory), C
(bad), D (very bad). In secondary school, when assessing knowledge, it is used as
and in American secondary schools, a credit system.
Professional educational institutions in Russia are being created
for the implementation of professional educational programs of primary, secondary and higher vocational education. Primary vocational education can be obtained in vocational and other schools.
Secondary vocational education is aimed at training mid-level specialists, satisfying the needs of the individual in deepening and expanding education on the basis of basic general, secondary (complete) general or primary vocational education.
Higher professional education has the goal of training and retraining specialists at the appropriate level, meeting the needs of the individual in deepening and expanding education on the basis of secondary (complete) general and 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
education of the relevant profile, can receive higher education
vocational education according to a shortened, accelerated program.
Postgraduate professional education provides
citizens the opportunity to improve the level of education, scientific and
pedagogical qualifications on the basis of higher professional
education. To obtain it, institutes, postgraduate schools,
doctoral studies, residency, postgraduate studies at educational institutions
higher professional education and scientific institutions.
Additional educational programs and services. Additional education can be obtained at advanced training institutions, courses, etc.
In many schools USA time to obtain a matriculation certificate,
time spent on learning cooking and driving a car is equivalent to
to the time allocated for studying mathematics, English, chemistry,
history, biology. In most schools, teaching independent work skills is ignored, and many, upon graduating from high school and entering college, do not know how to work independently and systematically acquire knowledge.
The Commission for the Improvement of Education recommended
high school graduates in the last four years of school
compulsory study of modern achievements of the five “basic disciplines” that form the core of the modern school curriculum: English, mathematics, natural sciences, social sciences, computer literacy.
In addition, students wishing to continue their studies at higher education
educational institution must take a 2-year foreign language course.
Particular attention should be paid to further development
computer information base, in particular, the latest generation computers,
library collection, laboratory equipment, etc.
It should be emphasized that in the USA the professional average level in
the education system is not allocated. This level is integrated into the system
higher education. US higher education is characterized by significant
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 at enterprises with simultaneous attendance at professional educational institutions for two to three years. There are also advanced vocational schools - 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 away from narrow specialization towards
broad qualifications covering several specialties.
Enterprises pay for training using their own funds and government subsidies.
IN Japan higher education institutions include
universities, and junior and technical colleges. Universities give
First of all, academic education. Junior and technical colleges
They pay great attention to professional and practical activities.
The considered education systems of 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 knowledge, skills and abilities for future life in society.
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Essay
Education systems in countries around the world
Introduction
education primary higher
One of the driving forces of progress in any area 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, processes of democratization are currently taking place in education systems in the leading countries of the world. Its essential feature - along with accessibility, variability and differentiation, decentralization of management - is openness and continuity of all its levels.
Nowadays, the world community determines the content of new education, the latest teaching technologies are developed and implemented, and 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, and the experience of educational institutions in different countries. In addition, global education needs to correspond to the 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 values in life. The desire for education is due not only to the desire to acquire knowledge as a guarantor of obtaining material benefits, but also to the awareness of the need for a broad culture. When ranking life values, the majority of the population in developed countries of the world gives preference to education.
Consequently, we can say that the analysis of various education systems and the identification of their advantages and disadvantages makes it possible to highlight the prerequisites and trends for the formation of a unified 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:
Study pedagogical literature on the research problem;
Analyze the educational systems of modern countries (using the example of the systems of the USA, Great Britain, Germany);
Identify 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 periodical publications.
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 priorities in government 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 management structure of parliament and government. The first act of national significance is considered to be the Education Law of 1944, which, although it was mainly devoted to school education, largely streamlined the education system as a whole and determined its governing bodies. Then the adopted acts were revised and supplemented. But by the 60s there was a need to review and improve the quality of education, and it tends to exist in modern England. Thus, the UK National Education Commission published a report in 1993 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 change 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; the education system of Scotland has its own traditional features. The modern UK education system includes: pre-school education, primary education, general secondary education, further education and higher education.
In the UK, about 50% of three- and four-year-old children are raised in kindergartens or infant centers. At the age of 5, compulsory education begins and children enter infant school.
The compulsory education system covers children and adolescents from 5 to 16 years of age. The Education Reform Act (1988) divides compulsory education into four key stages: ages 5 to 7, ages 7 to 11, ages 11 to 14, and ages 14 to 16.
Primary education covers the first two stages (from 5 to 11 years). Children are usually grouped by 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 certificates of completion of the educational institution. In primary school, the main time is devoted to learning English (40% of class time), 15% is physical education, about 12% manual labor and art, the remaining hours are distributed between lessons in arithmetic, history, geography, natural history and religion.
In the UK secondary education system, there are two main types of schools: grammar and combined (in addition to them, there are also technical and modern secondary schools). The most widespread type of schools are integrated schools. They educate about 90% of students in England. The unified school accepts primary school graduates with varying levels of mental abilities and capabilities. Consolidated schools were organized to create equal educational opportunities. They had to provide cooperative learning for students with different abilities, interests and capabilities. Grammar schools provide general secondary education and prepare students for study in higher educational institutions. After completing Year 5, approximately 60% of students who have passed the General Certificate of Education examinations at Ordinary Level leave school. The remaining 40% continue their education according to individual curricula in the two-year 6th grade, which is graduation.
The system of further education (in our understanding, “secondary vocational education”) is a conglomerate of a large number of different colleges, training centers, and institutes that provide training at various levels from vocational to higher education. In total, there are about 700 specialized educational institutions in the further education system, from local colleges, which provide on-the-job training for young people aged 16-18 years, to polytechnic, comprehensive educational institutions, which provide training at various levels, including and highest.
All institutions of further education are under the control of local authorities. The exception is educational institutions with royal charters. Compared to previous years, the number of full-time students in the overall student body is growing. Since the 1960s, significant changes have occurred in the further education system. Its educational institutions were given the right to award academic degrees, i.e. it became possible to obtain higher education not only at universities, but also at polytechnic educational institutions opened on the basis of the largest technical and commercial colleges. Currently, polytechnic colleges are the main institutions of further education, which focus on training specialists with higher education.
Vocational training is provided in joint schools, technical (vocational) colleges, industrial training centers and employment centers. Vocational colleges are in a special place. Here there is the widest range of training - from a skilled worker to an intermediate level specialist. Colleges are closely related to industrial training. The duration of study at a vocational college ranges from one to five years.
Development of the higher education system
Higher education in the UK is represented by universities and polytechnic colleges. Until the 60s. it was carried out exclusively in universities. But in the 50-60s. In Great Britain, the contradictions between the capabilities of the education system at all levels and social needs of a socio-economic nature are beginning to sharply intensify. Education reforms in Great Britain began with higher education. In the early 60s, the country began to experience an acute shortage of highly qualified personnel.
The 60s were marked by rapid growth in university education. During this period, 23 universities were created in the country, or half of those currently existing.
In 1964-1977 A new type of higher education institution for Great Britain was created - a technological university. 10 former "colleges of advanced technology" became technological universities.
In 1969, the world's first distance learning university, the Open University, was created. During the 1960s and 1970s, the number of university students more than doubled (in 1970 there were 259 thousand students studying at UK universities), and the total number of universities increased to 45.
In parallel with 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 created in 1969-1970. as a result of the merger of a number of technical, commercial and arts colleges. The importance of the alternative higher education sector is continuously increasing.
Thus, in the 60s and early 70s, a binary system of higher education was formed in Great Britain, represented, on the one hand, by universities, 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, aligning the legal basis for the activities of all higher educational 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.
The main lever of influence on the higher education system has become funding. In the early 1980s. The government is taking a number of measures to reduce costs for university education in order to use them more rationally. Natural science and engineering and technical areas of training are mainly being developed, commercial activities of universities are being encouraged, and their contacts with industrial and commercial areas are being 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 numbers and their distribution in areas of student training, the formation of the content of training, and areas of scientific research. The Royal Inspectorate also exercises direct control over the activities of universities. First of all, this applies to the organization of teacher education in universities.
If for universities the main problem was the professionalization of education, then for polytechnic colleges it was the strengthening of general scientific and general professional training. From the very beginning, the latter had strong ties with industrial and commercial enterprises and firms. However, they were largely dependent on local education authorities for financial, administrative and educational purposes. Therefore, the main task of these colleges was to limit the “petty” tutelage of local authorities and move under the jurisdiction of the central educational authorities. In this respect, the goals of universities and polytechnic colleges were of an opposite nature.
It should also be noted that according to their structure, universities are divided into collegiate and unitary. The most striking examples of collegiate universities are Oxford and Cambridge, which respectively comprise 39 and 29 colleges. Unitary universities include 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 and who is usually a ceremonial figure. In reality, the head of the university administration is the vice-chancellor or rector. The governing bodies of universities are the council and the senate. The Council is the highest administrative body that forms teaching and support staff and resolves financial issues. The Senate is an academic body. The chairman of the council and senate is the vice-chancellor, who is elected. The composition of the governing bodies is also elected. The management bodies have recently begun to include representatives of the teaching staff, students and external organizations interested in training specialists on a parity basis.
The academic year at UK universities begins in October and is usually divided into trimesters of 8-10 weeks each. The duration of the summer holidays is four months - from June 1 to September 30.
The examination system at universities is determined by charters, but in most cases there are two main examinations - at the end of the 1st and 3rd years of study; The type and level of degree awarded is usually determined based on the results of the examinations. Graduates of higher educational institutions are awarded academic degrees; university and Council for National Academic Qualifications.
The higher education reform currently underway in the UK under the Further and Higher Education Act involves:
creation of a unified structure for financing universities, polytechnic institutes and colleges of the higher education system;
further improvement of the quality of training of specialists and, for this purpose, organizing external control over the quality of training with the help of a national audit body created 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 country's adult population
Thus, the improvement of the UK education system in recent decades is 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 high school. 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, education at public universities is also free.
The main features of the modern education system in Germany were formed during the Weimar Republic (1920s), when the secondary school was divided into a full public school, a real school and a gymnasium. Until the early 1950s, education in real schools and gymnasiums was paid.
The network of preschool children's institutions in Germany is poorly developed. A small number of kindergartens, mostly privately run, cater to children aged 3 to 5 years.
Schooling begins at the age of 6 and is compulsory for 9, and in some states 10 years.
The first level in the school system is primary school: grades I-IV, in some states grades I-VI. In primary school, especially in the first 2 years, integrated education is widely used. German language, arithmetic, local history, music, physical education, religion are taught in a complex. Only in grades III and IV are separate subjects highlighted, although language, local history and music continue to be taught in combination.
Education in a full public school continues until grade IX or X. This type of educational institution is aimed primarily at obtaining a profession: vocational skills lessons are generally attended by students more willingly than classes in other subjects.
The German educational system does not create dead-end situations in terms of continuing education, and those who have completed a full public school, subject to a number of conditions (additional attendance at classes, passing exams), can receive a real school certificate. The real school is characterized by West German teachers as “theoretical-practical”. Unlike a full public school, in a real school physics, chemistry, biology and English are taught as compulsory subjects. Mathematics is taught at a higher level. Students who perform 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 teenagers of the corresponding age study at its lower levels. During their studies, schoolchildren drop out, which is especially high after grade X, as well as during 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 13th 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, for now they exist as if on top of each other: the end of the Xth grade is equivalent to the end of a full public school, and the IX grade is divided into the graduating class of a full public school and the IX (primary) class of a real school. A graduate of grade X receives a certificate of completion of a real school, and grades XI-XII have the status of a gymnasium level of education. The first half of the Xth grade is considered a trial period, and during this period there is a significant dropout, so that the number of real school graduates studying at the gymnasium is about 16%.
The state system of vocational education is compulsory for graduates of a full public school. Of all its students, the vast majority attend classes at a lower type of on-the-job vocational school, where they undergo an apprenticeship course. Classes at the school continue for 3 years, 6 to 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 prepare skilled workers primarily for the service sector.
The German higher education system includes 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 federal government’s policy is aimed at strengthening cooperation between universities and industrial firms. Since 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 a research institute) to work on problems in which the member firms of the association are interested in solving.
It is important that not only internships for company employees in universities are practiced, but also the work of students and young scientists in companies. This is especially true for special (professional) universities, where even teachers are required to periodically undergo internships at a company.
One of the promising features of the German education system, including higher education, is the Education Stimulation Act. For students, it provides monthly payments of approximately 600 marks, with half of the funds transferred as gratuitous grants, and the other as a loan (for schoolchildren, funds are paid exclusively in the form of grants, but to qualify for such a scholarship they must submit documents indicating that that their parents are unable to support them).
The modern German school is a unique pedagogical space, within which there is not so much territorial reunification as the spiritual and 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 necessarily preserving the best national traditions. In this regard, Germany is reviewing the goals and objectives of secondary education, modernizing its content in anticipation of the requirements of the future world.
1.3 USA
The modern US education system, formed under the influence of historical, economic and social factors, is characterized by a number of features that largely distinguish it from Western European standards. There is no unified state education system in the United States; 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 school governance is seen as essential to the nation. In practice, this means that individual state committees develop regional school policies, establish mandatory curriculum standards, distribute allocations between districts, determine qualification requirements for teachers, and deal with the material and technical equipment of schools. As you can see, the main issues - what to teach, who teaches and for what fee, how to evaluate and transfer a student to the next class, under what conditions to award certificates of education, what textbooks to use - are within the competence of the states.
The modern US education system includes preschool institutions, a comprehensive “comprehensive” school (complete secondary education - 12 years of education) and the so-called post-secondary educational institutions (vocational 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 half. XX century Given the wide range of options for part-time work, about half of American mothers still prefer to raise children aged 3-5 years at home. Among whites, the proportion of such mothers is higher. Preschool education and training programs aim to prepare children for primary school. They are diverse, flexible in essence and democratic in content, aimed at teaching independence, initiative, and mutual communication skills. At the same time, preschool institutions maintain close contact with parents.
From 6 to 12 years of age, children attend primary (elementary) school. The primary education program includes English language and literature, mathematics, natural science, civics, labor training, a cycle of aesthetic education (music, drawing, singing, sculpting), sports and physical education. It provides basic skills and knowledge, and develops a conscious attitude towards learning.
High school (college of secondary education) usually consists of two levels: junior and senior. In junior high school (grades VII-IX), a third of the school time is allocated to a common program for all, and the rest to studying elective subjects. Senior secondary school (grades X-XII) usually offers a compulsory set of five academic subjects and a variety of academic and practical study profiles.
In 1993, general education was provided by over 85 thousand educational institutions. At the primary and junior secondary levels there were over 35 million students; Over 12 million students received complete secondary education (or appropriate vocational training). 1.4 million teachers were engaged in teaching at the primary and junior high school level, and about 1.1 million teachers at the full secondary level.
Vocational training is provided in secondary schools, regional vocational centers (organized through the cooperation of several secondary educational institutions) and in vocational skills centers. Students acquire various skills 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 high school students are enrolled in at least one vocational training program.
US higher education is characterized by a significant diversity of curricula, courses and disciplines, representing a single social institution that carries out important economic, social and ideological functions.
In the 90s The higher education system is the most dynamically developing sector of US education.
American universities are usually campuses, or so-called campuses. They have educational and laboratory buildings, libraries, dormitories, residential buildings for teaching staff, catering facilities, sports and cultural facilities.
An urgent problem in higher education remains the attraction of talented young people to technical universities, the need to reorganize the education system for obtaining master's degrees (2nd academic) and doctoral degrees. Scientists predict that in the coming century there will be a significant shortage of engineering and technical specialists.
An important indicator of the level of a university is the so-called degree of selectivity. Almost 1,400 universities accept everyone who applies for admission; over 100 universities in individual states are considered highly selective, although they are also subject to the rule of preferential admission of “local” applicants. Private, highly selective universities accept about 30% of applicants. Identifying the best and creating 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 to teachers. In the best universities in the USA there are 6 students per teacher; Among university mentors, the share of doctors of science is about 97%.
High-quality 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 the new knowledge and skills necessary for a modern person, and 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 increased. There is an intermediate level between primary and secondary school.
Upon completion of primary and incomplete secondary education, students are divided into three main educational streams: complete comprehensive school, which focuses on theoretical training and further study at the university; secondary school with an emphasis on preparation for studying at a technical university; professional educational institutions.
Along with state ones, there are private educational institutions. They are usually paid. Some of them are privileged (English “public schools”, American independent schools, etc.).
Government policy regarding private schools in different countries is based on different principles. In the United States, authorities pay less attention to them than to public educational institutions, which is expressed primarily in funding preferences. In England, private and public schools enjoy equal rights when subsidizing.
In almost all leading countries of the world, school is a priority object of financing. In the early 90s, the share of education costs in total expenses was: USA, England - about 14%, Germany - about 10%. School spending in these countries grew faster than overall national income in the 1980s, establishing itself as a major budget item.
Maintaining school education at a sufficiently high level is an important prerequisite for the dynamic development of society. Highly developed industrial 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 constant combination of criteria and indicators of educational effectiveness. We are talking not only about preparing well-trained youth, but also about forming within the walls of educational institutions a capable, proactive generation that follows the ideals of humanism.
Basically, in the pedagogical circles of all the countries studied, they believe that in order to improve the level of education, it is first of all 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, central and local authorities, teachers and the public come together around a common desire to improve school performance. To stimulate the relevant activities of individual educational institutions, a certain accreditation procedure is applied. In case of successful accreditation, when the viability of the educational institution providing quality education is confirmed, the school receives additional credits.
They care no less about improving the quality of education in other countries. Thus, the UK National Education Commission published a report in 1993 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 advanced training for teachers, concentrating education management and teacher training in the hands of one body, increasing investment in education, increasing public participation in school activities.
In conclusion, we can highlight several main patterns of general secondary education in the countries studied:
* the duration of education in high school is about 12 years;
* complete secondary school is mainly divided into 3 levels: primary, middle and senior;
* education is compulsory 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 receiving secondary specialized education;
* in high school (this is usually grades 10-12), education is specialized - 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 senior secondary school certificate (diploma, certificate);
*in most countries, admission to a university occurs through a competition of certificates (diplomas, certificates) or based on the results of testing, uniform across the country or individual for universities, based, as a rule, on measuring the level of abilities of the applicant.
2.2 Higher education
In the countries studied, higher education networks have expanded dramatically over the past quarter century. This process reflected the growing role of higher education in economic progress and the enrichment of ideas about life ideals. The social composition of the student body has changed noticeably: it has become more democratic. The content of university and non-university higher education programs is changing.
The key problem in the policies of the leading countries of the world regarding higher education is maintaining 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 government subsidies for individual educational institutions depends on the results of such an assessment. A similar system operates in the USA. In some states, such assessments are carried out by special educational quality assurance agencies.
The increased competition between states in the field of higher education is, in fact, an economic competition, since education in modern conditions has become the main source of economic growth. According to American scientists studying the problems of the economics of education, the latter accounts for 15-20% of the growth of national income. In addition, from 20 to 40% of the 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 overwhelming 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 have successfully overcome the transition to modern market relations considered the field of higher education as a priority and proceeded from this in their investment policies.
The political elite in Great Britain, Germany and the USA formed a kind of cult of education, supported by regular meetings of heads of state with the best students, graduate students, and teachers and presenting them to the public as the “intellectual value of the country.”
Such meetings emphasize that education is the main indicator of quality of life, the core of the economic power and creative potential of every person.
Conclusion
It is natural that the problems of education have always occupied the most important place in the activities of any state: education is one of the fundamental means of reproduction and development of the culture of society and people, the spiritual, intellectual and professional potential of society. In recent times, marked by a transitional period for the development of society, the topic 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 layers and groups of the population, representatives of science from various countries, all branches and levels of legislation participate and executive authorities.
The need to understand the real problems of education in modern conditions is becoming increasingly relevant and significant. This is due not only to socio-economic reasons, but to a large extent to a change in social development paradigms. All this, of course, affects the state and prospects for the development of education as the most important part of the social sphere, a cultural phenomenon, one of the drivers of progressive social movement.
Having analyzed modern trends in the development of education systems in 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 characteristics of their socio-economic development, historical and national conditions. But at the same time, they also have a certain similarity in the problems of school reform related to the modernization of the content of education, which leads to the unification of the efforts of the entire world community to resolve these problems.
Consequently, we can say that a comparative analysis of various education systems and the identification of specific approaches to the content of education make it possible to highlight the prerequisites and trends for the formation of a unified 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. Preschool 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 secondary schools 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 of education in developed foreign countries. - M., 2003.
8. Dzhurinsky A.N. Development of education in the modern world. - M., 1999.
9. Paramonova L.A. Preschool and primary education abroad. - M., 2001.
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