Keywords: RIGHT TO EDUCATION; CONSTITUTIONAL RIGHTS OF THE INDIVIDUAL; CONSTITUTION OF THE RUSSIAN FEDERATION; EDUCATIONAL LEGISLATION; EDUCATION SYSTEM; THE RIGHT TO EDUCATION; THE CONSTITUTIONAL RIGHTS OF THE INDIVIDUAL; CONSTITUTION OF THE RUSSIAN FEDERATION; EDUCATIONAL LEGISLATION; EDUCATION SYSTEM.

Annotation: The subject of study in this article is the constitutional provisions governing the foundations of the education system of the Russian Federation, as well as the norms of the Federal Law of December 29, 2012 No. 273 "On Education in the Russian Federation". The article discusses the content of the right to education, its structure, as well as its place in the system of freedoms and human rights, the relationship with other constitutional rights of the individual.

The right to education is one of the most important constitutional rights of the individual, guaranteed by the state. This is essentially a social right enshrined in Art. 43 of the Constitution of the Russian Federation, which introduced it into the constitutional status of the individual as an element, thereby giving it its original meaning, which laid the foundation for Russian educational legislation.

The provisions of Art. 43 of the Constitution of the Russian Federation are specified by a mass of normative legal acts of various legal force, which contain the procedure and guarantees for the exercise of the right to receive education, as well as ways to protect it. Among these, first of all, we should name the Federal Law of December 29, 2012 No. 273 “On Education in the Russian Federation”, in Art. 2 which reveals the content of the term "education". The specified norm of the current Russian educational legislation considers education to be “a complex coordinated process of education and upbringing, which is a socially significant benefit and is implemented in the interests of the state, society, family and individual. As well as a set of acquired skills, skills, knowledge, value beliefs, experience and powers of a certain complexity and scope for the purposes of creative, spiritual, moral, intellectual, professional and (or) physical development personality, meeting his educational interests and needs.

An analysis of the object of the right to education made it possible to highlight its most important features: the functions of education directly depend on the understanding of education contained in the national legislation, the right to receive education (as well as other basic rights of the individual) is guaranteed by international legal acts and does not depend on the scope of its regulation by national legislation.

The provisions of the Federal Law of December 29, 2012 No. 273 "On Education in the Russian Federation", the Constitution of the Russian Federation presumes that the right to education is not granted by the state to the individual, and, therefore, it cannot be taken away or limited. Thus, the state fully assumes the obligation to recognize this right and provide conditions for its unimpeded implementation through the creation of a procedure for enjoying the right to education, which includes the legal framework and the education system.

Determining the role of the right to acquire education in the system of freedoms and human rights, it is necessary to name its relationship with such constitutional rights as the right to life, dignity and freedom (Articles 20, 21, 22 of the Constitution of the Russian Federation), note the presence of indirect interaction with freedom of speech, freedom of conscience, freedom of thought, etc. (Articles 28, 29 of the Constitution of the Russian Federation), point out the special connection between the right to education and freedom of literary, technical, scientific and other forms of creativity (Article 44 of the Constitution of the Russian Federation).

Based on the analysis of these norms, it is possible to determine the structure of the constitutional right of a citizen and an individual to receive education, to highlight its elements. These elements include:

– the right to acquire education by any person;
- the right to receive different levels education;
- approval of not only the right, but also the obligation to receive basic general education;
– the right to acquire education in various forms;
– the right to free choice of the language of education;
– pluralism and freedom in education;
- the dominant right of legal representatives in choosing the form of education for their minor children.

The provisions of Part 1, 2 Art. 43 of the Constitution of the Russian Federation affirms the right of any person to acquire education, while the authorities ensure free and accessibility of:

- preschool education, contributing to the formation of a common culture, as well as the development of personal, intellectual, physical, moral and aesthetic qualities, the formation of the prerequisites for educational activities, the preservation and strengthening of the health of preschool children;

- basic general education, which is aimed at the formation and development of the student's personal qualities, including teaching the Russian language, the basics of science, skills of physical and mental labor, the development of interests, inclinations, the ability to social self-determination, which is necessary (part 4 article 43 of the Constitution of the Russian Federation);

- secondary vocational education, which provides for solving the problems of cultural, intellectual and professional development of a person, involves the training of skilled workers and middle-level workers in all leading areas of socially useful activity.

In addition, the provisions of the Basic Law establish that every person has the right to free higher education on the basis of a competition (part 3, article 43 of the Constitution of the Russian Federation). In order to approve the constitutional right to acquire free higher education, the Federal Law of December 29, 2012 No. 273 “On Education in the Russian Federation” provides for the receipt of higher education on the basis of a competition in municipal, state educational institutions for free when a person receives education at this level for the first time. The second and subsequent higher education can be obtained for a fee - both in a non-state and in a state educational institution.

The constitutional foundations of educational law contained in Art. 72 of the Constitution of the Russian Federation, refer general issues of education to the joint jurisdiction of the Russian Federation and the constituent entities of the Russian Federation, and in Art. 114, it is established that the Government of the Russian Federation guarantees the implementation in Russia of a unified state policy in the field of education and upbringing. The provisions of Art. 72 of the Basic Law predetermined the existence of both federal legislation on education and legislation on education of the Republic of Khakassia. The adoption in 2012 of the Federal Law of December 29, 2012 No. 273 "On Education in the Russian Federation" became the starting point for the development of regional legislation. On its basis, the Law of the Republic of Khakassia of July 5, 2013 No. 60-ЗРХ "On Education in the Republic of Khakassia" was formulated and approved.

Summing up, it should be pointed out that the constitutional consolidation of the right to education is the most important prerequisite for the economic, political, social and spiritual development of society. The right to receive education in the system of constitutional rights is the reason (or condition) for the realization of a number of socio-economic freedoms and rights, and also arises as a result of the action of a group of constitutional freedoms and the rights of a citizen and an individual.

Bibliography

1. Andrichenko L.V., Barankov V.L., Bulaevsky B.A. etc. Educational legislation of Russia. A new milestone in development: a monograph (responsible editors N.V. Putilo, Candidate of Law Sciences, N.S. Volkova, Candidate of Law Sciences). M.: Publishing house "Jurisprudence", 2015. 480 p.
2. Belousova O.V. Regional legislation on general education: ways to improve // ​​Journal of Russian law. 2013. No. 2. S. 122-129.
3. The Constitution of the Russian Federation of December 12, 1993 (as amended on July 21, 2014) // Collection of Legislation of the Russian Federation. 2014. No. 31. Art. 4398.
4. On education in the Republic of Khakassia: Law of the Republic of Khakassia dated July 5, 2013 No. 60-ЗРХ (as amended on May 12, 2016) // Bulletin of Khakassia. 2016. No. 38 (1667).
5. On Education in the Russian Federation (as amended on July 3, 2016): Federal Law of December 29, 2012 No. 273-FZ // Rossiyskaya Gazeta. 2016. July 6. No. 146.

Education today is one of the main and important spheres of human life and society. It is an independent branch of the social and economic sphere. The education system in our country has undergone many changes.

The concept of education

As a rule, education refers mainly to the pedagogical sphere, and within the framework of this area of ​​science, its concept is as follows: it is a process aimed at educating and training in the interests of a member of society, during which he masters a body of knowledge. Thus, the education process can be characterized by several features: purposefulness, organization, manageability, completeness and compliance with the quality requirements established by the state.

The origin of education in Russia

Education and literacy have always been widespread in Russia, as evidenced by found birch-bark letters dating back to the 1st millennium.

The beginning of universal education in Russia was laid by Prince Vladimir, when he issued a decree on taking children from best families and teach them "book learning", which was perceived by the ancient Russians as savagery and caused fear. Parents absolutely did not want to send their children to study, so students were enrolled in schools by force.

The first large school appeared in 1028 through the efforts of Yaroslav the Wise, who was able to gather 300 children and issued a command to "teach them books." Since then, the number of schools began to increase. They were opened mainly at monasteries and churches, and not only in cities, but also in rural settlements.

It should be noted that princes Ancient Russia were educated people, so they paid increased attention to teaching children and books.

Education and its level grew until the Mongol-Tatar invasion in the 13th century, which was of catastrophic significance for Russian culture, since almost all centers of literacy and books were destroyed.

And only in the middle of the 16th century did the rulers think about literacy and education again, and already in the 18th century education began to occupy a special place in the history of Russia. It was then that an attempt was made to create a state education system. Schools were opened and specialists in various sciences were invited from abroad, or Russian teenagers were sent to study abroad.

Only under Peter I, education and enlightenment, as well as their development, the opening of schools of various specializations (mathematical, geographical) became an important state task. Thanks to this, a system of vocational education arose in Russia.

With the death of Peter I, Russian education fell into decline, since his successors did not pay due attention to the sciences.

But if earlier only children of nobles and other noble families and families were allowed to study, then from the second half of the 18th century everything changed dramatically. Catherine II laid in the concept of "education" a completely different meaning - the education of the people.

The Ministry of Public Education was first created in 1802 by decree of Tsar Alexander I, the types of educational institutions were established: parish and district schools, gymnasiums and universities. Continuity between these institutions was established, the number of grade levels increased to 7, and it was possible to enter the university only after graduating from the gymnasium.

AT late XIX and the beginning of the 20th century, questions about the reform of school education began to be raised, which very soon found themselves in the center of public attention. During this period, the Russian school, despite various difficulties and contradictions, experienced a period of growth: the number of educational institutions, the number of students in them increased, a variety of forms and types of education appeared, as well as its content.

The history of the development of education in the XX century

The destruction of the education system that existed at that time began after the 1917 revolution. The structure of school administration was destroyed, private and religious educational institutions were closed, and the screening of "unreliable" sciences and teachers began.

The idea of ​​the Soviet school was a unified system of free and joint general education. The advantages for enrolling in classes were given to peasants and workers, the system of socialist education developed, and schools were separated from churches.

The laws adopted in the 40s on education in Russia have actually been preserved to this day: teaching children at school from the age of 7, introducing a five-point grading system, final exams at the end of school and awarding excellent students with medals (silver and gold).

Russian education reform

AT modern history In the Russian Federation, the education reform began in 2010 with the signing of a bill on a set of measures to modernize the education system. The official start was given in 2011 on January 1.

The main measures taken to reform education include:

• The introduction of a unified state exam (EEG) to replace the “unfair”, according to legislators, examination system that has been operating in Russia for many decades.
• Introduction and further development of higher education at several levels - bachelor's and master's programs, aimed at convergence Russian education with European. Some universities have retained five-year training in some specialties, but today there are very few of them left.
• Gradual reduction in the number of teachers and educators.
• Reduction in the number of higher education institutions through their complete closure or reorganization, as a result of which they join stronger universities. This assessment was given to them by a special commission created by the Ministry of Education.

The results of the reform will not be summed up soon, but opinions are already divided. Some say that as a result of these changes, one of the highest quality and fundamental educational systems in the world collapsed. Since government subsidies have become much smaller, everything has come down to the commercialization of education at all levels of educational institutions. Others say that thanks to European standardization, Russian students have got a chance to work abroad, and the number of exam rigging has decreased in schools.

Structure

The education system in Russia consists of several components:

• State requirements and education standards developed at the federal level.
• Educational programs, consisting of different types, directions and levels.
• Institutions in the field of education, as well as the teaching staff, directly the students themselves and their legal representatives.
• Education management bodies (at the federal, regional and municipal levels) and advisory or advisory bodies created under them.
• Organizations dedicated to providing educational activities and evaluate its quality.
• Various associations working in the educational field (legal entities, employers, public structures).

Legislation and legal regulation of education

The right to education for citizens of our country is guaranteed by the Constitution of the Russian Federation (Article 43), and all issues related to this are under the jurisdiction of the state and its subjects.

The main document regulating the education system is the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”.

According to the document, decrees, orders, resolutions and other documents in the educational sphere can be adopted not only at the federal, but also at the regional and municipal levels, as additions to the main national laws.

Standards and state requirements for education

All training standards are adopted at the federal level and are designed to provide:

• Unified educational process throughout the Russian Federation.
• Continuity of the main programs.
• Diversity of the content of programs at the appropriate level, the formation of programs of various directions and complexity, taking into account the needs and abilities of students.
• A guaranteed level and quality system of education within the framework of the unified mandatory requirements of educational programs - according to the conditions and results of their study.

In addition, they are the basis on which the quality of education of students is assessed, as well as the timing of the training of a particular type of education.

Compliance with standards and requirements is a prerequisite for the implementation of basic education programs in preschool and other organizations that conduct educational activities.

State standards include, among other things, the requirements for basic educational programs:

For students with handicapped special requirements and standards are provided for, which are also available at the level of vocational education.

Education management in Russia

The education system is managed at several levels: federal, regional and municipal.

At the federal level, management is carried out by the Ministry of Education and Science of the Russian Federation, whose functions include the development of state policy and legal regulation in the educational sphere. Documents are accepted at the level of the President and the Government of the Russian Federation.

The Federal Service for Supervision in the Sphere of Education and Science (Rosobrnadzor) is engaged in licensing, attestation of educational institutions, attestation of scientists and university teachers, attestation of graduates, confirmation of documents on education.

Management of education at the regional level is under the jurisdiction of the ministries, departments of education formed in the constituent entities of the Russian Federation. Controls the implementation of federal and regional legislation in the field of education Rosobrnadzor.

At the municipal level, education management, as well as the implementation of federal, regional and municipal laws and requirements, are carried out by departments, departments and departments of education located on the territory of municipalities.

Types of education systems and forms of education

The modern education system in Russia is divided into several types.

• The system of preschool education (nursery, Kindergarten).
• Primary (kindergarten, school).
• Basic (schools, gymnasiums, lyceums, cadet corps).
• Secondary (schools, gymnasiums, lyceums, cadet corps).

Professional:

• The system of secondary specialized education (vocational schools, colleges, technical schools);
• Higher education system - bachelor's degree, specialist's degree, master's degree and training of highly qualified personnel (universities, academies).

Additional means:

• Specialized education for adults and children (palaces of children's creativity, art schools for adults and children).
• Vocational education (training institutes). It is usually carried out scientific organizations, institutions.

Education is divided into 3 main forms of education: full-time, or full-time; part-time (evening) and part-time.

In addition, education can be obtained in the form of external studies, that is, self-study and self-education, and family education. These forms also give students the right to pass final attestations in educational institutions.

The new forms of education that have emerged as a result of the reforms include: a network education system (getting education with the help of several educational institutions at once), electronic and distance learning, which is possible using remote access to educational materials and passing final certifications.

Education and its educational and methodological support

The information base is the main tool for organizing the educational process. It reflects not only the ways of building the educational process, but gives a complete picture of the amount of learning content that is to be mastered.

The main pursued goal is the implementation of the requirements of state educational standards to provide all students with a complete set of educational and teaching materials for all forms of education.

The issues of educational and methodological support of the education process are supervised by the Ministry of Education and Science of the Russian Federation. It also approves the federal list of textbooks and their content. According to the order of the department, all school textbooks must also have an electronic version containing multimedia and interactive elements.

Well-established educational and methodological support allows you to systematize methodological, regulatory materials; analyze and improve the efficiency and quality of training sessions; build an objective system of assessing the knowledge of students and graduates.

Education spending

AT last years the system of general education in Russia, its renewal and improvement is one of the highest priority tasks of the state, despite the economic difficulties. In this regard, subsidies allocated by the Government are growing from year to year.

So, for example, if in 2000 more than 36 billion rubles were allocated for the development of education, then already in 2010 - 386 billion rubles. budget injections. At the end of 2015, the education budget was executed in the amount of 615,493 million rubles.

Development of the education system

The concept was set out by the Government of the Russian Federation in Resolution No. 497 of May 23, 2015 “On the Federal Target Program for the Development of Education for 2016-2020”.

The program is aimed at creating a number of conditions for the effective development of education in Russia, aimed at providing affordable quality education that will meet modern requirements socially oriented society as a whole.

The tasks to achieve this goal are:

• Formation and integration of structural and technological innovations in secondary vocational and higher education.
• Development and implementation of a set of measures to develop an effective and attractive system of additional education for children, a scientific and creative environment in educational institutions.
• Formation of such an infrastructure that would provide conditions for the training of highly qualified personnel in the conditions of the modern market.
• Formation of a demanded system for assessing the quality of education itself and its educational results.

The implementation of the Program is divided into 2 stages:

• 2016-2017 – approbation and implementation of measures initiated since the start of the Federal Education Reform.
• 2018-2020 - changing the structures of education, distribution of new educational programs, introduction of new technologies and much more.

The Consequences of the Reform and the Problems of the Development of Education in Russia

Russian education, which was underfunded in the 90s and has been undergoing fundamental changes since 2010, according to many experts, has begun to lose much in quality. Here we can single out a number of problems, due to which education not only does not develop, but slides down.

Firstly, the social status of teachers and instructors has decreased. This applies not only to the degree of respect for such work, but also to the level of payment and social state guarantees.

Secondly, a powerful bureaucratic system that does not allow young and talented scientists to receive scientific degrees and titles.

Thirdly, the elimination of educational criteria and standards that have been built for decades, and from that they have become transparent and accessible to everyone who is interested.

Fourthly, the introduction of the EEG as an exam, which boils down only to assessing the student's memory in certain subjects, but in no way contributing to the development of logic, creative thinking.

Fifth, the introduction of new types of education systems: undergraduate (4 years) and master's (6 years). The departure from the specialist's degree programs (5 years) has led to the fact that now 5-year programs are cut to a minimum, and master's programs are replete with additional and often completely unnecessary subjects for teaching a future undergraduate.

Non-state educational institution

additional professional education

"Center for Social and Humanitarian Education"

ESSAY

The modern education system in the Russian Federation

Tyunina Elena Vladimirovna

Professional retraining program

"Education and Pedagogy"

Head: Larionova I.E.

Teacher of the highest category

The work was approved for defense "__" ____ 2015.

Grade: ____________________________

Kazan, 2016

CONTENT

INTRODUCTION

The abstract examines the modern education system in the Russian Federation, as well as existing problems and methods for solving them, and touches upon an innovative approach to learning. This makes this work interesting and relevant.

Object of study: the education system in the Russian Federation

Purpose of the study: based on legislative acts, to analyze the education system of the Russian Federation.

Research objectives:

To identify the main features of the education system of the Russian Federation;

Determine the main problems of education in Russia and possible ways to overcome them;

Consider innovations in the education system of the Russian Federation;

Formulate, on the basis of the legislation of the Russian Federation in the field of education, the principles of educational policy, as well as priority goals and directions for the development of the education system;

In the process of developing this work, the following methods were used: document analysis, statistical analysis, system analysis, comparison.

1.1 The education system in the Russian Federation:

The Federal Law "On Education" offers the following definition: "Education is a single purposeful process of upbringing and training, which is a socially significant good and is carried out in the interests of a person, family, society and the state, as well as a set of acquired knowledge, skills, values, experience activities and competences of a certain volume and complexity for the purposes of intellectual, spiritual, moral, creative, physical and (or) professional development of a person, satisfaction of his educational needs and interests. According to the Constitution of our country, every citizen of the Russian Federation has the right to free education, regardless of his race and religion.

In accordance with the above Federal Law withThe education system includes the following elements:

1) federal state educational standards and federal state requirements, educational standards, educational programs of various types, levels and (or) directions;

2) organizations carrying out educational activities, teaching staff, students and parents (legal representatives) of minor students;

3) federal state bodies and state authorities of the subjects of the Russian Federation, carrying out public administration in the field of education, and local self-government bodies exercising management in the field of education, advisory, advisory and other bodies created by them;

4) organizations providing educational activities, assessing the quality of education;

5) associations of legal entities, employers and their associations, public associations operating in the field of education.

In the Russian Federation, education is divided into general, vocational, and additional education. It also highlights vocational training, which ensures the possibility of realizing the right to education throughout life (continuing education).

General education and vocational education are implemented by levels. The following levels of general education are established in the Russian Federation:

1) preschool education;

2) primary general education;

3) basic general education;

4) secondary general education.

5. The following levels of vocational education are established in the Russian Federation:

1) secondary vocational education;

2) higher education - bachelor's degree;

3) higher education - specialty, magistracy;

4) higher education - training of highly qualified personnel.

Additional education includes such subtypes as additional education for children and adults and additional vocational education.

1.2 Principles of the state policy of the Russian Federation in the field of education

Education today is one of the means of solving the most important problems not only of society as a whole, but also of individuals. As in any state, in Russia the nature of the education system is determined by the socio-economic and political system, as well as cultural, historical and national characteristics. Society's requirements for education are formulated by a system of principles of state educational policy. Its goal is to create favorable conditions for citizens to exercise their rights to education that meets the needs of the economy and civil society.

Public policyand legal regulation of relations in the field of education are based on the followingprinciples :

1) recognition of the priority of education;

2) ensuring the right of every person to education, inadmissibility of discrimination in the field of education;

3) the humanistic nature of education, the priority of human life and health, the rights and freedoms of the individual, the free development of the individual, the education of mutual respect, diligence, citizenship, patriotism, responsibility, legal culture, respect for nature and environment, environmental management;

4) the unity of the educational space on the territory of the Russian Federation, the protection and development of ethnic and cultural characteristics and traditions of the peoples of the Russian Federation in a multinational state;

5) creation of favorable conditions for the integration of the education system of the Russian Federation with the education systems of other states on an equal and mutually beneficial basis;

6) the secular nature of education in state, municipal organizations engaged in educational activities;

7) the freedom to choose education according to the inclinations and needs of a person, the creation of conditions for the self-realization of each person, the free development of his abilities, including the provision of the right to choose the forms of education, forms of education, the organization that carries out educational activities, the direction of education within the limits provided by the education system, as well as providing teaching staff with freedom in choosing forms of education, methods of education and upbringing;

8) ensuring the right to education throughout life in accordance with the needs of the individual, the adaptability of the education system to the level of training, developmental characteristics, abilities and interests of a person;

9) autonomy of educational organizations, academic rights and freedoms of teachers and students, provided for by this federal law, information openness and public reporting of educational organizations;

10) the democratic nature of education management, ensuring the rights of teachers, students, parents (legal representatives) of minor students to participate in the management of educational organizations;

11) the inadmissibility of restricting or eliminating competition in the field of education;

12) a combination of state and contractual regulation of relations in the field of education.

Every year, as part of ensuring the implementation of a unified state policy in the field of education, the Government of the Russian Federation submits to the Federal Assembly of the Russian Federation a report on the implementation of state policy in the field of education and publishes it on the official website of the Government of the Russian Federation in the Internet information and telecommunication network.

The fundamental point is the principle of the humanistic nature of education. Accordingly, each child must be recognized as a person, regardless of his social status, level of development, and so on. These general methodological principles should be concretized through organizational-pedagogical and activity-functional principles.

In general, in the modern world, the trends of changing value priorities are becoming more and more obvious. Among the main criteria for assessing the development of society, education occupies a central place. And the refrain highlights the fundamental recognition of the main criterion of educational reforms: the emerging model of education must have mechanisms for dynamic self-development.

Unfortunately, the traditional mass school still retains an uncreative approach to the assimilation of knowledge. Previously, the goal of the secondary school was only to give the student the minimum set of knowledge necessary for a person in everyday life.

However, modern scientists have proven that any student is capable of creative activity. Consequently, the teacher needs to instill in the child the desire and ability to learn, to organize such activities in the classroom that would encourage each student to reveal his creative abilities.

Today, the state in the field of education has a priority goal: to ensure the high quality of Russian education in accordance with the changing demands of the population and the long-term tasks of the development of Russian society and the economy.

At the same time, the main tasks of the state are:

Formation of a flexible, socially accountable system of continuing professional education that develops human potential and meets the current and future needs of the socio-economic development of the Russian Federation;

Development of infrastructure and organizational and economic mechanisms that ensure the most equal accessibility of preschool, general, additional education children;

Modernization of educational programs in the systems of preschool, general and additional education of children, aimed at achieving modern quality learning outcomes and results of socialization;

Creation of a modern system for assessing the quality of education based on the principles of openness, objectivity, transparency, social and professional participation.

The new education system is oriented towards entering the global educational space. The dominant trend of our time is the integration of national education systems. Today Russia actively participates in many international projects, is involved in the exchange of students, professors and teachers.

The system of relations between the institute of education and religious institutions is being transformed. Theological faculties, Sunday schools are being opened, additional programs are being implemented in secondary schools with the consent of parents and the teaching staff.

Radical changes in the Russian education system affect all its elements and links. So, at the beginning of the new millennium, a project was launched for the state final certification (general state exam) for graduates of grade 9 and a unified state exam for graduates of grade 11. Despite all the disputes and disagreements around the Unified State Examination, it should be noted that this form of the exam brings the Russian education system closer to the European one. In addition, in the case of gaining the required number of points, the USE allows you to enter any university, in some cases without additional entrance exams.

Another key change in the education system of the Russian Federation is the testing of alternatives to state educational institutions (for example, private ones), variable forms of education (gymnasiums, lyceums, colleges, specialized classes, etc.). In all links - from kindergartens to universities - in parallel with the system of free education, there is a paid one. The state makes sure that the budgetary financing of educational institutions and projects is transparent, controllable, and that each student's tuition from the budget is paid individually. Attracting investment in education acquires the status of state policy.

In a word, there is a direct connection between education and the political sphere. The activity of educational institutions directly depends on it. The principles of state policy in the field of education are based on constitutional norms, being basic not only for the preparation of legal acts, but also for direct implementation in individual educational institutions.

1.3 Actual problems in the field of education and ways to overcome them

The fate of any state directly depends on the state of the education system. If the state strives for development, the leadership of any country should set the development of literacy and education of the population as a priority goal and task.

The modern education system is going through quite difficult times. The Soviet school is collapsing, European trends are coming to replace it. Sometimes the introduction of innovations occurs on unprepared ground, or innovations are not adapted to the Russian mentality. This often leads to the formation of various kinds of difficulties. Currently, the following problems can be identified in the Russian education system:

The crisis of the old education system.

Excessive theoretical orientation of education.

Lack of proper funding;

Low level of communication between the stages of education;

Corruption;

Let's consider each of these problems and possible or practical ways their solutions in more detail.

So, when studying the problem of the crisis of the former education system, in higher education, a way out was found in the transition to the bachelor's and master's programs. But secondary schools and vocational schools remained uncovered. The recently passed law on education is designed to solve this problem. Modern society is at a level of development when it is time to move away from learning as memorization of facts. It is necessary to teach children to extract information, understand it and apply it in practice. And this requires colossal work to prepare not only new textbooks for students and manuals for teachers, but also the teachers themselves.

The second problem of education in Russia is called its excessive theoretical orientation. By educating a theoretical scientist, we create a huge shortage of narrow specialists. Having received a good theoretical background, few people can apply knowledge in practice. Therefore, having got a job, new employees experience a serious adaptation associated with the inability to compare their knowledge with practical activities.

The third problem is characteristic not only for education - it is insufficient funding. The lack of funds is the reason for the shortage of personnel in the education system as a whole in the country. In addition, in order to keep up with the times, it is necessary to introduce new technologies and upgrade obsolete equipment. At this educational institution funds are not always available. Here, the solution is to attract additional sources of funding, including private ones.

The problem that school graduates begin to feel particularly acute is the low level of communication between the stages of education. So, now, in order to enter a university, parents often hire a tutor to passing the exam, since the level of requirements that were presented at school, from the level required for studying at a university, are strikingly different from each other.

Of course, one cannot ignore such a problem as corruption. You can find many advertisements for the sale of diplomas of higher education on the Internet. Corruption can also include monetary extortion at school, bribes for exams (tests), embezzlement of funds from the budget. However, at present, the Prosecutor's Office of the Russian Federation has a practice of a "hot line" where parents can apply in case of unlawful extortions and bribes, and the new laws adopted are designed to toughen the punishment for such phenomena. In addition, classrooms in schools where state exams are equipped with a video surveillance system, which also helps to eliminate the element of corruption during the exam.

In conclusion of this section, one can note such a problem as the decline in the prestige of vocational schools and technical schools. This leads to a shortage of workers in enterprises and in the service sector. To solve this problem, the Government of the Russian Federation is promoting "working" professions, providing certain benefits, social guarantees, as well as increasing the level of wages at factories and other enterprises among such specialists.

1.4 Experimental and innovative activities in education

In the light of the ongoing modernization of education in Russia, the topic of conducting experimental and innovative activities in the field of education is relevant.

Innovation means the introduction of something new in the goals, content, methods and forms of education and upbringing, organization joint activities teacher and student. Innovations do not arise by themselves, but are the result of scientific research, the practical experience of individual teachers and entire teams. In such conditions, the teacher often faces the problem of pedagogical risk. Risk implies the experimental application of some technology that is not widely used in practice, but, nevertheless, in theory, which is promising in terms of learning.

In understanding the essence of these two concepts, there are two main problems of modern pedagogy: the problem of studying, generalizing and disseminating advanced pedagogical experience and the problem of implementing the achievements of innovative teachers. Thus, innovation and pedagogical risk should lie in the plane of combining two interconnected phenomena, usually considered separately, i.e. the result of their synthesis should be new knowledge, allowing the teacher to use innovations in everyday practice, calculating the possible consequences.

In order to determine the main goals and objectives of the implementation innovative technologies in the field of education, one should refer to Article 20 of the Federal Law "On Education". This article reads: “Experimental and innovative activities in the field of education are carried out in order to ensure the modernization and development of the education system, taking into account the main directions of the socio-economic development of the Russian Federation, the implementation of priority areas of the state policy of the Russian Federation in the field of education. Experimental activities are aimed at the development, testing and implementation of new educational technologies <...>. Innovation activity is focused on improving the scientific and pedagogical, educational and methodological, organizational, legal, financial and economic, personnel, logistics support of the education system and is carried out in the form of the implementation of innovative projects and programs by organizations engaged in educational activities, and other organizations operating in the field of education, as well as their associations. When implementing innovative project programs must ensure that the rights and legitimate interests of participants in educational relations are observed, the provision and receipt of education, the level and quality of which cannot be lower than the requirements established by the federal state educational standard, federal state requirements, educational standard.

Today, there are a huge number of methods, programs and methods that allow you to work with all categories of children, using the latest developments in the technology sector, original exercises, authentic, modern and interesting audio and video materials, as well as interactive learning tools. But the main reason for the invariability of the monotony of the life of an ordinary student is the unwillingness to introduce them.

CONCLUSION

The supreme laws of the Russian Federation guarantee every citizen of the Russian Federation the right to education. The system of Russian education creates conditions for continuous education through the implementation of basic educational programs and various additional educational programs.

In the modern international world, in order to be successful, one has to adapt to international trends, which naturally leads to all sorts of changes, including in the field of education. Such changes are often the cause of a number of large and small problems. The Law "On Education" is an attempt to solve a number of urgent problems in the modern education system. But for the full development of the nation, it is necessary to take a number of measures in the field of education.

The main goal of education today is to create conditions for the development of the natural qualities of a person. Possession exclusively of a stock of academic knowledge is becoming less and less important indicator of the quality of education. The state is faced with the task of not only bringing the level and system of education closer to international standards, but also making sure that it fully meets the country's needs for qualified specialists and highly educated citizens.

The new education system is oriented towards entering the global educational space. The dominant trend of our time is the free movement of resources, people, ideas across national borders. Today Russia actively participates in many international projects, is involved in the exchange of students, professors and teachers. Traditions and norms of world education freely penetrate our country. The cultural transformation of society is expressed both in globalization, the internationalization of culture, and in the desire to preserve its originality. Television, the Internet as a means of audiovisual communication, popularization in English erase the boundaries in the cultural space. At the same time, ways of preserving cultural identity are being worked out. The harmonization of these multidirectional trends is a condition for the sustainable development of the education sector.

At the conclusion of the study

Education in universities today seems less accessible than in Soviet years However, the state of the education system as a whole today is estimated higher than a quarter of a century ago.

On the eve of Student's Day, the All-Russian Public Opinion Research Center (VTsIOM) presented survey data on how Russians assess the state of the Russian education system today and 25 years ago, what kind of education they dream of for their children.

The availability of higher education, according to half of Russians (53%), is lower today than in Soviet times. The opposite opinion is shared by 38% of all respondents. Among people of retirement age, 58% and 34% gave the corresponding answers, while among young people from 18 to 24 years old - 45% and 42%, among low-income people - 58% and 33%, and among respondents with high incomes - 40% and 54% .

At the same time, only 20% of respondents today assess the state of the education system as “bad” or “very bad” - this share is lower than the figure of 25 years ago (27%), while 33% consider it “good” or “excellent” (against 8 % in 1991). However, the most common (both in the Soviet years and in our time) is the opinion that our education is mediocre (41% in 2016 and 46% in 1991).

The need for education today is realized much stronger than in the early 1990s. So, if in 1991 20% of the respondents were indifferent to what level of education their child would receive, then in 2016 only 9% said so. The majority of Russians (81%) would like to see their children and grandchildren as university graduates, and over a quarter of a century this proportion has grown one and a half times (from 53%). Technical schools and colleges, vocational schools do not enjoy authority - only 4% and 1% of respondents, respectively, would choose them for teaching children. One of the factors influencing the assessments of citizens can be called the relationship between the level of education and the material well-being of a person: today 40% are sure that they are in the right proportional dependence(the higher one, the better the other).

Views on the role of upbringing and the family in getting a child this or that education for 25 years have also been revised. If in 1991 the main factor influencing the level of education was the ability of the child (58%), today its importance is felt noticeably less (41%). The craving for knowledge is currently called the key - 53%(previously this share was 55%), the second largest - financial situation of the family(47% in 2016 vs. 34% in 1991). The desire of parents to give their child an education is now considered more significant than before (over 25 years, the corresponding share of answers has grown from 29% to 38%), but the level of education of parents, according to the respondents, on the contrary, no longer plays the role that it did in Soviet times. (decrease from 29% to 18%).

Chairman of the Board of VTsIOM Konstantin Abramov notes: “The transformation of the state system and society over the past 25 years has naturally been reflected in the attitude of Russians to the education system. Society has adapted to the new rules, new guidelines have appeared. Higher education, according to most Russians, directly affects the level of income. And if in Soviet society the slogan “all professions are needed, all professions are important” was confirmed in practice, and the income level of the working class was comparable, and sometimes exceeded the income level of highly educated people, now the situation has changed. Physical labor has been devalued. There is a huge demand on the market for higher education, or rather for the "crust" of higher education. A number of "pseudo-universities" have appeared, focused only on making money in commerce. "Unlawyers", "under-managers" or "under-economists" were swallowed up by new markets. With the reform of the educational system, this situation began to change again. Requirements for education on the part of employers are becoming tougher, its quality is growing, but accessibility is falling. According to respondents, it is impossible to get a high score at state exams without additional investments in preparation. At the same time, the USE itself, as one of the elements of the new system, has become a mechanism for a more objective assessment of knowledge.”

According to the analysis of "Medialogy", the topic "Student's Day" on federal TV and in the press was mentioned more than 1 thousand times over 5 years. The “peak” of the topic being mentioned falls on 2012 (260 media reports).

In your opinion, is higher education now more accessible or less accessible to Russians than in the Soviet years?

	All respondents	18-24 years old	25-34 years old	35-44 years old	45-59 years old	60 years and older
Rather more accessible
Rather less accessible
Difficult to answer

How would you assess the state of our education system?(closed question, one answer, %)

*In 1991, a mass survey was conducted on a representative all-Russian sample of the urban and rural population aged 16 and over, the sample size was 1255 people

What kind of education would you like your children and grandchildren to receive?(closed question, one answer, %)

	1991*	2016
University, institute, academy (higher education)
Technical school, college (secondary special education)
vocational school, Professional institute, professional lyceum (secondary education)
High school (secondary education)
It does not matter
Difficult to answer

Does the material well-being of a person depend on the level of his education or not?(closed question, one answer, %)

If we talk about the family in which the child grows up, then what primarily determines what kind of education he will receive? (closed question, no more than 3 answers, %)

	1991*	2016
From the child's desire to learn
From the financial situation of the family
From the ability of the child
From the desire of parents to educate the child
From the level of education of parents
From the social status of parents, their place of work
From acquaintances, blata
Other
Difficult to answer

An initiative all-Russian survey by VTsIOM was conducted on January 16-17, 2016. 1600 people were interviewed in 130 settlements in 46 regions, territories and republics of Russia. The statistical error does not exceed 3.5%.

Monitoring and analysis of publications in the Russian media was carried out by Medialogy. The study was conducted using the Medialogy media database, which includes about 30,100 sources: TV, radio, newspapers, magazines, news agencies, Internet media. Study period: January 2011 - December 2015.

In this compendium prepared by the Institute for Statistical Research and Economics of Knowledge of the National Research University " graduate School economy”, the data reflecting the level and dynamics of the main indicators of education in the Russian Federation are presented. The collection contains information about organizations engaged in educational activities. Separate sections are devoted to assessing the educational achievements of students, the relationship of education with the labor market, financing of education, the composition of students, staff, learning conditions; international comparisons are presented.

The publication uses materials from the Federal State Statistics Service, the Ministry of Education and Science of the Russian Federation, the Federal Treasury, the database of the Organization for Economic Cooperation and Development, as well as own methodological and analytical developments of the HSE Institute for Statistical Research and Economics of Knowledge.

1. Educational potential of the population

1.1. Level of education of the population aged 15 and over
1.2. Population aged 15 and over with lower and higher levels of education by age group and sex
1.3. Level of education of the population aged 15 years and older by age group: 2010
1.4. Level of education of the urban and rural population aged 15 and over
1.5. Average life expectancy of schooling for children aged 6 years
1.6. Graduation rates of specialists (skilled workers and employees) with vocational education
1.7. Participation of the population aged 15-24 in educational process by gender: 2014
1.8. Intention of the population aged 15 - 24 to continue education: 2014
1.9. Intentions of students educational institutions continue education: 2014
1.10. Intentions of students in vocational education programs to continue their studies: 2014
1.11. Population Strategies for Further Education: 2014
1.12. Participation of the population aged 15 and over in additional education/training by age group: 2014
1.13. Participation of the population aged 15 and over in additional education/training according to the situation on the labor market: 2014
1.14. Participation of the population aged 15 and over in additional education/training by type of additional education/training: 2014
1.15. Participation of the population in lifelong education
1.16. Participation of the population of Russia and European countries in continuing education by type
Methodological comments

2. Education and labor market

2.1. Employment and Unemployment Rates by Level of Education: 2014
2.2. Employed in the economy by level of education
2.3. Employment rate by level of education and age groups: 2014
2.4. Unemployed by level of education
2.5. Unemployment rate by level of education and age groups: 2014
2.6. Unemployment rate by level of education: gender differences, 2014
2.7. Average duration of unemployment by level of education
2.8. Long-term unemployment by education level and gender: 2014
2.9. The level of participation in the labor force of the population with higher education in the specialties and areas of training by diploma: 2014
2.10. The level of participation in the labor force of the population with secondary vocational education in training programs for mid-level specialists, by specialty according to the diploma: 2014
2.11. The level of participation in the labor force of the population with secondary vocational education in the training programs for skilled workers, employees, by profession according to the diploma: 2014
2.12. Labor force participation rate of graduates from vocational and higher education institutions in 2011-2013: 2014
2.13. Connection of the main job with the acquired profession (specialty) employed in the economy by the level of professional education: 2014
2.14. Average wages of workers by level of education and gender
2.15. The ratio of the average wages of employees by level of education
2.16. Average salary of employees by occupation groups and level of education: 2013
2.17. Release of skilled workers, employees with secondary vocational education (full-time education)
2.18. Graduation of bachelors, specialists, masters by state and municipal educational institutions of higher education (Full-time education)
2.19. The number of graduates of educational organizations registered with the authorities public service employment
Methodological comments

3. Funding education

3.1. Education spending
3.2. Education spending as a percentage of gross domestic product
3.3. Public spending on education by tier budget system
3.4. Dynamics of education spending
3.5. The share of expenditures on education in the total expenditures of the consolidated budget and the budgets of state non-budgetary funds
3.6. Public spending on education as a percentage of gross domestic product by individual levels of the budget system
3.7. Public spending on education by subsections of the classification of budget expenditures
3.8. Public spending on education as a percentage of gross domestic product by level of education
3.9. Public spending on education per student
3.10. Investments aimed at the development of education
3.11. The structure of investments in fixed assets aimed at the development of education, by sources of funding
3.12. Structure of investments in fixed capital aimed at the development of education, by types of ownership
3.13. The volume of paid services of the education system
3.14. Household spending on education services
3.15. Household Expenditure on Payments for Education Services by 10% Population Groups with Different Levels of Average Per Capita Monetary Income
3.16. Household Expenditures Related to Early Childhood Education
3.17. Structure of household expenditures related to preschool education
3.18. Household spending on education by type of educational institution
3.19. Structure of household expenditures related to education, by type of expenditure
3.20. The structure of funds of preschool educational institutions by sources of funding
3.21. The structure of funds of state and municipal educational institutions by types and sources of funding
3.22. Structure of Funds of Educational Institutions of Additional Education for Children by Funding Sources
3.23. Structure of Funds of Educational Institutions of Primary Vocational Education by Funding Sources
3.24. Structure of funds of educational institutions of secondary vocational education by sources of funding
3.25. Structure of Funds of Educational Institutions of Higher Professional Education by Funding Sources
3.26. Average consumer prices for certain types services in the education system
3.27. Consumer price indices for certain types of services in the education system
3.28. The number of students under the programs of initial vocational education, admission to training under the programs of initial vocational education and the release of skilled workers and employees with initial vocational education by sources of funding
3.29. The number of students enrolled in secondary vocational education programs, the admission of students to study in secondary vocational education programs and the graduation of specialists with secondary vocational education by funding source
3.30. The number of students enrolled in higher professional education programs, the admission of students to study in higher professional education programs and the graduation of specialists with higher professional education by funding sources
3.31. Average monthly nominal accrued wages of education workers
3.32. Real accrued wages of employees of organizations
3.33. Average monthly nominal accrued wages of education workers by forms of ownership of institutions
3.34. Average monthly nominal accrued wages of education workers by types of activity
3.35. Average monthly nominal accrued wages of education workers by types of activity as a percentage of wages in the economy as a whole
3.36. Average salary of teachers of state and municipal educational organizations
Methodological comments

4. The contingent of students

4.1. Dynamics of the number of students in individual educational programs
4.2. The number of pupils of organizations that carry out educational activities in educational programs of preschool education, childcare and care, and the number of children registered for determination in preschool educational organizations
4.3. Enrollment of children in pre-school education
4.4. The number of pupils of organizations engaged in educational activities in educational programs of preschool education, supervision and care of children, by groups: 2014
4.5. The number of pupils of organizations engaged in educational activities in educational programs of preschool education, childcare and childcare, by gender and age: 2014
4.6. Attendance of organizations carrying out educational activities on educational programs of preschool education, childcare and care
4.7. Number of pupils attending short stay groups
4.8. Number of students in general education organizations
4.9. Coverage of children and adolescents in educational programs of primary, basic and secondary general education
4.10. Number of students in general education institutions (excluding evening (shift) general education institutions) by gender and age: 2014/2015
4.11. Number of students in general education institutions (excluding evening (shift) general education institutions) by class groups
4.12. The number of persons with disabilities, children with disabilities, disabled people studying in general education organizations
4.13. The number of persons with disabilities, children with disabilities, people with disabilities studying in classes of general education organizations (without evening (shift) general education organizations), which are not separate classes for students in adapted basic general education programs
4.14. The number of persons with disabilities, children with disabilities, disabled general education organizations (excluding evening (shift) general education organizations) studying at home
4.15. The number of students in state and municipal separate general education organizations (without evening (shift) general education organizations) and classes carrying out educational activities according to adapted basic general education programs
4.16. Graduates of educational organizations
4.17. The number of children and adolescents aged 7-18 who do not study in educational institutions for various reasons
4.18. Distribution of children and adolescents aged 7-18 years who are not studying in educational institutions, by sex and age: 2014
4.19. Number of students in educational institutions of additional education implementing additional general education programs for children
4.20. The number of students enrolled in educational programs of secondary vocational education - training programs for skilled workers, employees
4.21. Coverage of young people by educational programs of secondary vocational education - programs for the training of skilled workers, employees
4.22. The number of students enrolled in educational programs of secondary vocational education - training programs for skilled workers, employees, by age
4.23. The number of persons with disabilities, children with disabilities, disabled people enrolled in programs of secondary vocational education - training programs for skilled workers, employees
4.24. Admission to study on educational programs of secondary vocational education - training programs for skilled workers, employees

4.25. The release of skilled workers, employees by profession
4.26. Number of students enrolled in programs of secondary vocational education - training programs for mid-level specialists
4.27. Coverage of young people by educational programs of secondary vocational education - training programs for mid-level specialists by gender
4.28. The number of students enrolled in educational programs of secondary vocational education - training programs for mid-level specialists, by gender and age
4.29. The structure of the number of students enrolled in educational programs of secondary vocational education - training programs for mid-level specialists, by form of education: 2014/2015
4.30. The number of persons with disabilities, children with disabilities and people with disabilities studying in educational programs of secondary vocational education - training programs for mid-level specialists: 2014/2015
4.31. population foreign students students studying in educational programs of secondary vocational education - training programs for mid-level specialists
4.32. Admission of students to study in educational programs of secondary vocational education - training programs for mid-level specialists
4.33. Graduation of mid-level specialists
4.34. Graduation of mid-level specialists in enlarged groups of specialties: 2004-2013
4.35. Graduation of mid-level specialists in enlarged groups of specialties: 2014
4.36. The number of students enrolled in educational programs of higher education - bachelor's programs, specialist's programs, master's programs
4.37. Enrollment of youth in educational programs of higher education - bachelor's programs, specialist's programs, master's programs by gender
4.38. The number of students enrolled in educational programs of higher education - bachelor's programs, specialist's programs, master's programs, by gender and age
4.39. Number of students in educational programs of higher education
4.40. The structure of the number of students enrolled in educational programs of higher education - bachelor's programs, specialist's programs, master's programs, by form of education: 2014/2015
4.41. The number of persons with disabilities, disabled children, disabled students studying in educational programs of higher education - bachelor's programs, specialist's programs, master's programs: 2014/2015
4.42. The number of foreign students studying in educational programs of higher education - bachelor's programs, specialist's programs, master's programs
4.43. The structure of the number of foreign students from non-CIS countries studying in educational programs of higher education - bachelor's programs, specialist's programs, master's programs on general admission conditions, by citizenship: 2014/2015
4.44. Admission of students to study in educational programs of higher education - bachelor's programs, specialist's programs, master's programs
4.45. Admission of students on educational programs of higher education
4.46. Admission to study in educational programs of higher education - bachelor's programs, specialist's programs, master's programs for enlarged groups of specialties and areas of training: 2014
4.47. Graduation of bachelors, specialists, masters
4.48. The structure of graduation by the level of diplomas received
4.49. Training of scientific and pedagogical staff in graduate school
4.50. Number of graduate students by sex and age
4.51. Graduation from postgraduate studies by branches of science
4.52. The share of persons who defended dissertations during the preparation period in the total graduation from postgraduate studies by branches of science: 2014
Methodological comments

5. Personnel of educational organizations

5.1. Average annual number of employees by type of economic activity
5.2. Share of people employed in education in the total number of people employed in the economy
5.3. The share of women in the total number of people employed in the economy and education
5.4. Distribution of people employed in the economy and education by level of education: 2014
5.5. The average age of those employed in the economy and education
5.6. Average annual number of education workers by type of economic activity
5.7. The number of employees of organizations engaged in educational activities for educational programs of preschool education, supervision and care of children, by category
5.8. The number of teaching staff of organizations engaged in educational activities in educational programs of preschool education, supervision and care of children, by position
5.9. The number of women in the teaching staff of organizations engaged in educational activities in educational programs of preschool education, childcare and care, by position
5.10. The level of education of pedagogical workers of organizations engaged in educational activities in educational programs of preschool education, supervision and care of children
5.11. The level of education of pedagogical workers of organizations engaged in educational activities in educational programs of preschool education, childcare and care, by position: 2014
5.12. The structure of teaching staff of organizations engaged in educational activities in educational programs of preschool education, childcare and childcare, by age groups
5.13. The structure of the teaching staff of organizations engaged in educational activities in educational programs of preschool education, childcare and childcare, by position and age group: 2014
5.14. The number of pupils in organizations engaged in educational activities in educational programs of preschool education, supervision and care of children, per educator
5.15. Number of employees of general education organizations by category
5.16. Number of employees of general education organizations (excluding evening (shift) general education organizations) by category
5.17. The number of teaching staff of general education organizations by position
5.18. Staffing of teaching staff of educational organizations: 2014
5.19. The number of teaching staff of general education organizations (excluding evening (shift) general education organizations) by position
5.20. The number of women in the teaching staff of general education organizations by position
5.21. The number of women in the teaching staff of general education organizations (excluding evening (shift) general education organizations) by position
5.22. The level of education of pedagogical workers of general educational organizations
5.23. The level of education of pedagogical workers of general educational organizations (without evening (shift) general educational organizations)
5.24. The level of education of pedagogical workers of general educational organizations by position: 2014
5.25. The structure of the number of teachers in general education organizations by age groups
5.26. The structure of the number of teaching staff of general education organizations by positions and age groups: 2014
5.27. The number of teachers of general education organizations by specialty
5.28. Staffing of teaching staff of general education organizations with teachers by specialty: 2014
5.29. The number of women in the composition of teachers of general education organizations by specialty
5.30. Level of education and age structure of teachers of general education organizations by specialties: 2014
5.31. Number of students in general education institutions per teacher
5.32. The number of employees of educational organizations of additional education implementing additional general education programs for children, by category
5.33. The number of teaching staff of educational organizations of additional education implementing additional general education programs for children, by position
5.34. Staffing of teaching staff of educational organizations of additional education implementing additional general education programs for children: 2014
5.35. The number of women in the teaching staff of educational organizations
additional education, implementing additional general education programs for children, by position
5.36. The level of education of teachers of educational organizations of additional education implementing additional general education programs for children
5.37. The level of education of teachers of educational organizations of additional education that implement additional general education programs for children,
by position: 2014
5.38. The structure of pedagogical workers of educational organizations of additional education implementing additional general education programs for children, by age groups
5.39. The structure of teaching staff of educational organizations of additional education implementing additional general education programs for children, by position and age group: 2014
5.40. The number of employees of professional educational organizations implementing educational programs of secondary vocational education - training programs for skilled workers, employees, by category
5.41. The number of teaching staff of professional educational organizations implementing educational programs of secondary vocational education - training programs for skilled workers, employees, by position
5.42. Staffing of teaching staff of professional educational organizations implementing educational programs of secondary vocational education - training programs for skilled workers, employees, by position: 2014
5.43. The number of women in the teaching staff of professional educational organizations implementing educational programs of secondary vocational education - training programs for skilled workers, employees, by position
5.44. The level of education of teachers of professional educational organizations implementing educational programs of secondary vocational education - training programs for skilled workers, employees
5.45. The level of education of teachers of professional educational organizations implementing educational programs of secondary vocational education - training programs for skilled workers, employees, by position: 2014
5.46. The structure of the number of teaching staff of professional educational organizations implementing educational programs of secondary vocational education - training programs for skilled workers, employees, by age groups
5.47. The structure of the number of teaching staff of professional educational organizations implementing educational programs of secondary vocational education - training programs for skilled workers, employees, by position and age group: 2014
5.48. The number of teachers of professional educational organizations implementing educational programs of secondary vocational education - training programs for skilled workers, employees
5.49. The number of masters of industrial training of vocational educational organizations implementing educational programs of secondary vocational education - training programs for skilled workers, employees with industrial qualifications at or above the level established for graduates
5.50. Number of vocational education students
organizations implementing educational programs of secondary vocational education - training programs for skilled workers, employees, per teacher (including masters of industrial training)
5.51. The number of employees of educational organizations implementing educational programs of secondary vocational education - training programs for mid-level specialists, by category
5.52. The number of teaching staff of educational organizations implementing educational programs of secondary vocational education - training programs for mid-level specialists, by position
5.53. The number of women in the teaching staff of educational organizations implementing educational programs of secondary vocational education - training programs for mid-level specialists
5.54. The number of women in the teaching staff of educational organizations implementing educational programs of secondary vocational education - training programs for mid-level specialists, by position: 2014/2015
5.55. The level of education of pedagogical workers of educational organizations implementing educational programs of secondary vocational education - training programs for mid-level specialists
5.56. The level of education of pedagogical workers of educational organizations implementing educational programs of secondary vocational education - training programs for specialists
middle management, by position: 2014/2015
5.57. The number of teachers of educational organizations implementing educational programs of secondary vocational education - training programs for mid-level specialists
5.58. The number of women in the composition of teachers of educational organizations implementing educational programs of secondary vocational education - training programs for mid-level specialists
5.59. The number of teachers of educational organizations implementing educational programs of secondary vocational education - training programs for specialists
middle management with degree, academic title
5.60. The number of teachers of educational organizations implementing educational programs of secondary vocational education - training programs for mid-level specialists who have undergone advanced training and (or) professional retraining
5.61. The structure of the number of teachers of educational organizations implementing educational programs
secondary vocational education - training programs for mid-level specialists, by age groups
5.62. Number of employees of educational institutions of higher education by category
5.63. The number of teaching staff of educational institutions of higher education
5.64. The number of teaching staff of educational institutions of higher education by positions
5.65. The number of women in the composition of the teaching staff of educational institutions of higher education
5.66. The number of women in the composition of the teaching staff of educational institutions of higher education by position: 2014/2015
5.67. The number of faculty members of educational institutions of higher education with an academic degree, academic title
5.68. The number of faculty members of educational institutions of higher education who have undergone advanced training and (or) professional retraining
5.69. The structure of the teaching staff of educational institutions of higher education by age groups
Methodological comments

6. Learning conditions

6.1. Basic education funds
6.2. Indices of the physical volume of the main funds of education
6.3. Commissioning of fixed assets of education, coefficients of their renewal and retirement
6.4. Commissioning of educational organizations
6.5. Dynamics of the number of educational organizations
6.6. Number of organizations carrying out educational activities on educational programs of preschool education, supervision and care of children
6.7. Number of places in organizations carrying out educational activities in educational programs of preschool education, supervision and care of children
6.8. The average size of groups in organizations carrying out educational activities on educational programs of preschool education, childcare and care: 2014
6.9. Area of ​​premises of preschool educational organizations
6.10. Share of leased space in the total area of ​​premises of preschool educational organizations
6.11. Technical condition and improvement of buildings of preschool educational organizations
6.12. Preschool educational organizations using personal computers and the Internet: 2014
6.13. General educational organizations
6.14. General educational organizations (without evening (shift) general educational organizations)
6.15. Evening (shift) educational organizations
6.16. Average class size in general education institutions (excluding evening (shift) general education institutions)
6.17. Shifts of classes in general educational organizations (without evening (shift) general educational organizations)
6.18. The share of students in two or three shifts in the total number of students in general education organizations (excluding evening (shift) general education organizations)
6.19. The number of students in state
and municipal general educational organizations in extended day groups (without evening (shift) general educational organizations)
6.20. Educational area of ​​general educational organizations (without evening (shift) general educational organizations)
6.21. Educational area of ​​general educational institutions (without evening (shift) general educational institutions) per student
6.22. Technical condition of buildings of general educational organizations (without evening (shift) general educational organizations)
6.23. Improvement of buildings of general educational organizations (without evening (shift) general educational organizations)
6.24. Provision of students in general educational institutions (without evening (shift) general educational institutions) with hot meals
6.25. Availability of personal computers in educational institutions (excluding evening (shift) educational institutions)
6.2b. Availability of personal computers used for educational purposes, per 100 students in general education institutions (excluding evening (shift) general education institutions)
6.27. General education organizations (without evening (shift) general education organizations) with Internet access, e-mail address, website
6.28. Educational organizations of additional education that implement additional general education programs for children
6.29. Technical condition and improvement of buildings of additional education organizations implementing additional general educational programs for children
6.30. Professional educational organizations implementing educational programs of secondary vocational education - training programs for skilled workers, employees
6.31. The area of ​​buildings of professional educational organizations implementing educational programs of secondary vocational education - training programs for skilled workers, employees
6.32. Share of leased area in the area of ​​buildings b professional educational organizations implementing educational programs of secondary vocational education - training programs for skilled workers, employees
6.33. Use of the area of ​​buildings of professional educational organizations that implement educational programs of secondary vocational education - training programs for skilled workers, employees
6.34. The technical condition of buildings of professional educational organizations implementing educational programs of secondary vocational education - training programs for skilled workers, employees
6.35. Security of students of professional educational organizations implementing educational programs of secondary vocational education - training programs for qualified (workers, employees, hostels
6.36. Provision of students of professional educational organizations implementing educational programs of secondary vocational education - training programs for qualified (workers, employees, hot meals
6.37. The presence of personal computers in professional educational organizations that implement educational programs of secondary (vocational education - training programs for skilled workers, employees
6.38. The number of personal computers used for educational purposes, per 100 students in professional educational organizations implementing educational programs of secondary vocational education - training programs for skilled workers, employees
6.39. Professional educational organizations implementing programs of secondary vocational education - training programs for mid-level specialists
6.40. Branches of professional educational organizations implementing programs of secondary vocational education - training programs for mid-level specialists
6.41. The area of ​​buildings of professional educational organizations implementing programs of secondary vocational education - training programs for mid-level specialists
6.42. Distribution of the area of ​​buildings of professional educational organizations implementing programs of secondary vocational education - training programs for mid-level specialists, by form of ownership, use: 2014
6.43. The technical condition of buildings of professional educational organizations implementing programs of secondary vocational education - training programs for mid-level specialists
6.44. Use of the area of ​​educational and laboratory buildings of professional educational organizations implementing programs of secondary vocational education - training programs for mid-level specialists
6.45. Provision of students of professional educational organizations implementing programs of secondary vocational education - training programs for mid-level specialists, hostels
6.46. Provision of professional students
educational organizations implementing programs of secondary vocational education - training programs for mid-level specialists, a public catering network
6.47. Availability of personal computers used for educational purposes in professional educational organizations implementing programs of secondary vocational education - training programs for mid-level specialists
6.48. Availability of personal computers used
for educational purposes, in professional educational organizations implementing programs of secondary vocational education - training programs for mid-level specialists, per 100 students
6.49. Educational organizations of higher education
6.50. Branches of educational organizations of higher education
6.51. The area of ​​buildings of educational organizations of higher education
6.52. Distribution of the area of ​​buildings of educational institutions of higher education by form of ownership, use: 2014
6.53. Technical condition of buildings of educational institutions of higher education
6.54. Use of the area of ​​educational and laboratory buildings of educational organizations of higher education
6.55. Provision of students of educational organizations of higher education with hostels
6.56. Provision of students of educational institutions of higher education with a public catering network
6.57. Availability of personal computers used for educational purposes in educational organizations
higher education
6.58. Availability of personal computers used for educational purposes in professional educational organizations implementing programs of secondary vocational education - training programs for mid-level specialists, per 100 students
6.59. Organizations providing training of scientific and pedagogical staff in graduate school
Methodological comments

7. International comparisons

7.1. Adult education level in Russia and OECD countries: 2014
7.2. Share of the adult population with higher education (ISCED b, 7 and 8) in the total population in Russia and OECD countries by age group: 2014
7.3. Share of the adult population with higher education (ISCED 6, 7 and 8) in the total population in Russia and OECD countries by sex: 2014
7.4. Employment and unemployment by education in Russia and OECD countries: 2014
7.5. Public spending on education in Russia and OECD countries as a percentage of gross domestic product: 2014
7.6. Public spending on education in Russia and OECD countries as a percentage of total government spending: 2014
7.7. Education coverage of the population aged 5-29 in Russia and OECD countries: 2014
7.8. Share of international students and graduate students in the total number of students and graduate students in Russia and OECD countries: secondary vocational training programs for mid-level specialists and higher education (ISCED 5, 6, 7 and 8), 2014
7.9. Distribution of students enrolled in educational programs of secondary vocational education - training programs for mid-level specialists and higher education, in Russia and OECD countries by type of organization (ISCED 5, 6 and 7): 2014
7.10. Distribution of graduates who received secondary vocational education in training programs for mid-level specialists and higher education for the first time in Russia and OECD countries by level of education: 2014
7.11. The share of women in the total number of teachers (teachers) in Russia and OECD countries: 2014
7.12. Number of students per teacher (teacher) in Russia and OECD countries: 2014
7.13. Average class size in Russia and OECD countries: 2014
Methodological comments