6.3.4. Higher pedagogical education

The training of personnel on directions and specialties of the pedagogical profile more than 170 higher educational institutions is carried out, among them 90 pedagogical universities and pedagogical institutes, which play the special role in development of pedagogical education as open, flexible and variative system, developing with a support on tradition domestic education and a science in view of peculiarities of a modern economic and socio-cultural situation

Annually increases the number of universities and institutes of sectoral group "Education" graduates: in 1997 the graduates number has achieved 156,5 thousands. On specialties group "Education" the graduates number was constituted 37,1 thousands.

The conception of higher pedagogical education reforming, is realized since 1992. The various ways of higher pedagogical education receiving are formed. They are realized by pedagogical universities, pedagogical institutes, universities of science and humanities, sectoral higher educational institutions, and also by teaching-scientific-pedagogical complexes "pedagogical college- higher educational institute".

The diverse network of educational establishments (gymnasium, lyceums, colleges, schools with the profound study of subjects, educational complexes of a different kinds) has arisen and received further development. It has required training of qualitatively new teacher which is ready to work in new conditions, capable adapting to pedagogical innovations and being fast in response to react to modern and perspective processes of social and economic development of society.

Basis creating for the teacher of a new generation has become the content change of higher pedagogical education, providing its fundamentalization, humanitarization, humanization and differentiation, and also development and implementation of innovative pedagogical technologies of training and education.

In the course of higher pedagogical reforming the transition to training on educational programs of higher professional education, which are realized continuously and by steps of education, is carried out. Alongside with traditional for higher pedagogical education program of five year training specialists, the training on educational programs of bachelors and masters training is carried out. The instructional programs are developed on the basis of state requirements to the content minimum and training level of the bachelors and masters on six guidelines of higher pedagogical education, and the spectrum of pedagogical specialties was extended. The training of pedagogical personnel on such specialties, as economy, psychology, philosophy, politology, jurisprudence, social pedagogy special psychology, correctional pedagogy, sociology, ecology, valeology and another is begun. The extension of specialties spectrum from 23 to 42 names is stipulated by the general tendency of specialties of socio-cultural sphere differentiation, new lines of the teacher activity in modern conditions.

The list of possible specialties combinations of the pedagogical profile outgoing from specificity small-set rural schools is developed. The opportunities of mastering pedagogical specialties are extended by introduction of external and development of distant education. The result of introduction of supplemental to the basic professional programs of higher professional education, in non-profile higher educational establishments, the specialists training with additional qualification "Teacher" is carried out. In connection with establishment of the magistratura the purposeful training of the teacher for innovative school was organizationally legalized.

There is a search of new educational technologies appropriate to the tasks of upgrade of a pedagogical education content, the work on revising teaching-program and education-methodical documentation is carried out, the projects of scientific-methodical providing the educational process in new conditions are elaborated. With the purposes of a pedagogical education content development, and also coordination of education-methodical work and providing information about educational establishment the 23 inter-university centers on urgent problems of pedagogical education are established.

Despite of objective difficulties largely has been maintained the scientific potential of higher pedagogical school. Have appeared and developed the new scientific trends in education field (androgogics, pedagogical valeology, akmeology, pedagogical axiology and others).

The teachers of higher pedagogical educational institutions actively participate in realizing programs of federal and regional levels. So, within the framework of the target complex program "State Standard in the system of lifelong education" of the subprograms of the federal program "Development of education in Russia" the work on upgrade of the conception of continuous higher pedagogical education in the system "bachelor - master", "bachelor - specialist" according to urgent and perspective requirements of the education system is finished. State requirements - to the minimum of content and level of the bachelors training on higher pedagogical education guidelines.

The new kind higher educational institutions - pedagogical university was formed, in which the joining of researches and practice of personnel training for the field of education is really conducted. The pedagogical universities ensure a succession, continuity and openness of all pedagogical education system, realize a necessary combination of requirements of federal, regional, and also world education systems.

At the same time the upgrade of content and structure of higher pedagogical education has aggravated a number of problems exacting immediate solution. The state educational standards of higher pedagogical education not in full measure realize a succession principle of different levels and stages of education, that essentially complicates real monitoring educational results and quality estimation of the specialists training. The scientific understanding of the results of specialist training and master in the field of education on the base of baccalaureate are required. The more precise definition the issues concerning the list of possible specialties combination of the pedagogical profile, mechanisms of transition from one education program to another, receiving higher education in the shortened periods of training are required.

In the light of given in a short-term perspective it is necessary to solve the following priority tasks of the further development of higher pedagogical education:

1. To overcome lag of the pedagogical education system from a general processes renewal of the comprehensive school, to form it as advanced in relation to practical activity of educational establishments.

To this end it is necessary:

• specifying strategy of higher pedagogical education development under new social and economic conditions and arose socio-cultural situation in view of tasks of the next stage of reforming the education system;
• carrying out conceptual, content and technological coordination of state educational standards of different levels and stages of education;
• alongside with raising level of the fundamental teacher training to extend the practical trend of pedagogical education, to strengthen its innovative component, to extend the students preparing for work with the students requiring correctional training, to raise efficiency of the student pedagogical practice;
• make active development of new technologies of the training teacher, aimed at providing teacher’s readiness for work in varying conditions on the basis of diversity of education programs, textbooks and educational establishments;
• providing development of educational programs and technologies oriented to preparing the teacher for work in rural small and small-set school, and also teaching literature which taking into account its specificity.

2. To develop the estimation system of the specialist training quality in the field of education in view of change of nature and sphere of the leavers. activity

3. To develop scientific and education-methodical providing training pedagogical staff through the magistratura and receiving of additional qualifications "Teacher" and "Teacher of Higher School" on the base of basic higher professional education curricula.

4. To define a content and nature of basic and supplemental pedagogical education relations.

5. To develop complex target programs of training and support of pedagogical personnel of the higher school.

6. To bring into accord with modern requirements the normative-legal base of the system of developing higher pedagogical education.

7. To provide financial, material and technical support of the system of higher pedagogical education.

Now system of further training and professional retraining of the education personnel includes 90 institutes of further training and professional retraining which are under the authority of the subjects of the Russian Federation, Academy of further training and retraining of the education workers and 3 institutes of an initial vocational education subordinated to the Ministry of Education. Practically all establishments of supplemental pedagogical education solve the tasks of educational reforms in close interaction with the system of regional higher educational establishments.

The system of further training and professional retraining of pedagogical personnel realizes its activity in a direction of unified information space creation. The creation of this space offers usage of international and domestic information networks, systems and means of communications. The necessary bases and banks of the pedagogical data, information systems of standardization of streams of the statistical information, system of communication operating between regions, computer means of support of the educational process basing on international and domestic standards of the pedagogical information coding are designed. In the 63 subjects of Federation the Republican bank of the pedagogical information and other information systems functions.

The object of researches conducted and methodical developments is the creation of the self-adapting flexible system of further training and retraining staff which permit operatively to satisfy all inquiries in supplemental education. Priority directions of scientific-methodical researches are:

• research of the market at educational services;
• development of information providing the system of the further training and retraining staff;
• forming of modern education-methodical provision of work at establishments of an supplemental professional education;
• developing modern aids for designing and control over educational processes;
• optimizing network of the educational establishments;
• developing international cooperation.

On separate directions of researches the results are already received which are used by education management bodies, educational institutions and divisions of the system of further training and retraining staff. The task now is to provide the further extension of a circle of organizations participating in research work on urgent development problems of an supplemental professional education, and also on sectoral and regional subjects.

The researches in the field of education are conducted by research institutes of the Russian Academy of education, scientists and specialists of research institutes and centers of Ministry of Education, scientists and specialists of higher pedagogical educational institutions. The range of researches is rather wide and reflects all spectrum of the tasks, which solution is directed at education reforming and development. The school teachers actively participate also in practical-scientific researches and developments.

The Ministry pays special attention to support of the creative, experimental approach of pedagogical collectives to organization of the educational process in general educational establishments. For support of innovative movement, the problem solving for upgrade of a education content, designing perspective conceptions of humanistic and humanitarian education, and according to the Provisions on federal experimental center in education system of the Russian Federation, the Ministry declared competition of cultural-educational initiatives.

The 278 projects from 57 regions of Russia were presented on the competition. The content of the projects testifies to a wide range of creative work of pedagogical collectives from different regions of Russia, conducting research, and organizing experimental activity on such directions, as new information technologies, educational law, education economy, original techniques and systems, providing personality development of students and others.

The Ministry together with a Council on federal experimental centers management, the Russian Academy of education and the Academy of further training and retraining of education workmen have held cycle of customizing seminars for representatives of regional, municipal education management bodies and educational establishments participating at the cultural-educational initiatives competition. The representatives of federal authorities, the State Duma, scientists, specialists of the Ministry participated in their work. The participants had an opportunity to familiarize themselves with experience of organizing experimental work in regions.

As the result of the competition the status of a federal experimental center is assigned to 85 educational establishments, besides, 15 of them received the Ministry’s grant. Thus, it was marked the beginning to create experimental centers in educational space of the Russian Federation. Within the framework of the Federal program of the development of education the strengthening role of researches and practical innovations in achieving the strategic purposes is stipulated.

In the Russian Federation the responsibility for education financing is divided between several levels of authority. The federal level bears responsibility for financing of almost all higher educational institutions, about 30 % of establishments of a secondary professional education, around 80 % of an initial vocational education establishments, limited number of pre-school establishments and schools. Up to 1996 inclusive federal education management body had information both at federal expenses on education, and about the educational budget of regions (funded expenses on education). As the comprehensive schools are under jurisdiction of local authorities (not being, according to the Constitution of the Russian Federation, by state power bodies), the information collecting about expenses on education is essentially made difficult, and on the present moment the experts do not have data for consolidated expenses on education.

Table 45.

Expenses of the budget on education(billion rubles)

In comparison with the OECD countries, where the average expenditure on education lies somewhere between 5 and 7 % of GDP, education in the Russian Federation has decline in considerably less financial priority.

The investments in a fixed capital on branch "Education" the lowest in comparison with other branches of economy.

The greatest trouble with the sizes of education financing is connected to sizes of teachers salary and regularity of salaries payment.

In a not smaller degree the deficient of financing has an effect for condition of material base of educational establishments.

Table 46

Condition of material and technical base of general educational establishments of the Russian Federation

All kinds of an improvement have only 47,1 % of buildings (in city - 86,8 %, in countryside - 31 %), sewage system - 52,1 %, water-supply - 66,4 %, central heating - 71,8 % of schools. Among a total number of schools, the 67,1 % have a sports hall (in countryside - 57,1 %), 75,4 % of schools - canteen or buffet.

7. Efficiency of strategy, plan and programs of Education for all

Organizational basis of a state policy in education field is the Federal program of the development of education. In 1994 - 1998 the measures of the Program were carried out under the project approved by the Government of the Russian Federation. In 1999 the respective alterations and additions, also approved by Government, were brought into the text of the Program.

The program is directed at achieving of the following basic goals:

• meeting requirements of citizens of the country in education through creation of socio-economic conditions of public availability of education system;
• harmonic development of personality and creative abilities of man;
• creating normative-legal, social, economic, organizational and informative bases of realization of principles of a state policy in the field of education, matching to demands of economic, social and cultural progress of the Russian society and state;
• provision of legal, social and economic guarantees of work and balanced stable development of education system;
• maintaining and developing unified educational, cultural, scientific, information space in Russia in view of national and regional peculiarities of the multi-national state;
• establishing the system of democratic, state-public education management;
• reaching excellence and efficiency of education.

Primary position for determining size of financial funds, necessary for providing of the Program, are the legislative provisions put by the federal laws "On education", "On higher and postgraduate professional education", "On science and state research policy".

According to these requirements the size of financing for operation and development of education system from the federal budget in terms of denomination should constitute in 1998 the 131,0 billion rubles, and the size of all levels budgets accordingly 285,0 billion rubles. What actually happened was that in the federal budget on the education system were allocated the funds at a rate of less than sixth part of size of financing determined by the legislation on education and one third of actually necessary expenses.

For implementing system of measures of the Program, from the federal budget the additional investments in size more than 16,0 billion rubles annually are required

Take into consideration extremely limited opportunities of budgetary financing, sizes of allocations on measures and the projects (innovations) of the Program should constitute in 1999 not less than 1,2 billion rubles, with a gradual increasing, and up to 2003 to achieve the complete satisfaction requirements.

The reality of reaching the Program purposes depends on two features: the investments allocation in sizes, provided by the Program, and also optimization of expenditure within the education system itself.

It should be mentioned that the rates and completeness measures of implementation of the Program in the years 1994-1998 were below planned in connection with limitation of budgetary financing. However, despite of the extremely limited investments in education, during these years has been gained not only to provide the guaranteed rights of citizens to receiving a public free general (complete) secondary and initial vocational education, but also to advance in upgrading the content and technologies education.

8. Main problems: Expected and unexpected

Inadequacy and delaying with financing remain the main destabilizing factor and source of crisis situations in the field of education. Overcoming of financing difficulties of desirable educational reforms are one of the main problems remain to face the Government of the Russian Federation.

The mismatch between declared education priority and real financing policy of education system has lead to increasing of the crisis phenomena which have knocked system of the social protection students and educational personnel; the system of municipal providing education establishments; the system of material and technical provision of the educational process, creating of new student's places, processes of maintenance available and construction of new buildings. In connection with unsatisfactory financing of education system the economic condition of enterprises producing teaching-technical production is worsened also.

"Vulnerability" of items expenses on municipal payments, material and technical equipment of the educational process became one of the main reasons of increasing rate sickness of student.

The free-of-charge textbook - necessary guarantee of the rights to free of tuition education. At the same time delaying of funds and reallocation of expenses sizes from the different budgets permanently hold under threat planing the school textbooks publishing in necessary sizes.

The mechanism of multi-channel and multilevel financing of educational establishments has not obtained yet of owing normative supporting.

The delaying with paying and untimely indication of salaries lead to increasing aggravation of social tension in labor collectives, protest actions, decrease of teacher's work prestige. The level of a social tension of the education workers directly is connected to condition of the regional and local budgets. The target help (transfers) from the federal budget on cancellation of salaries debts to the workers of municipal educational establishments in many subjects of Federation, while remains the only effective remedy of social tension decreasing. Meanwhile, the circumstance that its acts, as a rule, at the moment of the highest level of strike activity, makes strike in the teacher’s opinion the most direct and efficient remedy of protection of their social rights.

Besides, it is obvious that the representation of the target help bears emergency character and does not eliminate all reasons for escalation of social tension. In practice, the allocation of the target help to concrete territories today still do not have the uniform, clear and convincing approach. Thus, on retention of acting practice of the target help allocation, its efficiency will be reduced even at increasing of sizes and cutting of its representation periods.

The fact that the problems of normative financing of educational establishments, essential territorial discrepancies concerning the financing of educational establishments are not settled, the stratification of the population by the incomes level, and the extension of paid educational services spectrum can lead to unequal conditions of children and youth access to qualitative education.

The special anxiety is evoked today the a problem of children and adolescents, for different reasons not attending school or other educational institutions, and not receiving valuable education.

The level of social security of the students and education workers is extremely low and does not provide conditions for a healthy way of life.

The rates of implementation of separate directions of reform of education lags behind expected ones, to what the monitoring of implementation of the Federal program of the development of education testifies.

The rough development of elite education (gymnasiums and lyceums, colleges and higher professional schools, programs and textbooks of the increased complexity, aimed at preparation for higher educational establishments) quantitatively anticipates the development of correctional, compensating, rehabilitative instructional programs. At the same time, the educational inquiry of the population develops by the opposite tendencies: the only 8-15 % of children actually are needing in services of more higher level establishments; at the same time the number of handicapped children needing in correctional, compensating, rehabilitative work, permanently grows.

Has surfaced the misbalance of directions of reform education: when essential advance in rather little expensive directions (for example, development both introduction of new normative-legal and education-methodical base), the development of directions requiring essential investments, is decelerated. So, the significant amount of new programs, textbooks, methodical guidelines for the teachers, including a direction requiring the special attention of society - arts education is developed. However constantly increasing defect and delaying granting educational publishing makes the majority of the developed program-methodical materials not quit accessible for the basic customers - children and teachers, reduce efficiency of implementation of a major direction of reform - development of education content.

The retention of deficit of allocated financial resources can lead to a situation when the state guarantees on free of tuition and generally available education will have purely declarative character.

9. public consciousness, political necessity And state opportunities

As mentioned above, the value of education in public consciousness gradually increases: to the present time the education sphere stands on the third place in a number of priorities of the society, after a public health and production sphere. However, it is necessary to note, that the society has not held yet active position with respect to providing real education priority. The analysis of pre-electoral programs of parties and movements which have been published, when passed elections to the State Duma and the President of Russia, has shown practically complete lack of a concrete position in respect to a staff of education system and prospects of its development. The very active position, as before, the educational community itself is held, which does not find yet the real support of the Government. The strategy of partnership in the interests of education development is not worked out also. The work of the ministries responsible for those or other education issues is poorly coordinated.

Up to the present moment the Federal program of the development of education, providing ,among others, the increasing investments at needs of development is not approved by the Federal law.

The financial resources, available under control a federal control body, do not allow to pursue active reform policy. The Ministry of Education does not have all opportunities for realizing control over local government bodies activity, in which competency the establishments of a general secondary education are, that essentially limits opportunities of its influence on educational policy in regions. The existing system of statistical supervising is inadequate to the tasks of education management at all levels.

10. General estimation of achievements

The aims and goals of reforming and development of education system in Russia were determined by the Federal program of the development of education, approved by the Government in 1994.

At I stage (1994-1995) the transition to balanced education development in the usual political and socio-economic conditions was planned. The basic aim of the stage - determination and realization of the complex of measures directed at maintaining education system, realizing the program of structural-substantial reorganizations in education system, creation of legislative and normative-legal base, mechanisms of changes and development.

At II stage (1996-1998) the consolidation of positive progressive experience of education system and its further development were planned. The main goal of the stage – carrying out the refor in the education system, development of the network of educational establishments and organizations of education system, satisfying interests and requirements of the personality, society and state as major guarantee of the country development, preventing crisis phenomena in financing and material security of educational establishments and organizations.

The monitoring the education system condition and implementation of the Federal program of development education allows to make conclusion that many of the established tasks were solved. The multilevel diversified successive education system providing legislative guarantees of citizens rights to education receiving is developed.

The deficit of budgetary funds has not allowed to solve two of primary goals - to prevent crisis phenomena in financing and material maintenance of educational establishments and organizations; to provide prescribed by the Program rates of the , reforms implementation.

In the years 1999-2005 it is intended to continue implementation of maintaining and development of guidelines, which have not been realized at the two previous stages. The basic goal of III stage – is providing

evolutionary development of education system satisfying interests and requirements of the personalities, society and state.