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  Modernization of Russian education

The definition of "modernization" at the beginning of the XXI century turned into one of the image characteristics that covers all spheres of the state and society, the totality of political, social and economic relations. The implementation of scientifically based modernization of Russian education is a necessary and most important condition for solving the socio-economic problems facing society.

In the course of its historical development, domestic education has repeatedly undergone reforms, which to varying degrees and in various aspects changed its focus, content, structure. Currently, a complex process is underway to develop a new development strategy for Russian education, which would preserve the advantages of traditional Russian education, while at the same time ensuring competitiveness in the modern world.

All this has been embodied in a number of documents of a strategic and prognostic nature, for example, such as “Strategy 2020 - The Concept of Long-Term Socio-Economic Development of the Russian Federation until 2020” (2011), where there is an essential section devoted to the substantiation of the strategic vision of processes and the results of modernization of the Russian education system.

Previously adopted documents are also of strategic importance for the modernization of Russian education: “Strategy for the innovative development of the Russian Federation for the period until 2020” (2011), “Strategy for the national security of the Russian Federation until 2020” (2009) and “The concept of long-term socio-economic development of the Russian Federation” Federation for the period until 2020 ”(2008), which is the first version of“ Strategy 2020 ”.

Directly in the field of education, the Federal Law “On Education in the Russian Federation” (2012), which entered into force on September 1, 2013, as well as the “Education Development Program until 2020” (2012) and the Order of the Prime Minister, are of a strategic nature at the present stage. RF D.A. Medvedev No. 2620? R “Changes in the sectors of the social sphere aimed at improving the efficiency of education and science” (2012), called the “road map”.

The analyzed documents formulate a number of strategic principles on the basis of which the modernization of education should be carried out. In general, the strategy for modernization of the education system of the Russian Federation is interpreted in these documents as an officially recognized system of strategic priorities, goals and measures in the field of education, which state the state of the Russian education system and determine the main directions of development of the education system in the long term.

The Chairman of the Government of Russia signed the Concept for the Long-Term Socio-Economic Development of the Russian Federation for the Period Until 2020. The strategic goal of state policy in the field of education is to increase the availability of quality education that meets the requirements of innovative development of the economy, the modern needs of society and every citizen. Realization of this goal involves solving the following priority tasks.

The first task is to ensure the innovative nature of basic education, including: updating the structure of the network of educational institutions in accordance with the objectives of innovative development, including the formation of federal universities, national research universities; ensuring a competency-based approach, the relationship of academic knowledge and practical skills; increase in the amount of funds allocated for financing research in universities; the development of variability of educational programs, including the creation of an applied undergraduate system; updating funding mechanisms for educational institutions in accordance with the objectives of innovative development; ensuring an increase in the remuneration of employees of educational institutions, depending on the quality and results of their labor, to a level comparable to the level of remuneration in the economy and above it.

The second task is the modernization of the institutions of the education system as tools for social development, including: the creation of a system of educational services that ensure the early development of children regardless of their place of residence, state of health, social status; creating an educational environment that ensures the availability of quality education and successful socialization for people with disabilities; creation of a system for identifying and supporting gifted children and talented youth; the creation of social mobility infrastructure for students; development of financial instruments for social mobility, including educational loans.

The third task is the creation of a modern system of continuing education, training and retraining of professional personnel, including: the creation of a system of external independent certification of professional qualifications; the creation of a consumer support system for continuing professional education services, support for corporate training and retraining programs for professional personnel; creation of a support system for organizations providing quality services of continuing professional education; the formation of a system of continuing education of military personnel, including retraining at the end of military service.

The fourth task is the formation of mechanisms for assessing the quality and relevance of educational services with the participation of consumers, participation in international comparative studies by creating: a transparent, open system for informing citizens about educational services that ensures the completeness, availability, timely updating and reliability of information; conditions for attracting foreign students to Russian educational institutions; a transparent, objective system for assessing individual educational achievements of students as the basis for the transition to the next level of education; mechanisms for the participation of consumers and public institutions in monitoring and assessing the quality of education.

The state program "Development of Education" for 2013–2020 is aimed at:

the formation of a flexible, accountable to society system of lifelong education that develops human potential and provides current and future needs of the socio-economic development of the Russian Federation; development of infrastructure and organizational and economic mechanisms that ensure equal access to services for preschool, general and additional education of children; modernization of educational programs in the systems of preschool, general and additional education of children, aimed at achieving the modern quality of educational results and the 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; providing an effective system for the socialization and self-realization of youth, the development of youth potential.

The following subprograms are included in the state program:

Vocational education development;

The development of preschool, general and additional education of children;

Development of a system for assessing the quality of education and information transparency of the education system;

The involvement of youth in social practice;

Ensuring the implementation of the state program of the Russian Federation “Development of education for 2013–2020” and other activities in the field of education of the state program “Development of education for 2013–2020”;

The reform and modernization of the Russian education system has been brewing for a long time, since the last law "On Education", adopted back in 1992 (more than 20 years ago!), No longer corresponded to modern realities. The new law "On Education", first of all, differs from the old in its scope: in contrast to the old law, which consisted of 6 chapters and 58 articles, the new law contains 15 chapters and 111 articles. And this is not surprising, since the new law replaces all the basic documents governing the educational process in Russia. In other words, if earlier almost every field of education was guided not only by the law "On Education", but also by-laws (for example, "Typical Regulation on Higher Education" or "On Higher and Postgraduate Professional Education"), now all the rules and regulations " collected "in one document, which greatly facilitates the study of the rights and obligations of participants in the educational process.

The new law, as in the previous one, provides for the provision of the rights of every citizen of Russia to a FREE pre-school, general secondary (including primary and basic) and secondary vocational and education. On a competitive basis, it will be possible to get higher education free of charge, but only if the student receives education at this level for the first time.

The only branches of education that were affected by changes in terms of accessibility and free of charge were initial vocational and postgraduate professional education - while in the old law, Article 5 guaranteed the freeness of these sectors, then they are no longer mentioned in the new law. But there is good news, the new law guarantees not only free secondary vocational education, but also its receipt not on a competitive basis. In other words, the new law creates the most favorable conditions for obtaining working specialties, the lack of which is felt today in the labor market is especially acute.

For the first time at the legislative level, the introduction and development of modern educational programs, technologies, forms and teaching methods (including network and e-learning at all levels of education) has been fixed. That is, these forms of training, as well as distance education technologies, have moved from the category of "experimental" to full-fledged forms of training that not only can, but must be introduced in modern educational institutions (by the way, the very concept of "educational institution" is abolished - instead the concept of "educational organization"). Accordingly, the new law provides for the use in the educational process of not only printed, but also electronic resources.

Until September 1, 2013, general education in Russia included three levels: primary, basic and complete secondary education. At the same time, it was possible to get general secondary education only in schools (unless, of course, the child had contraindications for health reasons). In the new Law "On Education", the programs of preschool, primary, basic and secondary general education are recognized as successive, and general education can be obtained at any educational organization that carries out educational activities, as well as in the form of family education. At the same time, secondary general education is allowed in the form of self-education, with the right to undergo intermediate and final state certification in educational organizations.

Note that if earlier the form of general education was regulated only at the state level, now the form of education is determined by the parents (or legal representatives) of the minor student based on their abilities, requirements for the educational program and the views of the child himself.

According to the new law "On Education", all educational institutions in Russia are required not only to create open and accessible resources with the most complete information about the institution itself and its current activities, but also to provide access to such resources through their publication in information and telecommunication networks. In other words, every kindergarten, school, technical school or university is required to have its own website, on which relevant information should be provided, containing:

· Information about the educational organization (date of creation, founders, location, work schedule, structure, ongoing educational programs, etc.);

· Reports on the results of operations;

· The size and procedure for the provision of paid services;

· Regulations of state oversight bodies and reports on the implementation of regulations;

· Other information not related to state or legally protected secrets.

Based on the data published on such resources, independent institutions will assess the quality of the activities of educational organizations. According to experts, an independent assessment of the quality of education will enhance competitiveness among educational organizations, and will also allow students and their parents to choose an educational institution based not only on the convenience of the location and prestige of the educational organization, but also on the basis of a real assessment of the quality of educational services provided.

At the same time, the epistemological and analytical tools contained in these documents and the proposed approaches to developing a strategy for modernizing Russian education are a matrix for the formation of a theoretical and methodological base for retrospective studies. And this, in turn, immanently involves a historical analysis of the process of developing and implementing strategies to modernize Russian education.

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1 The main directions of the development of education in the Russian Federation until 2020 (Strategy for the innovative development of Russia: challenges and prospects) SBEI DPO NIRO (Maksimova SA, Vice-Rector, Doctor of Philosophy)

2 Problematic field for the implementation of the Strategy in the field of education Economic dimension Low “investment attractiveness” of education; insufficient level of integration of education and business structures; Inefficient spending of public funds in education; Insufficient level of financial and economic support for the introduction of innovations in education, etc. Social dimension Educational dimension Primary orientation of state policy towards ensuring social stability of the population; maintaining a stable nature of social infrastructure. Inefficiency of the structure and fuzziness of the content of educational innovations (imitation nature of innovations, pseudo-innovations); Unreadiness (including motivation) for managing educational innovations and their implementation on a systematic and regular basis; Reducing the quality of general and vocational education (including the reflection in international ratings) The rapid obsolescence of the models of organization and management of the educational process, “catching up” the nature of education, etc.

3 The regulatory framework for the implementation of the DIRECTIONS FOR THE IMPLEMENTATION OF THE DOCUMENT 1. Ensuring the innovative nature of basic education The concept of long-term socio-economic development of the Russian Federation for the period until 2020 2. Modernization of educational institutions as tools for social development 3. Creating a modern system of continuing education, training and retraining of professional personnel 4. Formation of mechanisms for assessing the quality and relevance of educational services with the participation of consumers

4 Methodological basis for the implementation of the Strategy, the principle of access to education, the principle of the quality of education, the principle of openness of education, the principle of flexibility and variability of education, the principle of individualization of education

5 Targets for the implementation of the Strategy The Mission of the Strategy To respond to the challenges and threats facing Russia in the field of innovative development, identify goals, priorities and instruments of state innovation policy General objectives of the Strategy Development of human resources in science, education, technology and innovation; The widest possible introduction of modern innovative technologies into the activities of government bodies; Formation of a balanced and sustainable developing research and development sector; Ensuring the openness of the national innovation system and economy, as well as Russia's integration into the global processes of creating and using innovations

6 Tasks in the field of education (in accordance with the Concept 2020) ensuring the innovative nature of education on a competitive basis, supporting educational institutions implementing innovative programs, ensuring the targeted formation, identification, testing and subsequent dissemination of best teaching methods and best practices that meet the challenges of innovative development. the formation and development of students' skills and competencies necessary for innovative activity (readiness for lifelong education, professional mobility, critical thinking ability, enterprise, willingness to work in a team, knowledge of foreign languages, etc.) modernization of educational system institutions as tools for social development the creation of a system of educational services that ensure the early development of children regardless of their place of residence, state of health, social status; the creation of an educational environment that ensures the availability of quality education, the successful socialization of people with disabilities; creation of a system for identifying and supporting gifted children and talented youth; the creation of social mobility infrastructure for students; development of a system of qualified voluntary pedagogical counseling of parents and assistance to families in the development of children, as well as a system of social patronage

7 Tasks in the field of education (in accordance with the Concept 2020) creation of a modern system of continuing education, training and retraining of professional personnel; creation of a system of external independent certification of professional qualifications; the creation of a consumer support system for continuing professional education services, support for corporate training and retraining programs; creation of a support system for organizations providing quality services of continuing professional education; updating qualification requirements and the formation of modern professional standards, updating additional professional programs, improving the wage system based on the creation of a modern system for assessing the quality of pedagogical work. the formation of mechanisms for assessing the quality and relevance of educational services with the participation of consumers; the creation of a transparent, open system for informing citizens about educational services that ensures the completeness, accessibility, timely updating and reliability of information; the formation of a transparent, objective system for assessing individual educational achievements of students as the basis for the transition to the next level of education; mechanisms for the participation of consumers and public institutions in monitoring and assessing the quality of education. systems and mechanisms of state-public administration, financial and economic independence, assessing the quality and effectiveness of educational institutions

8 Some key steps to implement the Strategy. Correction of educational standards and the introduction of training technologies in order to build the skills necessary for an innovative economy. Building a search system and unlocking the talents of talented children for creativity. Transition to the provision of public services in electronic form, providing paperless workflow. Determining mechanisms and starting real support for the regions - innovative leaders Improving the mechanism for implementing financial Own, organizational and consulting support for innovative projects at all stages of the innovation cycle. Increasing the prestige of scientific, engineering and entrepreneurial activities, including through the popularization of innovative topics in the media and the Internet. Increasing innovative activity in the public sector of the economy - in companies with state participation and state corporations, including through the adoption and implementation of innovative development programs

9 Some target indicators for the implementation of the Strategy The share of the population aged 5-18 years covered by education in the total population aged 5-18 years (from 93.6% (2010) to 97% (2020)) according to programs complying with the requirements of the Federal State Educational Standard, in the total number of students in the current year (general education (from 20% to 95%), secondary vocational education (from 75% to 100%). The percentage of students in general education programs participating in olympiads and competitions at various levels , in the total number of students in general education programs education (from 27% to 50%) Percentage of the population participating in continuing education (over the past 12 months), among respondents aged 25 to 64 years (from 30.8% to 50%) Public spending on education (from 4 , 2% of GDP to 5.3% of GDP) Creation of at least 500 certification and professional qualification centers Obtaining free services of additional education by at least 60 percent of children aged 5 to 18 years

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The Government of the Russian Federation by Order of December 29, 2014 No. 2765-r approved the Concept of the federal target program for the development of education for 2016 - 2020 (hereinafter - the Concept). The document defines the growth points that are priority for the industry, as well as specific mechanisms for the participation of educational organizations in the implementation of planned development areas. Consider what trends will determine the fate of educational institutions in the medium term.

As stated in Sec. I Concept, the new federal target program (hereinafter - FTP) is intended to provide conditions for the effective development of Russian education, increase its competitiveness at all levels (including international) and create a competitive human potential. For this, it is necessary to act in several directions, the first of which is the introduction of innovations in vocational education, and the second is the development of the content and technologies of general and additional education. The achievement of these goals should be facilitated by the improvement of the material and technical base of institutions (first of all, we are talking about the link of vocational education) and the full implementation of a system for assessing the quality of education and educational results. The latter, according to the legislator, should form a fundamentally different attitude of students and educational organizations to the quality of education and the competencies obtained from its results.
The tasks set in the Concept are in line with the education development strategy outlined in other program documents (Decree of the President of the Russian Federation of 05.05.2012 N 599 "On measures for the implementation of state policy in the field of education and science", the Concept of long-term socio-economic development of the Russian Federation for the period until 2020, adopted by Order of the Government of the Russian Federation of November 17, 2008 N 1662-r, the State Program of the Russian Federation "Development of Education" for 2013 - 2020, approved by the Resolution of the Government of the Russian Federation of 04.15.2014 N 295). In turn, the Concept under consideration covers those transformations, the implementation of which will allow the most efficient and effective use of financial resources for solving strategic tasks.
Over the next five years, it is planned to spend more than 88 billion rubles on the implementation of the federal target program. from the federal budget and more than 80 billion rubles. from the budgets of the constituent entities of the Russian Federation. The effectiveness of these budget expenditures should be achieved primarily through the use of the project-targeted approach, which involves the implementation of complex system projects aimed at all participants in educational activities.
What problems are supposed to be solved through the implementation of the new FTP? What activities will be carried out for this regarding educational institutions?

Problems identified in the Concept

The new federal target program is aimed at eliminating the most problematic areas in the education system, which in the near future can negatively affect the results achieved under the federal target program for 2011-2015. In particular, such problems include:
1. Inconsistency of the level of graduates of educational organizations with the requirements of the economy (first of all, this applies to vocational education). Such a discrepancy is caused, among other things, by the contradiction that arose between the growing demand for specialists and the lack of an objective forecast of such a need for economic sectors, as well as the irrational use of specialists with secondary vocational education, for example, due to the lack of effective mechanisms and models of employment, subsequent tracking and monitoring graduates' careers, low labor costs of a young specialist (Section IV of the Concept).
In addition, today there is still a discrepancy in the nomenclature of the educational services provided and the requirements for the quality and content of education on the part of the labor market (this is most pronounced in secondary vocational and additional professional education). This leads to a low level of influence of education on the socio-economic development of the regions and the country as a whole.
2. Inconsistency of the network structure of universities with the existing demographic and socio-economic situation in the country. This problem requires a major upgrade of the university network.

For your information. The reduction of the network of universities due to the reorganization of ineffective educational institutions has been carried out since 2013. The provisions of par. "a" p. 1 of the Decree of the President of the Russian Federation of 07.05.2012 N 599 "On measures to implement the state policy in the field of education and science" and other normative acts.

3. The continuing decline in the number of teachers in general education and university professors. In Sec. IV Concept, it is noted that today a large number of teachers and teachers of retirement age work in educational organizations, while only 40% of graduates of pedagogical universities come to work in schools. In the individual constituent entities of the Russian Federation, after the first three years of teaching, only one sixth of young professionals remain in the education system.
At the same time, the need for highly qualified teaching staff meeting the increased requirements for them is increasing due to the adoption of professional standards and the complexity of the educational environment. And in the near future, the imbalance between the need for education in these specialists and the real possibility of their preparation and involvement in pedagogical activity will only increase.
4. Lack of training facilities, social and infrastructure facilities needed to increase the competitiveness of Russian education.

Innovation in vocational education

As indicated in Sec. IV Concepts, the Ministry of Education and Science intends to significantly update the network of universities that are not included in the number of federal and national research universities. It is assumed that the branches of higher education organizations will be reduced within 80%, and universities themselves - within 40%. At the same time, the number of students receiving high-quality higher education using modern laboratory equipment in federal and national research universities will increase. The state task formed by universities will also take into account the needs of the innovative economy and the need for training in full-fledged student groups at the expense of the respective budgets.
However, higher education institutions expect not only quantitative, but also qualitative transformations - the federal target program offers to introduce new models of universities. As follows from Sec. IX Concepts, for this pilot projects will be carried out to develop and implement new models of higher education institutions and new educational programs. Within the framework of such projects, reference universities of regional economies, mass training universities for the social and service sectors, as well as applied and technical undergraduate universities should be identified. In addition, it is necessary to introduce new programs of engineering education, postgraduate and graduate models, improve full-time and correspondence courses.
In the system of vocational education (both universities and institutions of secondary vocational education), it is also planned to disseminate new forms of organization of the educational process - project-based learning technologies, curricula on a varied basis, allowing to take into account the interests and needs of students. In particular, by 2020, the share of universities in which individual curricula are implemented on a variable basis should reach 50% (Appendix 1 to the Concept).
Another task facing professional education organizations is to improve the quality of management in them (Section IX of the Concept). For this, it will be necessary to switch to an effective contract with the heads and faculty of institutions, to ensure the effective work of public administration bodies in which representatives of employers should be present, to introduce a system for monitoring educational trajectories of students, as well as employment and career of graduates. According to the targets set by the federal target program, by 2020 all universities will have to use the indicated monitoring system, and the percentage of students of professional educational organizations studying for educational programs in the implementation of which employers participate should reach 100% (with a decrease in the federal target program funding - 92% )

Modernization of general and continuing education

Within the framework of this area, which is included in the Concept, it is planned to implement a set of measures for the use of the developed FSES, including their methodological support and advanced training of the teaching staff of institutions. The practical implementation of new content and technologies for general and additional education is, in particular, in the following.
According to Sec. IX Over the next five years, it is planned to work out new organizational and economic models in preschool education: switch to the use of preschool education in the activities of the corresponding institutions of the Federal State Educational Standard, improve the qualifications of 95% of teachers and heads of kindergartens under new educational programs. In addition, in each region, conditions must be created for public-private partnerships in this area (according to targets by 2020, such activities must be carried out in all regions), as well as programs to support parental education for families with small children.
General education organizations will have to focus on the quality of education. To improve it (through the implementation of pilot projects) should schools that demonstrate poor results or operate in adverse social conditions. As follows from Appendix 1 to the Concept, the share of regional general education systems in which such projects have been successfully implemented should be 60% by the end of 2020 (with a decrease in federal target funding funding - 47%). The best practice of such work will be extended to other subjects of the Russian Federation. At the same time, a network of schools implementing experimental and innovative programs is to be created in the regions — new technologies and the content of training and education will be developed on the basis of these institutions.
Finally, the regions will have to create conditions and implement at their level the concept of development of additional education of children - for this it is necessary to develop appropriate modernization programs. By 2020, such programs should be implemented in 90% of the regions (with a decrease in federal target financing - in 70% of the constituent entities of the Russian Federation).

For your information. The concept of the development of additional education of children was approved by Order of the Government of the Russian Federation of 04.09.2014 N 1726-r. It also provides for the development and implementation of regional development programs in this area, as well as the modernization of the infrastructure of further education.

The Concept also focuses on the problem of the quality of teaching staff. It is supposed to increase it by introducing optimal approaches to an effective contract with the leaders and pedagogical workers of organizations of preschool, general and additional education of children, as well as by implementing a new standard of professional activity (including mechanisms for certification and professional development of teachers).

Development of an education quality assessment system

The goals set in the Concept and the implementation of the measures planned in it will require strengthening the role of an independent assessment of the quality of education and educational results. In this regard, it is planned to create a national-regional assessment system at all levels of education (both general and professional), new tools and assessment procedures (including international quality studies).
In particular, according to Sec. IX Concepts in general education (including preschool) it is supposed to implement pilot projects to create regional quality assessment systems and create a monitoring system that would allow assessing the quality of education on a regional and national scale in the main disciplines in at least three training periods. At the same time, the share of regions in which quality assessment systems for preschool, primary general, basic general and secondary general education, additional general educational programs are created and are functioning, should reach 100% by the end of 2020 (Appendix 1 to the Concept). It is also planned to modernize the procedures and mechanisms of the Unified State Exam and the State Automobile Inspectorate, involve the public in assessing the quality of general education and begin to form user ratings.
It is necessary to develop an assessment system in secondary vocational and higher education by supporting independent accreditation (public and vocational) and assessing the quality of educational programs. To do this, it is necessary to improve control and supervision mechanisms, as well as to disseminate uniform assessment tools to assess the educational achievements of graduates. The latter measure will reduce the imbalance in the quality of preparation of graduates by various educational organizations for the same vocational education programs. By the way, the share of universities that use common assessment materials in their activities for the final certification of graduates should be 50% by 2020 (with a reduction in funding for federal programs - 30%).
In addition, the federal target program provides for the creation of a network of centers for monitoring the quality of education, which is distributed throughout the country and all levels of education (Section IV of the Concept). Thanks to such a system of centers, monitoring will cover both the quality of education and the results achieved by students at various stages of their educational and life paths, both in the school (in almost every class) and in the system of additional and professional education.

Improving the material and technical base

The federal target program also involves the creation of infrastructure providing conditions for education and training for the modern economy. In the framework of improving the material and technical base of vocational education organizations, educational and laboratory buildings, library buildings, sports and fitness facilities, and hostels will be reconstructed and built. As noted in Sec. IV Concepts, the problem of insufficient development of the infrastructure of education does not lose its relevance even in the context of the expected reduction in the number of students. Therefore, the relevant investment projects will be implemented, despite the reorganization of the university network and regional networks of secondary vocational education institutions.
In particular, it is planned to direct at least 4 billion rubles annually to fill the shortage of places in dormitories for nonresident students and to build new dormitories. (Section IX of the Concept). At the same time, objects of leading universities of various departmental affiliations (federal and national research universities), universities that are systemically important for the economy of the industry or region, as well as objects that are incomplete or in emergency condition will be considered as priority ones. It is assumed that from the beginning of the implementation of the federal target program until the end of 2020, 23 thousand places in hostels will be commissioned (with a reduction in funding - 18.4 thousand).
According to the legislator, the development of this infrastructure should contribute to improving the quality and international competitiveness of Russian education. In addition, the improvement of social infrastructure (housing for teachers, hostels for students, sports facilities, etc.) will create additional incentives for consolidating talented scientific and pedagogical personnel in the field of education and science.

Event Financing

Like other state-level policy documents developed for the medium term, the Concept takes into account two scenarios. The basic scenario assumes full financing of the federal target programs and 100% implementation of the planned activities. The fallback scenario provides for a 20% reduction in spending (70 billion rubles for five years from the federal budget, 64 billion rubles from regional budgets) and, as a result, a revision of the FTP objectives.
The most expensive article, which will be funded by the Ministry of Education and Science under the federal target program, will be capital investments in the development of the material and technical base of educational organizations. For the construction and reconstruction of infrastructure annually it is planned to allocate 12 - 13 billion rubles from the federal budget. (when implementing the second scenario - an average of 10 billion rubles per year).
Financing of many events will be carried out through competitive support - it will be allocated either to regions or directly to educational organizations putting forward one or another project.

Conclusion

The new federal target program is designed to solve the key problems of the education system. Despite the fact that the main emphasis in the document is on the introduction of innovations in vocational education (after all, it should provide the needs of the economy for qualified personnel), the remaining links in the education system are also expecting serious qualitative changes. Moreover, the changes will affect not only the professional side of the activities of educational organizations (in particular, updating the content and technologies for implementing educational programs of all types and levels), but also the management mechanisms of these organizations.

• The concept of modernization of Russian education for the period until 2020;

• The basic curriculum of 2004 (Ave. MO R of March 9, 2004. No. 1312);

• The federal component of the state educational standard of primary general education (Ave. MO R dated March 5, 2004 No. 1089).

• 2007/08 academic year - theoretical development of the second generation standard model

• The 2008/09 academic year is an elementary school experiment to test second-generation standards in 15 pilot regions of the Russian Federation (St. Petersburg, Omsk, Chelyabinsk, Novosibirsk, Rostov-on-Don, Orenburg ...).

First generation standards.

• First generation standards.

• Purpose:

• Preservation of a single basic core of education in Russian schools.

•   Focus on subject learning outcomes and maintaining a high level of knowledge. (ZUNs)

• Continuing education

• Taking into account the age of the child

• Taking into account his individual capabilities

• Health saving

• Relationship with the outside world

• The development of personality as a subject of creative activity

• Recognition of the child as an active subject of cognition

• Availability and Sufficiency

• Spiritual and moral education

• Psychological adaptation

• The interaction of the family and the teacher

Three groups of requirements:

• Three groups of requirements:

• To the structure of basic educational programs

• To the results of development

• To the conditions for their implementation

• New standards define the requirements for the education system, not for the student, as it was before.

• General Primary Education Results

• Subject results   (ZUNy, experience of creative activity, etc.). They are expressed in the assimilation by students of specific elements of social experience.

• Meta subject results   (methods of activity, mastered on the basis of subject content, used both in the field of the educational process, and in real life situations)

• Personal results (system of value orientations, motives of activity, interests, tolerance)

• Of universal importance, such as generalized methods for solving educational problems   (wording of the question, observation, fixation and organization of data, their primary interpretation, presentation of the results).

• The ability to work with different sources of information - educational, artistic, popular science, reference literature.

–

• The main pedagogical task –

• creation and organization of conditions initiating children's action

Personal

• Personal

• self determination(internal position of the student, self-identification, self-esteem and self-esteem)
• sense formation(motivation, boundaries of one’s own knowledge and “ignorance”)
• moral and ethical orientation(orientation to the implementation of moral standards, the ability to solve moral problems on the basis of decentration, the assessment of their actions)

« Universal Learning Actions ”(UUD) - methods of action mastered on the basis of subject content and applied both in the field of the educational process (in new conditions and contexts), and in real life situations, i.e. the ability to learn (the student’s ability to self-development and self-improvement through the conscious and active acquisition of new social experience).

• There are 4 blocks:

• Cognitive UUD

•   Communicative UUD.

• Personal UUD.

• Regulatory ECM.

include :

• Cognitive universal actions include :

• General educational universal actions:

• - independent selection and fomulation of cognitive goals ;

• - search and selection of necessary information;

• - structuring knowledge, etc.

• 2.Logical universal actions :

• - analysis of objects in order to highlight features;

• -synthesis - the compilation of a whole of parts;

• -selection of grounds and criteria for comparison, etc.

• 3.Problem statement and solution :

• - problem statement;

• - independent creation of methods for solving creative and search problems.

Communicative actions –

• Communicative actions – interpersonal and business cooperation, a positive and responsible attitude to the world of nature and culture, the small homeland and the Fatherland.

• These include:

• -planning educational cooperation with a teacher and peers;

• - raising questions - proactive cooperation in the search and collection of information;

• - conflict resolution - identification, search for solutions and its implementation;

• -management of partner’s behavior - control, correction, assessment of his actions;

• -the ability to express their thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication

Personal UUD

• Personal UUD

• provide value-semantic orientation of students and orientation in social roles and interpersonal relationships:

• personal , professional, life self-determination;

• sense formation , i.e. the establishment by students of a connection between the purpose of educational activity and its motive;

• ethical orientation , including the assessment of digestible content, providing a personal moral choice.

Regulatory ECM

• Regulatory ECM

• provide students with the organization of their educational activities:

• goal setting

• planning,

• -prediction

• -the control,

• -correction,

• -valuation

• self-regulation.

• Basis - planned results and their projection at various stages of the educational process

• Differentiation of requirements for the development of educational content: basic and advanced

• Purposeful organization of educational activities based on learning tasks and situations

• "Integration" of the system of current, intermediate and final assessment in the educational process

BASED TRAINING

• BASED TRAINING

• “EDUCATIONAL SITUATIONS”

LEVEL

• LEVEL

• DIFFERENTIATION

INFORMATION AND

• INFORMATION AND

• COMMUNICATION

• TECHNOLOGY

Games and experiments

• Games and experiments(with numbers and numerical patterns, with bodies and forms, with quantities, with the possibilities of various outcomes of events, etc.)

• Work with training models(numbers and their properties, relations, operations, etc.)

• (numbers, bodies and forms, quantities, research data, etc.)

• Description and rating   (properties, relative position of objects, patterns, etc.)

• Design and creation   (models, mathematical expressions, circuits, etc.)

• Daily calculation, calculations, problem solving

Games and experiments

• Games and experiments(with sounds and letters, words, grammatical structures, texts)

• Work with training models(the words , oral statements, texts)

• Observations, discussions, description and analysis(words and constructions, texts; features of their construction and use; procedure)

• Grouping, organizing, labeling, classification, comparison

• Transformation and Creation   (word lists, texts, memos, posters, etc.)

• Daily reading   (aloud and “to oneself”) and a letter   (cheating, writing dictated, keeping diaries, creative work, etc.)

Professional skill

• Professional skill

• The design of the educational process
• thematic planning of the educational process on the basis of projecting the final results at this stage of the educational process;
• designing "learning situations";
• Student Organization
• in groups and pairs,
• in mobile groups
• individual support for children,
• organization of project activities;
• Valuation Activities

Teacher positioning

• Teacher positioning

ICT competency

• ICT competency

• Custom Tools

• text editor,
• presentation editor
• dynamic tables, databases

• Multimedia Information Sources

• Communication tools

• email,
• the Internet

• ICT tools

• educational management systems,
• interactive whiteboard,
• digital and multimedia training equipment

Here you can find the Russian Education Development Concept

The Chairman of the Government of Russia signed the Concept for the Long-Term Socio-Economic Development of the Russian Federation for the Period Until 2020. By the same decree, V.V. Putin instructed the Ministry of Economic Development to prepare a forecast for its implementation, and the federal executive bodies and executive bodies of state power of the constituent entities of the Russian Federation - proposals for its implementation. 1567 words out of 45099 are devoted to education in the concept: “A prerequisite for the formation of an innovative economy is the modernization of the education system, which is the basis of dynamic economic growth and social development of the society, a factor in the well-being of citizens and the country's security. The competition of various educational systems has become a key element of global competition, requiring constant updating of technologies, accelerated development of innovations, quick adaptation to the demands and requirements of a dynamically changing world. At the same time, the possibility of obtaining a quality education continues to be one of the most important life values \u200b\u200bof citizens, a decisive factor in social justice and political stability. The development of the education system should be based on the principles of project activities implemented in the priority national project “Education”, such as openness of education to external needs, application of project methods, competitive identification and support of leaders who successfully implement new approaches in practice, targeting of resource support tools and the integrated nature of decisions. Updating organizational and economic mechanisms at all levels of the education system will ensure its compliance with promising trends in economic development and social needs, increase the practical orientation of the industry, its investment attractiveness. Increasing the flexibility and variety of forms of providing services of the preschool education system will provide support and a fuller use of the educational potential of families. The development of the general education system provides for individualization, focus on practical skills and fundamental skills, the expansion of the field of additional education, and the development of the vocational education system - the expansion of the participation of employers at all stages of the educational process. One of the main conditions for the development of the system of higher professional education is the involvement of students and teachers in basic and applied research. This will not only preserve world-famous Russian scientific schools, but also grow a new generation of researchers focused on the needs of an innovative knowledge economy. Fundamental scientific research should be the most important resource and tool for students to master the competencies of searching, analyzing, mastering and updating information. The formation of a continuing education system based on the introduction of a national qualification framework, a certification system for qualifications, and modular programs will maximize the use of human potential and create conditions for the self-realization of citizens throughout life. It is necessary to ensure equal conditions for access of state and non-state organizations providing high-quality educational services to educational infrastructure and state and municipal funding. The strategic goal of state policy in the field of education is to increase the availability of quality education that meets the requirements of innovative development of the economy, the modern needs of society and every citizen.