Introduction

The conditions for admission to higher education institutions, the forms of payment for higher education applied by the state and the population, have been the subject of heated debate in recent years in the media, and in universities themselves, and in scientific circles, and in government bodies. The central topic of discussion about the shortcomings of the existing rules and the feasibility of the large-scale introduction of new mechanisms is the ratio of public and private financing of higher education and the conditions for its receipt for budgetary funds. But comparatively little attention is paid to discussing the impact of existing and proposed mechanisms on the accessibility of higher education for various population groups. Differences in the opportunities for obtaining higher education for representatives of different social groups have a decisive influence on the nature of the economic and social development of society and should be the subject of careful analysis and targeted state policy. The issue of accessibility of higher education in Russia is being actively developed at the present time. But the focus of the research is the impact on the accessibility of higher education for different groups of the population of their various socio-economic characteristics (level of family income, social status, place of residence, etc.). The role of institutional factors - formal and informal rules for admission to universities and the economic conditions for obtaining higher education - in the reproduction of differences in the accessibility of higher education for different social groups has not been the subject of special studies.

Classical education or emphasis on high technology? Uniformity for the sake of national cohesion - or a kingdom of blooming complexity? Free education of a good standard - or will parents have to pay for almost everything except the notorious "physical education and life safety"? There is not only consensus about all this in Russian society, but also clarity: even experts when speaking “to the public” prefer to speak in long unimportant phrases. Perhaps it will be easier to understand the desired direction of reform if we briefly familiarize ourselves with the most famous school systems in the world. US education system

The state educational system, as such, does not exist in America. Although schools are funded primarily by the state, each state has a local elected council for education — it develops curricula and runs school. There are no uniform standards in the school system - their quality often depends on the place of residence that the family chooses. The content and volume of material that the student will have to comprehend (as, incidentally, textbooks and other printed materials intended for use in the classroom), are specified in schools by the teachers themselves. And then it remains to rely on the education, professional qualifications and responsibility of the teacher. Higher education is paid and quite expensive. In many families, fathers and mothers start saving money for college before their child — he or she — utters the first word. Many students provide for themselves - earn extra money while studying or take a loan for study. So, at the end of college or university, they will have not only a diploma, but also a heavy debt burden (there are educational loans). Features of the education system in the UK   In the UK there is a system of free education that any child can receive, regardless of nationality, race, and social status of his parents. Along with free municipal schools, there are private, paid schools. Universities differ from all other universities in that they have the right to independently award academic degrees and determine the conditions for their receipt. The differences among universities are quite strong. The “new” universities are more oriented towards vocational training of graduates, while the old and “red brick” universities pay more attention to classical academic education. Higher education is paid. The model in the UK was the higher education financing model used in the USA, which includes a flexible policy of combining high tuition fees with the provision of long-term loans at low interest rates. The credit system has also negative sides. In particular, for this reason, the anxiety of young people about the repayment of credit is increasing, and more and more often young people prefer higher education to early work.

Features of the education system in Japan Higher education

As of 2005, more than 2.8 million students in Japan studied at 726 universities. Higher education involves four years of study for a bachelor's degree. Sometimes a six-year program is offered to achieve a certain professional degree. There are 2 types of universities: 96 national universities and 39 state universities. The remaining 372 establishments for 1991 were private.

Free education in the country is practically absent. As of 2011, out of 2,880,000 students in Japanese universities, only about 100 received a scholarship from the Japanese government. Scholarships are given only to the most talented and the most disadvantaged students, and they are issued on condition of return and the cost of training is not fully covered.

Features of the education system in China

The Chinese take education very seriously: universities invite the best foreign teachers, the state invests huge amounts of money in education.

Pre-schools in China are kindergartens. Children from 3 to 6 years old are accepted there. Now in the country there are about 150 thousand kindergartens.

Secondary education in China has three levels. In the first stage, education is free.

At the end of a higher education institution, three academic degrees are established.

Higher education

By law, there are three varieties of higher education in China:

Courses with special training programs (training period 2-3 years),

Bachelor (4-5 years),

Master (additionally 2-3 years).

At the end of a higher education institution, three academic degrees are established:

Bachelor,

Master,

For admission to the university you must have a certificate of secondary education and be over 18 years old. Applicants pass entrance exams and language test. Teaching in educational institutions is conducted in Chinese. If the foreign applicant does not speak Chinese, then it is possible to enroll in 1-2-year language courses, after which you can go to university. Short-term Chinese language courses are also available for a period of one month or more.

Education in graduate and doctoral studies is possible in English.

The academic year begins in September and consists of 2 semesters, at the end of which students pass exams. In the process of study, seminars and tests as such are absent.

Education at universities is paid, but there are chances to get a scholarship - for which it is necessary to apply from January to March to the Chinese Embassy or to a special council that is directly involved in the distribution of scholarships. The scholarship covers the cost of tuition, medical insurance, living expenses and meals. Features of the education system in Italy   Examination for a certificate of maturity at the age of 18 opens the way to university admission and obtaining a bachelor’s diploma

The university is considered free, but everyone is required to pay a tuition tax. Its size is set in accordance with the student's family income. If you study well, then you can be exempted from tax at a state university. A very important difference from our system is the lack of examination tickets. Examinations are written and oral. Literature, history, linguistics, philology usually surrender orally. Each exam requires 99.9% of self-preparation, because in lectures they give only a small portion of what you need to know about the subject. Not everyone copes with exams: only three out of ten applicants reach the diploma. Each professor has certain hours of reception, when he can personally listen to you and advise you which books will be most useful to you. If you wish, you can apply to have a “curator” for one of your main subjects. You can always consult with him about the curriculum, exams, programs, books and, of course, thesis. Another opportunity is to go to the counseling center that exists at each faculty.

The education system in Russia

Russian universities use two main admission mechanisms: 1) on the basis of a general competition based on the results of exams at a university, and 2) targeted admission on the basis of a separate competition. A number of categories of persons are entitled to preferential conditions for admission to universities. In Soviet times, university studies were free for students. In the last decade, under the influence of changes in the economy, there has been a transformation of institutions that regulate the conditions for obtaining higher education. In addition to free tuition, the market for paid educational services is developing rapidly, both legal and shadow. These processes, obviously, change the situation with the accessibility of higher education for various social groups. Thus, an increase in the number of universities and the size of admission increases the ability of people who have received a general education to continue their studies at a university. But the simultaneous spread of paid services for preparing to enter the university and the development of shadow forms of payment for admission reduces the ability of children from low-income families to enter universities that are in high demand.

One of the prevailing trends in higher education in Russia is an increase in the share of paid education.

The main problems of the education system

If we talk about the problems of education in connection with the general economic situation in the country, then in general they come down to the following three:

1 insufficient funding of institutions of higher, secondary and primary vocational education (budget financing is carried out at best by 40-50%);

2 poor material and technical support of the educational process (over the past 10 years, almost 90% of educational institutions in the educational system did not receive funds from the budget for the purchase of new educational and laboratory equipment);

3 low salaries for teachers

4 the accessibility of quality education in grammar schools, lyceums, colleges and universities for capable children from low-income families, remote regions of Russia has become quite problematic, and largely depends not only on the abilities of children and youth, but on the financial situation of the family (tutoring, paid courses, tuition), and for applicants to universities - and from the place of residence.

As a consequence of the above, a noticeable decrease in the quality of education at the main levels:

- the general secondary - outdated structure, overloaded school programs;

- primary and secondary vocational - the gap in educational and production relations with the base enterprises;

- higher - Features of the creation of private universities, the introduction of "paid education", the opening of numerous branches of state universities that are not always functioning efficiently.

Paid education was largely ineffective due to factors such as:

most of the funds from paid higher education are allocated not to support state universities, but to non-state ones, which do not always ensure the level of quality of education;

the lack of a clear distinction between paid and free educational services in preschool and school education;

most of the funds from tutoring bypasses the budgets of universities and criminalizes the processes of entrance exams.

The main measures and directions in the education system of the Russian Federation

In higher vocational education:

Development of a new generation of state standards of higher education, taking into account the modern and future needs of the state, society, and the individual;

Increasing the role of the constituent entities of the Russian Federation both in determining the structure and scope of training of specialists, and in assessing the quality of the work of universities (during certification and accreditation, through ongoing monitoring of the fulfillment of licensing requirements by educational institutions);

Development of the practice of co-founding universities with the constituent entities of the Federation and federal executive authorities;

Development of new, more stringent requirements for certification and accreditation of universities, primarily - branches and non-state;

The introduction of state repayable subsidies or educational loans for higher education (partially or fully repaid by the state when the graduate works according to state distribution);

Creating a fairer access to higher education through experimental development of a system of unified state examinations ”

In essence, we are talking about creating a reliable mechanism for the sustainable development of the education system, for which it is necessary to solve the following problems:

Ensuring state guarantees of accessibility and equal opportunities to receive a full-fledged education;

Achievement of a new modern quality of preschool, general and professional education;

Formation in the education system of regulatory and organizational and economic mechanisms for attracting and using extrabudgetary resources;

Improving the social status and professionalism of educators, strengthening their state and public support;

The development of education as an open state-public system based on the distribution of responsibility between the subjects of educational policy and the increasing role of all participants in the educational process - the student, teacher, parent, educational institution

Select a country from the list below and find out all the features of studying in it. Read detailed reviews of the educational system and educational levels, the most popular educational institutions, tips for admission and home improvement.

Europe

North America

Asia and Oceania

Studying abroad opens up many attractive prospects for students: the opportunity to acquire colossal international experience, make new friends from different countries, perfectly master at least one foreign language, get a good world-class education and get acquainted with a different culture. Now that the geographical borders between countries are becoming more conventional due to the high mobility of people around the world, everyone has a chance to get an education abroad.

In fact, in every country there are universities and colleges that are willing to host international students and offer special programs and scholarship schemes for foreign applicants. Having such an extensive choice - almost the entire globe - it is not so easy for a future student to decide on a future place of study. If you have already begun to think about how to choose a country for further studies, there are several key factors that should be taken into account.

The most important thing is to evaluate how highly ranked universities in a particular country are in the area you plan to study.

Many European countries are traditionally strong in the humanitarian sphere. Italy and France are very popular with future art historians, cultural experts, historians and, of course, fashion designers. Great design schools are also famous for the United Kingdom, which, however, deservedly occupies one of the first places in terms of the quality of education in all areas. Do you dream of making a career in business, economics or finance? There are many good business schools in Europe, but the United States is the undisputed leader in this area. A lot of promising opportunities will open up for future engineers and specialists in the field of exact sciences in Germany, especially if in the future you are planning a scientific career.

Another important factor for choosing a country of study is the language. Sometimes students choose a country precisely because they already know the corresponding foreign language. Some, on the contrary, are first determined with the country of instruction, and then they already begin to master the language. By the way, in many countries, for example, in the Netherlands, Germany, China or Singapore, training is conducted both in the state and in English. In any case, good command of the language is essential and provides additional benefits for admission, so you should pay more attention to language practice.

An important role is also played by your attitude to the mentality of the country where you will study.As in the case of language, for some students it is the love of local culture that becomes a decisive criterion when choosing a place of study. Thanks to a centuries-old rich culture, countries such as the UK, France and Italy are very popular among students. But it should be borne in mind that this concept includes not only history and art, but also traditions, cuisine, religion, manner of dressing, mentality and much more. Therefore, for successful cultural adaptation it is necessary not only to know the language and past of the country, but also to have a good idea of \u200b\u200bits modern lifestyle, to evaluate how well you can fit into it.

Studying abroad is to some extent a challenge.

Especially for very young people who first left the house. This is a serious test of strength and readiness for adulthood, but at the same time one of the best, unforgettable periods for any student. If you want to broaden your horizons, get a new source of inspiration and get to know the world, then the best way to do this is to go to study in another country.

Education systems in the world

Syktyvkar State University

Department of Management

Education systems in the countries of the world.

Syktyvkar 2009

1. Characteristics of educational systems

1.1 UK

1. 1. 1 Primary and secondary education

1.2 Germany

2. 1 Secondary education

2. 2 Higher education

Conclusion

Introduction

the study and analysis of educational development trends abroad is gaining importance.

As you know, in the educational systems in the leading countries of the world, democratization processes are currently taking place. Its essential feature - along with accessibility, variability and differentiation, decentralization of management - is openness, continuity of all its levels.

many important factors: the ever-increasing amount of knowledge and skills needed by schoolchildren, the results of studies of the nature of childhood, the experience of educational institutions in different countries. In addition, world education must meet a new level of production, science, culture. So, updating the education system is an urgent, inevitable task.

Education is one of the crucial life values. The craving for education is due not only to the desire to acquire knowledge as a guarantor of the extraction of material wealth, but also to the awareness of the need for a broad culture. When ranking life values, the majority of the population of developed countries of the world prefers education.

Based on this, the purpose of this test is to study modern education systems (for example, USA, UK, Germany).

The object of study is the educational systems of modern countries, and its subject is the analysis of various aspects of educational systems in developed countries.

Research Objectives:

To analyze the educational systems of modern countries (on the example of the systems of the USA, Great Britain, Germany);

Identify specific features of the development of educational systems of these countries.

The purpose and objectives of the study determined the choice of its methods:

The structure of this work includes: introduction, three chapters, conclusion and list of references.

1.1 UK

decisions determining the prospects for the development of the industry are carried out at the highest level in the hierarchical structure of governance of the parliament and government. The first act of national significance is considered the Education Act of 1944, which, although it was mainly devoted to school education, largely streamlined the education system as a whole and determined its governing bodies. Then the adopted acts were reviewed and supplemented. But by the 60s, there was a need to review and improve the quality of education, it tends to exist in modern England. Thus, the National Commission for Education of Great Britain published a report in 1993 with the eloquent title “Learning to succeed. A radical look at education today and a strategy for the future ”, which presents recommendations on how to achieve positive changes in education.

In accordance with the administrative division and established traditions, the education system of Great Britain is divided into three subsystems: 1) England and Wales, 2) Northern Ireland and 3) Scotland. The educational systems of England, Wales and Northern Ireland differ slightly in their structure; the educational system of Scotland has its own traditional features. The modern education system in the UK includes: early childhood education, primary education, general secondary education, further education and higher education.

In the UK, about 50% of three to four year olds are brought up in kindergartens or toddler centers. From the age of 5, compulsory education begins, and the children go to school for the kids.

The compulsory education system covers children and adolescents from 5 to 16 years old. In accordance with the Education Reform Act (1988), the period of compulsory education is divided into four “key stages”: from 5 to 7 years, from 7 to 11 years, from 11 to 14 years, from 14 to 16 years.

Primary education covers the first two stages (from 5 to 11 years). Children are usually grouped by age class. All subjects are taught by one teacher. The lesson lasts from 15 to 45 minutes. After graduation, children do not pass exams and do not receive certificates of graduation. In primary school, most of the time is devoted to studying the English language (40% of the study time), 15% is physical education, about 12% is manual labor and art, the rest of the hours are distributed between the lessons of arithmetic, history, geography, natural history and religion.

kind of schools are joint schools. About 90% of students in England study there. Graduates of elementary schools with various levels of mental abilities and capabilities are admitted to the combined school. Joint schools were organized with the goal of creating equal educational opportunities. They were supposed to provide coeducation of students with different abilities, interests and opportunities. Grammar schools provide general secondary education and prepare students to study in higher education. After graduating from 5th grade, approximately 60% of students who have passed the exams and received a general certificate of education at the usual level leave school. The remaining 40% continue to study under individual curricula in the biennial 6th grade, which is graduation.

The system of further education (in our understanding “secondary vocational education”) is a conglomerate of a large number of various colleges, training centers, institutes in which training is carried out at various levels from vocational to higher. In total, in the system of further education there are about 700 specialized educational institutions from local colleges in which young people aged 16-18 are studying on the job from production to polytechnic, comprehensive educational institutions in which training is carried out at various levels, including and supreme.

All institutions of the continuing education system are under the control of local authorities. The exception is educational institutions that have royal charters. Compared to previous years, the number of full-time students in the general student body is growing. Since the 60s, significant changes have taken place in the system of further education. Her educational institutions were given the right to award academic degrees, that is, an opportunity appeared to receive higher education not only in universities, but also in polytechnic educational institutions, opened on the basis of the largest technical and commercial colleges. Currently, polytechnic colleges are the main institutions of the system of further education, in which the training of specialists with higher education is concentrated.

Vocational training is carried out in joint schools, technical (vocational) colleges, vocational training centers in the workplace and employment centers. In a special place are professional colleges. Here there is the widest range of training - from a skilled worker to an intermediate level specialist. Colleges are closely related to on-the-job training. Duration of study at a vocational college ranges from one to five years.

1. 1. 2 The development of higher education

Higher education in the UK is represented by universities and polytechnic colleges. Until the 60s it was carried out exclusively at universities. But in the 50-60s. in Great Britain, the contradictions between the capabilities of the education system at all levels and social needs of a socio-economic nature are beginning to sharply aggravate. UK education reforms began with high school. At the beginning of the 60s, an acute shortage of highly qualified personnel began to be felt in the country.

The 60s are marked by the rapid growth of university education. During this period, 23 universities, or half of the existing ones, were created in the country.

In the years 1964-1977. a new type of higher education institution for the UK was created - the University of Technology. University of Technology has become 10 former "colleges of advanced technology.

In 1969, the world's first university of distance learning, the Open University, was created. During the period of the 60-70s, the number of university students more than doubled (in 1970, 259 thousand students studied at UK universities), and the total number of universities increased to 45.

In parallel with the development of university education, the public sector of higher education is developing and expanding, professionally oriented and designed to meet local needs. Its basis was 30 polytechnic colleges created in 1969-1970. as a result of the merger of a number of technical, commercial and art colleges. The value of the alternative sector of higher education is constantly growing.

educational institutions of the public sector of higher education.

depending on their status. The main activities of this period were aimed at encouraging the activities of higher education institutions to improve management and financing mechanisms in order to meet the country's socio-economic needs.

The main lever of influence on the higher education system was financing. In the early 1980s the government is undertaking a series of measures to reduce the cost of university education in order to more rationally use them. Basically, the natural science and engineering fields of training are being developed, the commercial activities of universities, and the expansion of their contacts with industrial and commercial spheres are encouraged. The autonomy of universities is sharply limited, because the government requires reporting on the budget expenditures, which was new in university life, and also introduces control over the regulation of the number and distribution of students in the areas of student training, the formation of the content of studies, and areas of research. There is also direct control over the activities of universities by the Royal Inspectorate. First of all, this applies to the staging of teacher education in universities.

If the main problem for universities was the professionalization of education, for polytechnic colleges it was the strengthening of general scientific and vocational training. From the very beginning, the latter had strong ties with industrial and commercial enterprises and firms. However, they were heavily dependent on local education authorities, both financially, administratively, and educationally. Therefore, the main task of these colleges was to limit the “petty” custody of local authorities and transfer to the jurisdiction of the central educational authorities. In this regard, the goals of universities and polytechnic colleges were opposite.

It should also be noted that the structure of universities is divided into collegial and unitary. The most striking example of collegiate universities is Oxford and Cambridge, which include 39 and 29 colleges, respectively. Unitary universities include faculties and academic departments.

Formally, the university is headed by the chancellor, appointed by the queen and who, as a rule, is a ceremonial figure. Actually, the head of the university administration is the vice chancellor or rector. The governing bodies of universities are the council and the senate. The Council is the highest administrative body, which forms the teaching and support staff, solves financial issues. The Senate is an academic body. The chairman of the council and the senate is the vice chancellor, who is elected. The composition of the governing bodies is also elected. Recently, representatives of the faculty, students and external organizations interested in training specialists have begun to enter the management bodies on an equal footing.

The academic year in universities in the UK begins in October and is usually divided into trimesters of 8-10 weeks each. The duration of the summer vacation is four months - from June 1 to September 30.

The university examination system is determined by charters, but in most cases two main exams are held - at the end of the 1st and 3rd years of study; according to the results of exams, the type and level of the degree awarded is usually established. Graduates of higher educational institutions are awarded academic degrees; University and National Academic Qualifications Council.

· The creation of a single funding structure for universities, polytechnic institutes and colleges of the higher education system;

· Further improvement of the quality of training of specialists and, for this purpose, the organization of external control over the quality of training with the help of a national audit body established by universities;

· Establishment of closer ties between universities and industrial enterprises and commercial structures for further economic development of the country;

· Expanding access to higher education for the adult population of the country

Thus, the improvement of the UK education system in recent decades is one of the notable processes of social and cultural life of the country, a reliable tool for solving the socio-economic problems of the state.

1.2 Germany

The education system in Germany is a classic three-stage structure consisting of primary, secondary and higher education. At all levels of this structure, both public and private educational institutions are represented, although the number of the latter is insignificant. The German state guarantees all citizens a compulsory secondary education, therefore, education in state primary and secondary schools is free. In most cases, tuition at state universities is free.

The main features of the modern education system in Germany were formed during the Weimar Republic (1920s), when the secondary school was divided into a full public school, a real school and a gymnasium. Until the early 1950s, tuition at a real school and gymnasium was paid.

The network of preschool institutions in Germany is poorly developed. A small number of kindergartens, which are mainly privately run, cover children aged 3-5 years.

Education at school begins at the age of 6 years and is mandatory for 9, and in some lands 10 years.

The first step in the school system is an elementary school: I – IV classes, in some lands I – VI classes. In the primary grades, especially in the first 2 years, comprehensive training is widely used. The German language, arithmetic, local history, music, physical education, religion are taught in a complex. Only in grades III and IV are separate subjects distinguished, although language, local history and music continue to be taught in a complex.

Education in a full public school lasts until the 9th or 10th grade. This type of educational institution is primarily aimed at gaining a profession: vocational skills lessons are generally attended by students more readily than classes in other subjects.

The German educational system does not create deadlocks in the sense of continuing education, and those who have completed a full public school under a number of conditions (additional attendance, passing exams) can receive a certificate of a real school. A real school is characterized by West German educators as "theoretical and practical." Unlike a complete public school, physics, chemistry, biology and English are taught as compulsory subjects in real ones. At a higher level, mathematics is being taught. Well-performing students in real schools can go to the gymnasium.

Grammar schools are the only educational institutions that provide access to higher education. At its lower levels, no more than 16% of adolescents of the corresponding age study. During school, schoolchildren drop out, which is especially large after the X grade, as well as on the transition from the middle to the senior level of the gymnasium (XI - XIII classes). Only half of those who enrolled in high school graduate from the 13th grade.

In the former GDR, after the reunification, the first step in the transition of the secondary education system to the new conditions of functioning was the creation of three types of schools: a complete public, real and gymnasium. However, while they exist, as it were, one above the other: the end of the X class is equivalent to the end of a full public school, and the IX class is divided into the graduation class of a full public school and the IX class (primary) of a real school. A graduate of the X class receives a certificate of completion of a real school, and XI - XII classes have the status of a gymnasium level of training. The first half of the X grade is considered a trial, and during this period there is a significant dropout, so the number of real school graduates studying in the gymnasium is about 16%.

The state system of vocational education is obligatory for graduates of a full public school. Of all the students in it, the vast majority attend classes at a vocational school of the lowest type without interruption from production, where they take an apprenticeship course. Classes at the school last for 3 years, 6-8 hours a week.

These schools train skilled workers primarily for the service industry.

and medium-sized firms of a certain industry create an alliance with a university (or a research institute) to work on problems in which the member firms of the association are interested.

It is important that not only internships of employees of firms in universities are practiced, but also the work of students and young scientists in firms. This is especially true for special (professional) universities, where even teachers are required to periodically do internships at the company.

One of the promising features of the German education system, including higher education, is the Education Promotion Act. For students, it provides for monthly payments of approximately 600 marks, with half of the funds being transferred as free grants, and the other as a loan (for schoolchildren, funds are paid exclusively in the form of grants, however, in order to be eligible for such a scholarship, they must submit documents proving that that parents are not able to support them).

german nation. At the same time, one of the priority tasks at present is joining the “united European school” while preserving the best national traditions. In this regard, in Germany, the goals and objectives of secondary education are being reviewed and its content is being modernized in anticipation of the requirements of the future world.

standards. In the United States there is no single state education system, each state has the right to determine its structure independently.

The US modern education system is based on the principles of self-government, self-financing and self-determination with the effective interaction of federal and local authorities.

The idea of \u200b\u200blocal school self-government is seen as essential to the nation. In practice, this means that committees of individual states develop regional school policies, establish mandatory standards for curricula, distribute allocations between districts, determine qualification requirements for teachers, and are engaged in the material and technical equipment of schools. As you can see, the main questions - what to teach, who teaches and for what fee, how to evaluate and transfer a student to the next class, under what conditions to present certificates of education, what textbooks to use - are in the competence of the states.

institutions (professional and higher).

Preschools almost until the middle of the 20th century. were perceived by the majority of the population as organizations of social assistance to the poor. In the 2nd floor. XX century with ample opportunity to choose part-time jobs, about half of American mothers still prefer to raise children aged 3-5 years old at home. Among whites, the proportion of such mothers is higher. Pre-school education and training programs aim at preparing children for primary school. They are diverse, flexible in essence and democratic in content, aimed at teaching independence, initiative, and mutual communication skills. At the same time, pre-school institutions maintain close contact with parents.

aesthetic education (music, drawing, singing, sculpture), sports and physical education. It provides elementary skills and knowledge, develops a conscious attitude towards learning.

A high school (college of secondary education) usually consists of two units: the younger and the senior. In the junior high school (junior high school) (grades VII – IX), a third of the study time is allocated to the program common to all, and the rest to study subjects of choice (elective). High school (grades X – XII) usually offers a compulsory set of five subjects and many academic and practical subjects.

In 1993, over 85 thousand educational institutions provided general education. At the level of primary and incomplete secondary, there were over 35 million students; Over 12 million students received full secondary education (or appropriate vocational training). Teaching at the level of primary and lower secondary schools employed 1.4 million teachers, at the level of full secondary - about 1.1 million teachers.

Vocational training is carried out in secondary schools, regional vocational centers (organized through the cooperation of several secondary educational institutions) and in vocational skills centers. Students acquire various specialties at the level of a skilled worker. The scope of vocational training is very impressive. Typically, students are offered at least two to three courses of vocational training. In a number of schools, this set reaches six courses. At least two-thirds of high school students are enrolled in at least one training program.

US higher education is characterized by a significant variety of study programs, courses and disciplines, representing a single social institution that performs important economic, social and ideological functions.

In the 90s. the higher education system is the fastest growing industry in the United States.

catering facilities, sports and cultural facilities.

The urgent problem of higher education remains the attraction of capable young people to technical universities, the need to reorganize the educational system to obtain master's degrees (2nd academic) and a doctor - doctor. According to scientists, in the coming century there will be a significant shortage of specialists in engineering.

An important indicator of the level of the university is the so-called degree of selectivity. Nearly 1,400 universities accept all applicants; over 100 universities in individual states are highly selective, although the rule of primary enrollment of “local” applicants applies to them. Private highly selective universities accept about 30% of applicants. The identification of the best and the creation of favorable conditions for him continues throughout the entire period of study. Another important indicator of the quality of the university is the ratio of students to teachers. In the best US universities, there are 6 students per teacher; among university coaches, the share of doctors of sciences is about 97%.

The high-quality implementation of the principles of improving higher education, their adaptation to a constantly changing society, will allow us to rise to the level of awareness of new knowledge and skills that are necessary for a modern person, to appreciate the new information and technological era.

2. General analysis of education systems

2. 1 Secondary education

In the second half of the twentieth century, the reform of the general education system took place in the leading countries of the world. The terms of compulsory free education have increased. There is an intermediate stage between primary and complete secondary school.

Upon completion of primary and incomplete secondary education, students are divided into three main educational streams: a full comprehensive school, which focuses on theoretical training and further education at the university; high school with a focus on preparing for studies at a technical university; professionalized educational institutions.

"public schools", American independent schools, etc.).

total in preferences for financing. In England, private and public schools enjoy equal rights when subsidizing.

In almost all the leading countries of the world, the school is a priority object of financing. At the beginning of the 90s, the share of expenses on education in the total amount of expenses was: USA, England - about 14%, Germany - about 10%. In the 1980s, school allocations in these countries grew faster than national income as a whole, having established itself as one of the main budget items.

Maintaining school education at a sufficiently high level is an important prerequisite for the dynamic development of society. Highly developed industrial states have achieved impressive economic achievements in many respects due to the influx of qualified and trained personnel from the educational system.

Note that there is no consistent combination of criteria and indicators of educational effectiveness. It is not only about preparing well-trained youth, but also forming, within the walls of educational institutions, a capable, proactive, following the ideals of humanism generation.

Basically, in the teaching circles of all the countries studied, they believe that in order to increase the level of education, first of all, it is necessary to modernize the content, forms and methods of school education.

In the leading countries of the world, active attempts are being made to increase the effectiveness of education. In the West, the United States is leading the movement to improve the quality of education. In this country, on the basis of common aspirations to improve school performance, central and local authorities, teachers and the public are uniting. A specific accreditation procedure is applied to stimulate the relevant activities of individual educational institutions. In case of successful accreditation, when the viability of the institution providing high-quality education is confirmed, the school receives additional loans.

No less care about improving the quality of education in other countries. Thus, the National Education Commission of Great Britain published a report in 1993 with the eloquent title “Learning to succeed. A radical view of education today and a strategy for the future. ” Recommendations on how to achieve positive changes are formulated in the form of several goals: reducing the volume of compulsory education, improving the system of continuing education for teachers, concentrating education management and teacher training in the hands of one body, increasing investment in education, and increasing public participation in school activities.

In conclusion, we can distinguish several basic laws of general secondary education in the countries studied:

The duration of studies in a full secondary school is about 12 years;

Full secondary school is mainly divided into 3 levels: primary, secondary and senior;

Compulsory education is only in high school, after which the student chooses the next way to get an education: academic - for the purpose of entering a university or vocational - for secondary specialized education;

In high school (these are, as a rule, grades 10–12), specialized education — with a number of areas of specialization from two to four;

The number of compulsory disciplines in high school is significantly reduced, as a rule, to 58, the study of which focuses on during the subsequent period of study;

In some countries, far from all applicants receive a high school diploma (diploma, certificate);

In most countries, enrollment in a university occurs through a competition of certificates (diplomas, certificates) or according to the results of testing, either nationally or individually by university, based, as a rule, on measuring the level of applicants' abilities.

2. 2 Higher education

In the studied countries of the world over the past quarter century, the networks of higher education have expanded dramatically. This process reflected the growing role of higher education in economic progress, the enrichment of ideas about life ideals. The social composition of students has changed markedly: it has become more democratic. The content of university and non-university higher education programs is changing.

high school. So, in England since 1993, a system for assessing the quality of higher education, implemented by the Council for Higher Education, has been in place. The amount of government subsidies for individual educational institutions depends on the results of such an assessment. A similar system operates in the United States. In some states, such an assessment is carried out by special education quality assurance agencies.

according to American scientists studying the problems of the economy of education, the latter accounts for 15–20% of the growth of national income. In addition, from 20 to 40% of the growth is provided by the improvement of scientific knowledge and its application - a process in which the leading role belongs to higher education institutions, namely, the vast majority of basic research is concentrated in all Western countries.

The significance of the contribution of higher education to the reform of society is confirmed by international experience. It shows that all countries that have successfully overcome the transition to modern market relations considered higher education to be a priority and proceeded from this in their investment policy.

The political elite in the UK, Germany and the United States formed a peculiar cult of education, supported by regular meetings of heads of state with the best students, graduate students, teachers and presenting them to the public as the "intellectual value of the country."

Such meetings emphasize that education is the main indicator of the quality of life, the core of each person’s economic power and creativity.

Conclusion

Naturally, the problems of education have always occupied the most important place in the activities of any state: it is education that is one of the fundamental means of reproduction and development of the culture of society and man, the spiritual, intellectual and professional potentials of society. The last time, marked by a transitional period for the development of society, the topic of education, due to a number of objective and subjective conditions, has advanced to the center of public ideas and discussions, in which practically all layers and groups of the population, representatives of science from different countries, all branches and levels of the legislative and the executive branch.

The need to understand the real problems of education in modern conditions is becoming increasingly relevant and significant. This is due not only to the causes of the socio-economic order, but to a large extent to a change in the paradigms of social development. All this, of course, is reflected in the state and prospects of the development of education as an important part of the social sphere, a cultural phenomenon, one of the movers of the progressive social movement.

Having analyzed current trends in the development of education systems in leading Western countries, we can conclude that each of these countries has certain established traditions in the field of education, which are associated with the peculiarities of their socio-economic development, historical and national conditions. But at the same time, they also have a certain similarity in the problems of school reform related to the modernization of the content of education, which leads to the joint efforts of the entire world community to resolve these problems.

Therefore, we can say that a comparative analysis of various education systems and the identification of specific approaches to the content of education make it possible to highlight the prerequisites and trends in the formation of a single educational space.

List of references

1. Alferov Yu. S. Monitoring the development of education in the world // Pedagogy, 2002, No. 7.

2. Barbariga A. A. Secondary and secondary special education in modern England. - Kiev, 2005.

3. Veyzerov V. A. Preschool education and upbringing in Britain // Education in a modern school, 2005, No. 4.

4. Vorobyov N. E., Ivanova N. V. Modernization of the educational process in a secondary school in Germany // Pedagogy, 2002, No. 7.

5. Wolfson B. L. Comparative pedagogy. - M., 2003.

6. Higher education in the USA // Pedagogy, 2004, No. 3.

7. Galagan A. I. Financing education in developed foreign countries. - M., 2003.

8. Dzhurinsky A. N. The development of education in the modern world. - M., 1999.

9. Paramonova L. A. Preschool and primary education abroad. - M., 2001.

Classical, with a bias in hi-tech or culture, paid and free education - we understand how and what is taught abroad

Source: libre.life

The French secondary education system, as in many other European countries, consists of three levels: a primary school (ecole primaire), which children attend from 6 to 11 years old, the oldest - college, designed for adolescents from 11 to 15 years old, and, finally, the Lyceum, in which they study from 16 to 18 years. State-standard education is compulsory for all children aged 6 to 16 years and is provided free of charge - in fact, it is an analogue of Russian grades 9-11, where students are prepared for university entrance.

At the same time, in France there are also private educational institutions, which are mainly paid.
  An elementary school in France is not much different from the modern Russian counterpart - the same small classes, a game approach to subjects. Differences begin to appear later - in college, where an 11-year-old child falls after the first stage of training. For example, here the classes are considered in the reverse order: the child enters the sixth grade and after four years finishes the third. Then the college is replaced by a lyceum, in which compulsory education lasts two years - and then the teenager passes the "diploma" class (terminal).

Source: libre.life

In this country, they begin to comprehend scientific diploma from the age of 6. The program as a whole is standard: children learn to read, count, write, study natural history, and the main differences are as additional classes.

After studying for four years (in Berlin and Brandenburg - 6 years), the child graduates from primary school, and proceeds to the next stage - secondary general education, the term for which is from 4 to 6 years. In this case, the student can choose one of the options: primary, real school or gymnasium. As a rule, in these educational institutions, students are assigned from grades 5 to 10, and the difference is determined by the content of the program. For example, in a primary school, much attention is paid to labor skills - so that it can be compared with Russian vocational schools. A certificate issued at the end of the course is usually used to continue education at a higher level or in evening vocational schools.

Source: libre.life

The Italian children start the path to knowledge when they are six years old, entering elementary school, the first two steps of which (scuola elementare 1 and scuola elementare 2) are free for everyone. The compulsory program of this stage includes general education subjects, and only the study of religion can be chosen at will.

Based on the results of five years of study (two first stages), students pass written and oral exams and receive a certificate of primary school, then to go to high school, where young researchers have to study until the age of 14. At the end of each year, secondary school students expect exams on the system "passed - not passed." If the student does not pass the test, he remains in the second year.

At 18, schoolchildren continue their education in lyceums. There are three varieties of the latter: classical and technical lyceums, as well as with specialization in the natural sciences. The program of all lyceums includes Italian literature, Latin, mathematics, physics, natural sciences, philosophy, history. Graduates pass the exam and receive matriculation certificates with which you can enter the university.

Source: libre.life

Not the first year, British schools, like a magnet, attract students from all over the world. "They teach - many, we - educate gentlemen," - in fact, this phrase of the director of one of the prestigious educational institutions explains the advantages of education received in the UK.

The country provides compulsory free education, which can be received by any child aged 5 to 16 years, regardless of nationality, race, and social status of parents. Moreover, it includes two stages: primary school education - for children from 4-11 years old (up to 7 years old, a child goes to school for toddlers, and from 7 to 11 years old - to primary school), and secondary - provided for teenagers 11– 16 years.

High schools have their own gradation. So, “grammar” institutions are oriented towards the academic general educational component - with the expectation of further studies at the university. “Modern” schools are distinguished by their applied orientation and make it possible to quickly acquire professional qualifications. The most popular “unified” schools combine these two characteristics.

Parents who want to educate their child at home must first obtain permission from the local Board of Education. The fact is that the “home” educational conditions must comply with accepted standards, including compulsory religious education.

We will consider foreign educational systems as an example of the educational systems of countries whose education is considered the best in quality in the world.

  Canada

There are two official languages \u200b\u200bin Canada: English and French, but in a number of provinces English is more widely spoken. Foreign citizens have the opportunity to study in both English and French.

Preschool education

In Canada, pre-school education begins for children aged 3-4 years old (depending on the province of the country), but is not compulsory. Preschool education is provided free of charge in schools (kindergartens or classes for children in primary schools), groups of parental, voluntary and private bodies have also been created.

The school year begins in September and ends in July. It is divided into three semesters. But many kindergartens are open longer. Daycare centers are usually open year-round.

School education

Unlike many developed countries, in Canada there is no single state body governing education. Education systems in each province of the country are also different and controlled by them independently. Each such educational system reflects the religion, history and culture of this province.

Professional education

There are about 170 public and private colleges in Canada. They are divided into public (Community colleges), technical (Technical institutes). French-speaking Quebec has its own system of colleges for general and vocational education (CEGEPS).

Higher education

Higher education is considered worldwide to be one of the most optimal in terms of price-quality ratio and ranks second after the United States. The government of the country spends more annually on the development of its educational system than any other G8 state. Diplomas from Canadian schools are recognized worldwide.

  Germany

Preschool education

In Germany, children from 3 to 6 years old study in kindergartens (Kindergarten). Some of these facilities are located at schools (Schulkindergarten). There is also a network of private kindergartens.

Pre-school education of children is optional; attendance is usually optional. An exception in most lands is the education of children of an appropriate age who are lagging behind in development.

Children attending pre-school institutions in Germany are paid for by local authorities, their own funds are also used, but parental investments are also required. The size of these investments depends on the income of families, the number of children, or the number of family members.

School education

Every school in Germany is subordinate to the government of its land. Therefore, programs, rules and even the duration of training in different areas of the country are different. The total duration of studies in Germany is 13 years.

The school system consists of two stages:
1. Elementary School. Training lasts from 4 to 6 years. The educational program at this stage of training is the same for all educational institutions in the country.
2. German high schools vary in type. Their curricula and areas of education vary significantly. That is, the student already in high school makes a choice, a specialist in what direction and level he wants to become.

Secondary education in Germany is given in gymnasiums, real schools, basic, vocational and integrated schools.

Higher education

Germany is a country with centuries-old traditions of classical higher education. To date, the higher education system in Germany unites 383 educational institutions. In them you can get higher education in more than 400 specialties. In addition, there are more than 40 theological schools in the country. The vast majority of universities (98%) are state-owned and subsidized by the government. All of them are open to students, regardless of their citizenship and ethnicity. There are relatively few private universities, only 69.

The influx of foreign students is increasing, so that in many German universities it is possible to study in English and French.

  Japan

Preschool education

In Japan, great attention is paid to preschool education. By tradition, it begins in the family. In kindergartens, little Japanese are gathered in groups ("khan") and their own "workplace" is allocated. Thus, from early childhood, they learn to work in a team.

There is a certain system for the formation of these groups (they number up to 8 people). Groups are formed under the influence of the fact that each student of the group must complement the entire group.

School education

Schooling in Japan lasts 12 years, half of which goes to elementary school due to the difficulty of learning the native language.

In Japanese classes, up to 45 children can study. The school year in Japan is long - 240 days. It begins on April 1 and ends on March 1 of the following year. It is divided into trimesters: April-July, September-December and January-March. According to the prescription of the Ministry of Education, Science and Culture of Japan, the second-level secondary school system uses a university knowledge assessment system: each student must score at least 80 credits to obtain a certificate of completion of a full 12-year secondary school (Kotogakko).

Professional education

Vocational education in Japan is aimed at those who wish to receive a highly technical education. Duration of study - no more than 3 years.

Japanese colleges by status can be equated with our secondary specialized educational institutions. They are divided into:
• the younger ones
• technological
• colleges of special training.

Junior College:   These are two-year training programs in the humanities, natural sciences, medical sciences, and technical sciences. Graduates have the right to continue their education at the university from the second or third year of study. Admission to junior colleges is carried out on the basis of a full secondary school, students pass entrance exams.

College of Technology: They study electronics, construction, mechanical engineering and other disciplines. You can do it after graduating from incomplete or full high school. In the first case, the training period is 5 years, in the second - two years.

College of Special Education:   one-year professional courses for accountants, typists, designers, programmers, car mechanics, tailors, cooks, etc.

Higher education

Higher education in Japan is part of a single vocational education system and is considered mandatory. The most prestigious state universities are: Tokyo, Kyoto University, and Osaka University. They are followed in the ranking by the universities of Hokkaido and Tohoku. The most famous among private universities are Chuo, Nihon, Waseda, Meiji, Tokai and Kansai University in Osaka. There are also many "dwarf" universities with 1-2 faculties and 200-300 students.

  United Kingdom

Education in the UK is compulsory for all citizens aged 5 to 16 years and is divided into public (free education) and private (paid schools).

It is noteworthy that in the UK, in accordance with the administrative division and prevailing traditions, three educational systems coexist:
• England and Wales
• Northern Ireland
• Scotland.

England, Wales and Northern Ireland differ slightly in their training, but the Scottish education system has its own traditional features.

Preschool education

Pre-school education in the UK is available in both public and private schools. The system of preschool institutions consists of nurseries and kindergartens, in which about 50% of young English are brought up from 2 to 7 years. In addition, many children attend preschool play groups, which are established by voluntary organizations and parents.

From the age of 5, compulsory education begins, and the children go to school for the kids. Such schools are usually organized in conjunction with primary school.

School education

The traditional British school education lasts 13 years: from 5 to 18 years of age. There is a huge variety of schools in the UK. There are schools for girls, for boys and mixed schools, where both are taught together.

British schools in general can be divided into types:
• All-through schools: children of all ages from 2 to 18 years old study
• Institutions for junior schoolchildren (Junior schools): for children from 7 to 13 years. Here, children undergo a special initial general cycle of training in various subjects. The course ends with a Common entrance examination. Successful passing of such an exam is a prerequisite for entering high school
• Institutions for senior pupils (Senior schools): for teenagers from 13 to 18 years. Here, the first two-year training for the GCSE exams is held, followed by another two-year program: A-level or International Baccalaureate
• University Preparation Schools (Sixth form): for older teens 16-18

Professional education

Professional education in the UK can be obtained both at the secondary level (according to Russian standards), and at the level of higher education. In general, this segment is called Further education (FE).

Vocational training is provided by joint schools, technical (vocational) colleges, vocational training centers in the workplace and employment centers. The intermediate stage between the school and the university is college.

Polytechnic colleges are currently the main institutions in the UK that train specialists with vocational education. They provide training in a wide range of professions - from a skilled worker to an intermediate level specialist - and are closely related to training in the workplace.

Higher education

Traditionally, English higher education is one of the best in the world. Everyone knows the names of the largest elite universities in the UK: Oxford and Cambridge. The British government encourages the training of foreign students in their educational institutions: of the 2 million students, about 300 thousand are foreigners. In total, in foggy Albion, there are 90 universities and 64 other higher education institutions. The oldest universities are: Oxford (founded in 1167) and Cambridge (1209).

To enter a university in Britain, you must pass the British A-levels exams (in Scottish schools this is called Scottish highers) or successfully complete the European Iinternational Baccalaureate program.

The duration of both programs is two years:

A-level is a classic British program.

Includes in-depth study of 4 subjects required for admission to the university (specialty is selected in advance). In Scotland, the system is slightly different: they study under the Scottish highers program for only 1 year, but it is recognized by all universities in the UK. A-level is a preparation for 3-4 subjects, which the student selects from a wide list (20-30 subjects). The set of items may vary slightly depending on the school. The student selects all subjects individually.

International Baccalaureate is an international program.

The IB program is recognized in more than 100 countries, and leading British universities in recent years have even preferred IB to the national A-level program. The program involves the study of six subjects that the student chooses himself: 3 subjects at an advanced level (240 academic hours) and 3 subjects at a standard level (150 hours). By the end of the program, each student must write a so-called “extended essay” with a minimum of 4000 words.

Higher education in the UK is built on the classic European model:

First Degree: Bachelor (Bachelor). The Undergraduate degree (UG) program is usually designed for three years. The fourth year of study gives students the opportunity to earn a bachelor's degree with honors. The exception is the universities of Scotland, where preparation lasts 4 years. Moreover, the first year of study at the UG program in the UK is equivalent to the second year of study at a university in the United States.

Second degree: Master. Getting a master's degree in most British universities takes one year. Some universities have taken the American standard of study for two years as a model.

Third degree: Doctor of Philosophy (PhD). Preparation is more individual and, depending on the field of scientific research, usually takes from three and a half to four years. A degree is awarded after writing and successfully defending a dissertation, which is the result of scientific research.

How can we summarize all of the above? We see that all systems have the same principle, the division into stages, first by age, then by direction of study. Everywhere there is the possibility of obtaining higher and vocational education, as well as everywhere in the presence of preschool and compulsory school education. But despite the apparent similarity, each country has its own nuances related to both admission to an educational institution and further education in it, primarily associated with established traditions and a different mentality. Those. there are no two absolutely identical systems.