Introduction

The conditions for admission to higher education institutions, the forms of payment for higher education used by the state and the population, have been the subject of heated discussions in the media, and in the universities themselves, and in scientific circles, and in government bodies in recent years. The central topic of discussions about the shortcomings of the existing rules and the feasibility of a large-scale introduction of new mechanisms is the ratio of public and private financing of higher education and the conditions for obtaining it for budgetary funds. But relatively little attention is paid to discussing the impact of current and proposed mechanisms on the accessibility of higher education for various groups of the population. Differences in higher education opportunities for representatives of different social groups have a decisive impact on the nature of the economic and social development of society and should be the subject of careful analysis and purposeful state policy. The problem of accessibility of higher education in Russia is being actively developed at the present time. But the focus of ongoing research is the impact on the accessibility of higher education for different groups 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 economic conditions for obtaining higher education - in reproducing 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 flourishing complexity? Free education of a good level - or will parents have to pay for almost everything, except for the notorious "physical education and life safety"? There is not only no consensus, but also no clarity about all this in Russian society: even experts, when making public statements, prefer to speak in long, insignificant phrases. Perhaps it will be easier to understand the desired direction of reform if we briefly become acquainted with the most famous school systems in the world. The education system in the USA

The state system of education, as such, does not exist in America. Although schools are funded primarily by the government, each state has a local, elected board of education that develops curricula and manages schooling. There are no uniform standards in the school education system - their quality often depends on the place of residence that the family chooses. The content and volume of the material to be comprehended by the student (as well as textbooks and other printed materials intended for use in the classroom) are specified in schools by the teachers themselves. And here it remains to rely on the education, professional qualifications and responsibility of the teacher. Higher education is paid and quite expensive. In many families, dads and moms start saving up for college even before their child - he or she - utters the first word. Many students are self-sufficient - earning money while studying or taking a loan for education. This means that after graduating from college or university, not only a diploma awaits them, but also a heavy burden of debt (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 the nationality, race and social status of his parents. Along with free municipal schools, there are also private, paid educational institutions. Universities differ from all other universities in that they have the right to independently award academic degrees and determine the conditions for obtaining them. The differences among universities are quite strong. The "new" universities are more focused on the professional 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 is modeled on the higher education funding model used in the US, which includes a flexible policy of combining high tuition fees with low-interest, long-term loans. The credit system has negative sides. In particular, for this reason, young people's anxiety about repayment of a loan is increasing, and more and more young people prefer an early start to work rather than higher education.

Features of the education system in Japan Higher education

As of 2005, more than 2.8 million Japanese students were studying 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 specific professional degree. There are 2 types of universities: 96 national universities and 39 public universities. The remaining 372 establishments in 1991 were private.

There is practically no free education in the country. As of 2011, out of 2,880,000 Japanese university students, only about 100 received a Japanese government scholarship. Scholarships are given only to the most talented and most insecure students, and they are issued with a return condition and do not fully cover tuition costs.

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.

Preschool institutions in China are kindergartens. Children are accepted there at the age of 3 - 6 years. Now there are about 150 thousand kindergartens in the country.

Secondary education in China has three stages. At the first stage, education is free.

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

Higher education

According to the law, there are three types of higher education in China:

Courses with special curricula (term of study 2-3 years),

Bachelor's degree (4-5 years),

Master (additional 2-3 years).

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

Bachelor,

Master,

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

Education in the master's and doctoral studies is possible in English.

The academic year begins in September and consists of 2 semesters, at the end of which students take exams. In the process of study there are no seminars and tests as such.

Education at universities is paid, but there is a chance to get a scholarship - for which you need 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, accommodation and meals. Features of the education system in Italy The matriculation exam at 18 paves the way for university admission and a bachelor's degree

The university is considered free, but everyone is required to pay a tuition tax. Its size is set in accordance with the income of the student's family. If you study well, then at a state university you can be exempted from paying tax. A very important difference from our system is the absence of exam tickets. Examinations are written and oral. Literature, history, linguistics, philology are usually taken orally. Each exam requires 99.9% self-study as the lectures only provide a small portion of what you need to know about the subject. Far from everyone copes with the exams: only three out of ten students reach the diploma. Each professor has certain visiting hours when he can personally listen to you and advise which books will be most useful to you. If you wish, you can apply to have a "curator" for one of your major subjects. With him you can always consult about the curriculum, exams, programs, books and, of course, the thesis. Another possibility is to go to the counseling center that exists at each faculty

Education system in Russia

Russian universities use two main admission mechanisms: 1) on the basis of a general competition based on the results of passing exams at the university and 2) targeted admission based on a separate competition. A number of categories of persons are entitled to preferential conditions for admission to universities. IN Soviet time education in universities was 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 education, the paid education market is rapidly developing. educational services, both legal and shady. These processes obviously change the situation with the accessibility of higher education for various social groups. Thus, the growth in the number of universities and the size of enrollment increases the opportunities for people who have received a general education to continue their studies at a university. But the simultaneous spread paid services in preparation for entering a university and the development of shadow forms of payment for admission narrows the opportunities for talented children from low-income families to get into universities that are in high demand.

One of the prevailing trends in higher education in Russia is the 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 boil down to the following three:

1 insufficient funding for 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 of the education system have not received funds from the budget for the purchase of new teaching and laboratory equipment);

3 low wages for teachers

4 the availability of quality education in gymnasiums, lyceums, colleges and universities for talented children from low-income families, remote regions of Russia has become quite problematic, and to a large extent depends not so much on the abilities of children and young people, but on the financial situation of the family (tutoring, paid courses, tuition fees), and for those entering universities - from the place of residence.

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

- general medium - outdated structure, overloaded school programs;

- primary and secondary vocational - rupture of educational and industrial relations with basic enterprises;

- higher - features of the creation of non-state universities, the introduction of "paid education", the opening of numerous branches of state universities that do not always function well.

Paid education has largely proved to be ineffective due to factors such as:

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

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

most of the funds from tutoring bypass the budgets of universities and criminalize the processes of entrance examinations.

Main measures and directions in the education system of the Russian Federation

In higher professional education:

Development of a new generation of state standards for higher education, taking into account the current 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 attestation and accreditation, by monitoring the implementation of licensing requirements by educational institutions);

Development of the practice of co-establishment of universities by the subjects of the Federation and federal executive authorities;

Development of new, more stringent, requirements for attestation and accreditation of universities, in the first place - branches and non-state;

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

Creation of more equitable access to higher education on the basis of experimental development of the 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 tasks:

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

Achieving a new modern quality of preschool, general and vocational education;

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

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

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

Choose a country from the list below and find out all the features of studying in it. Read detailed reviews of the education system and levels of study, the most popular educational institutions, advice on admission and home improvement.

Europe

North America

Asia and Oceania

Studying abroad opens up many attractive prospects for students: the opportunity to gain tremendous international experience, make new friends from different countries, master at least one foreign language, get a good world-class education and get acquainted with another culture. Now, when 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 willingly host international students and offer special programs and scholarship schemes for foreign applicants. With such a wide selection - almost all Earth, - 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 study, there are several key factors to take into account.

The most important thing is to evaluate how highly the universities of a particular country are quoted in the field that you plan to study.

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

Another important factor for choosing a country of study is the language. Sometimes students choose a particular country precisely because they already know the corresponding foreign language. Some, on the contrary, first decide on the country of study, and then begin to master the language. By the way, in many countries, for example, in Holland, Germany, China or Singapore, education is conducted both in the state language and in English. In any case, good command of the language is essential and additional benefits upon admission, so it is worth paying 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 the language, for some students it is the love of the local culture that becomes the decisive criterion when choosing a place of study. Thanks to the centuries-old rich culture, countries such as Great Britain, 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 the past of the country, but also to have a good idea of ​​\u200b\u200bit modern style life, evaluate how well you can fit into it.

Studying abroad is somewhat of a challenge.

Especially for very young people who are away from home for the first time. 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 expand your horizons, get a new source of inspiration and explore the world, then the best way to do this is to go to study in another country.

Education systems around 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 importance of studying and analyzing trends in the development of education abroad.

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

many important factors: the ever-increasing amount of knowledge, skills and abilities needed by schoolchildren, the results of research into the nature of childhood, the experience of educational institutions in different countries. In addition, world education needs to correspond to a new level of production, science, and culture. This means that updating the education system is an urgent, inevitable task.

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

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

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

Research objectives:

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

Reveal the specific features of the development of educational systems in 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 bibliography.

1. 1 UK

decisions that determine the prospects for the development of the industry are carried out at the very high level in the hierarchical structure of the parliament, government. The Law on Education of 1944 is considered the first act of national significance, which, although it was mainly devoted to school education, to a large extent streamlined the education system as a whole and determined its governing bodies. Then the adopted acts were reviewed and supplemented. But by the 1960s there was a need to revise and improve the quality of education, and it tends to exist in modern England as well. Thus, in 1993 the UK National Education Commission published a report with the eloquent title “Learning to Succeed. A radical view of education today and a strategy for the future, which provides recommendations on how to achieve positive changes in education.

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

In the UK, about 50% of three- to four-year-olds are brought up in kindergartens or baby centres. Compulsory education begins at the age of 5, and children go to a toddler school.

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

Primary education covers the first two stages (from 5 to 11 years). Children are usually grouped into age classes. All subjects are taught by one teacher. The lesson lasts from 15 to 45 minutes. After graduation, children do not take exams and do not receive graduation certificates. In elementary school, most of the time is devoted to studying English (40% of 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.

schools are merged schools. About 90% of students in England study in them. The integrated school accepts primary school graduates with different levels of mental abilities and abilities. United schools were organized with the aim of creating equal opportunities for education. They were supposed to provide joint education for students with different abilities, interests and opportunities. Grammar schools provide general complete secondary education and prepare students for higher education. After the end of the 5th grade, approximately 60% of students who pass the exams and receive a general certificate of education at the ordinary level leave school. The remaining 40% continue their education on individual curricula in the two-year 6th grade, which is graduation.

The system of further education (in our understanding, "secondary vocational education") is a conglomeration of a large number of various colleges, training centers, institutions that provide training at various levels from vocational to higher. In total, there are about 700 specialized educational institutions in the further education system, from local colleges, which train young people aged 16-18 years on the job, to polytechnic, comprehensive educational institutions, which provide training at various levels, including and supreme.

All institutions of further education 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. Significant changes have taken place in the system of further education since the 1960s. Its educational institutions were given the right to award academic degrees, that is, it became possible to receive higher education not only at universities, but also at polytechnic educational institutions opened on the basis of the largest technical and commercial colleges. At present, 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 integrated schools, technical (vocational) colleges, industrial training centers and employment centers. In a special place are vocational 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. The terms of study in a professional college range from one to five years.

1. 1. 2 Development of the higher education system

Higher education in the UK is represented by universities and polytechnics. Until the 60s. it was carried out exclusively in universities. But in the 50s and 60s In the UK, the contradictions between the capabilities of the education system at all its levels and the social needs of a socio-economic nature are beginning to sharply intensify. Education reforms in the UK began with higher education. In the early 1960s, an acute shortage of highly qualified personnel began to be felt in the country.

The 1960s are marked by the rapid growth of university education. During this period, 23 universities were created in the country, or half of those that currently exist.

In 1964-1977. A new type of higher education institution for Great Britain was created - a technological university. The 10 former "colleges of advanced technology" became universities of technology.

In 1969, the world's first distance learning university, the Open University, was established. During the 1960s and 1970s, the number of university students more than doubled (in 1970, 259,000 students studied at universities in the UK), and the total number of universities increased to 45.

Parallel to the development of university education, the formation and expansion of the public sector of higher education, professionally oriented and designed to meet local needs, is taking place. It was based on 30 polytechnic colleges established in 1969-1970. as a result of the merger of a number of technical, commercial and arts colleges. The importance 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 educational institutions to improve management and financing mechanisms in order to meet the socio-economic needs of the country.

Funding has become the main lever of influence on the higher education system. In the early 1980s the government is taking a number of measures to reduce the cost of university education in order to use them more rationally. Basically, natural-science and engineering-technical areas of training are being developed, commercial activities of universities are encouraged, and their contacts with industrial and commercial areas are expanded. The autonomy of universities is sharply limited, since the government requires reporting on the expenditure side of the budget, which was new in university life, and also introduces control over the regulation of the number and distribution of them in the areas of student training, the formation of the content of education, areas of scientific research. There is also direct control over the activities of universities by the Royal Inspectorate. First of all, this refers to the organization of pedagogical education in universities.

If for universities the main problem has become the professionalization of education, then for polytechnic colleges it is the strengthening of general scientific and general professional training. The latter from the very beginning had strong ties with industrial and commercial enterprises and firms. However, they were largely dependent on the local education authorities for both financial, administrative and educational purposes. Therefore, the main task of these colleges was to limit the "petty" care of local authorities and transfer to the jurisdiction of the central educational authorities. In this respect, the aims of universities and polytechnics were opposite.

It should also be noted that according to the structure, universities are divided into collegiate and unitary. The most striking example of collegiate universities is Oxford and Cambridge, which respectively comprise 39 and 29 colleges. The structure of unitary universities includes faculties and educational departments.

Formally, the university is headed by a chancellor appointed by the queen, who is usually a ceremonial figure. In reality, the head of the university administration is the Vice-Chancellor or Rector. The governing bodies of the universities are the council and the senate. Council is supreme administrative body, which forms the teaching and auxiliary 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. Representatives of the teaching staff, students and external organizations interested in training specialists have recently begun to enter the management bodies on an equal footing.

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

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

· Creation of a unified funding structure for universities, polytechnics 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;

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

Expansion of access to higher education for the adult population of the country

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

1.2 Germany

The education system in Germany is a classic three-tier structure, consisting of primary, secondary and 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 the receipt of compulsory secondary education, so education in public primary and secondary schools is free. In most cases, tuition at public universities is also free.

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

The network of preschool children's institutions in Germany is poorly developed. A small number of kindergartens, which are mostly privately run, cater for children aged 3-5 years.

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

The first stage in the school system is the elementary school: I-IV grades, in some states I-VI grades. Comprehensive education is widely used in primary school, especially in the first 2 years. German, arithmetic, local history, music, physical education, religion are taught in the complex. Only in grades III and IV are distinguished individual items although language, local history and music continue to be taught in the complex.

Education in a full folk school continues until the IX or X grade. This type of educational institution is aimed primarily at obtaining a profession: in general, students attend professional skills lessons more readily than classes in other subjects.

The German educational system does not create deadlocks in terms of continuing education, and those who graduate from a full public school, subject to a number of conditions (additional attendance at classes, passing exams), can receive a certificate from a real school. The real school is characterized by West German educators as "theoretical and practical". Unlike a complete public school, in a real one, physics, chemistry, biology and science are taught as compulsory subjects. English language. Mathematics is taught at a higher level. Students who do well in real schools can transfer to gymnasiums.

Gymnasiums are the only educational institutions that provide access to higher education. No more than 16% of adolescents of the corresponding age study at its lower levels. During the course of study, there is a dropout of schoolchildren, which is especially large after the 10th grade, as well as at the transition from the middle to the senior level of the gymnasium (XI-XIII grades). Only half of those who entered it graduate from the gymnasium in the thirteenth grade.

In the former GDR, after reunification, the first step in the transition of the secondary education system to new operating conditions was the creation of three types of schools: full folk, real and gymnasium. However, while they exist as if one above the other: the end of the X class is equated to the end of a complete public school, and the IX class is divided into graduation class full folk school and IX grade (elementary) real school. A graduate of grade X receives a certificate of graduation from a real school, and grades XI-XII have the status of a gymnasium level of education. The first half of the 10th grade is considered a trial period, and during this period there is a significant dropout, so that the number of graduates of a real school studying at a gymnasium is about 16%.

The state system of vocational education is obligatory for graduates of the complete folk school. Of all its trainees, the vast majority attend classes at a lower-type vocational school on the job, where they take an apprenticeship course. Classes at the school continue for 3 years for 6 - 8 hours a week.

These schools train skilled workers mainly for the service sector.

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

It is important that not only internships for 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 undergo internships at the firm.

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

German nation. At the same time, one of the priority tasks at present is to join the “single European school” while maintaining the best national traditions. In this regard, Germany is revising the goals and objectives of secondary education, modernizing its content in anticipation of the requirements of the future world.

standards. The United States does not have a single state system education, each state has the right to determine its structure independently.

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

The idea of ​​local self-government schools is seen as essential to the nation. In practice, this means that committees of individual states develop regional school policy, set mandatory curriculum standards, distribute appropriations among districts, determine qualification requirements for teachers, and deal with 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 within the competence of the states.

institutions (professional and higher).

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

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

High school (college of secondary education) usually consists of two parts: junior and senior. In junior high school (junior high school) (7th-9th grades), a third of the study time is devoted to a common program for all, and the rest to the study of optional (elective) subjects. Senior Secondary School (grades X-XII) usually offers a required set of five academic subjects and a variety of academic and practical study profiles.

In 1993, more than 85,000 educational institutions provided general education. At the level of primary and incomplete secondary, there were over 35 million students; over 12 million students received complete secondary education (or related vocational training). 1.4 million teachers were employed in teaching at the primary and lower secondary level, and about 1.1 million teachers at the upper secondary level.

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

Higher education in the United States is characterized by a significant variety of curricula, courses and disciplines studied, representing a single social institution that performs important economic, social and ideological functions.

In the 90s. The higher education system is the most dynamically developing branch of education in the United States.

objects Catering, sports and cultural facilities.

The actual problem of higher education remains the attraction of talented young people to technical universities, the need to reorganize the education system for obtaining a master's degree (2nd academic) and a scientist - a doctor. According to scientists, in the coming century there will be a significant shortage of specialists in engineering and technical profile.

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 they are also subject to the rule of preferential enrollment of "local" applicants. Private highly selective universities accept about 30% of applicants. The identification of the best and the creation of favorable conditions for them continues throughout the entire period of study. Another important indicator of the quality of a university is the ratio of students to teachers. In the best US universities, there are 6 students per teacher; among university mentors, the proportion of doctors of science is about 97%.

Qualitative implementation of the principles of improving higher education, adapting them to a constantly changing society, will allow us to rise to the level of awareness of new, necessary modern man knowledge and skills, to appreciate the new information technology era.

2. General analysis education systems

2.1 Secondary education

In the second half of the twentieth century, reforms of the general education system took place in the leading countries of the world. The terms of compulsory free education have been increased. There is an intermediate level between elementary and high school.

Upon completion of primary and incomplete secondary education, students are distributed into three main educational streams: full comprehensive school, which focuses on theoretical training and further education at the university; secondary school with an emphasis on preparation for studying at a technical university; vocational schools.

public schools, American independent schools, etc.).

of everything, in financing preferences. In England, when subsidized, private and public schools enjoy equal rights.

In almost all leading countries of the world, the school is a priority object of financing. In the early 1990s, the share of expenditures on education in the total amount of expenditures was: USA, England - about 14%, Germany - about 10%. School appropriations in these countries in the 80s grew faster than the national income as a whole, establishing 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 largely due to the influx of qualified and trained personnel from the education system.

Note that there is no permanent combination of criteria and indicators of educational efficiency. We are talking not only about preparing well-trained youth, but also about the formation within the walls of educational institutions of a capable, enterprising generation following the ideals of humanism.

Basically, in the pedagogical circles of all the countries studied, it is believed that in order to improve 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 improve 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 a common desire to improve the performance of the school, central and local authorities, teachers and the public are united. To stimulate the relevant activities of individual educational institutions, a certain accreditation procedure is applied. In case of successful accreditation, when the viability of an educational institution that provides quality education is confirmed, the school receives additional loans.

No less care is taken to improve the quality of education in other countries. Thus, in 1993 the UK National Education Commission published a report 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 professional development of teachers, concentrating the management of education and training of teachers in the hands of one body, increasing investment in education, increasing public participation in school activities.

In conclusion, there are several main patterns of general secondary education in the studied countries:

The duration of study in a complete secondary school is about 12 years;

The complete secondary school is mainly divided into 3 levels: elementary, middle and senior;

It is obligatory to study only in secondary school, after which the student chooses a further path of education: academic - for the purpose of entering a university or professional - for secondary specialized education;

In high school (usually grades 10-12), education is specialized - with the number of areas of specialization from two to four;

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

In some countries, not all applicants receive a high school diploma (diploma, certificate);

In most countries, enrollment in a university takes place on the basis of a competition of certificates (diplomas, certificates) or on the basis of testing results, uniform for the country or individual for universities, based, as a rule, on measuring the level of an applicant's abilities.

2. 2 Higher education

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

high school. Thus, in England, since 1993, there has been a system for assessing the quality of higher schools, carried out by the Council for Higher Education. The amount of state subsidies for individual educational institutions depends on the results of such an assessment. A similar system operates in the USA. In some states, such an assessment is carried out by special educational quality assurance agencies.

According to American scientists who study the problems of the economics of education, the share of the latter accounts for 15-20% of the growth in national income. In addition, from 20 to 40% of growth comes from the improvement of scientific knowledge and its application - a process in which the leading role belongs to higher educational institutions, and it is there that the vast majority of fundamental research is concentrated in all Western countries.

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

political elite in Great Britain, Germany and the USA, a kind of cult of education was formed, supported by regular meetings of the 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 economic power and creativity each person.

Conclusion

It is natural that 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 reproducing and developing the culture of society and man, the spiritual, intellectual and professional potentials of society. Recently, marked by a transitional period for the development of society, the subject of education, due to a number of objective and subjective conditions, has moved to the center of public ideas and discussions, in which almost all segments and groups of the population, representatives of science from various countries, all branches and levels of the legislative and executive authorities.

The need to comprehend 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 by the change in the paradigms of social development. All this, of course, is reflected in the state and prospects for the development of education as an important part of the social sphere, a cultural phenomenon, one of the driving forces of a progressive social movement.

After analyzing the current trends in the development of education systems in the 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 associated with the modernization of the content of education, which leads to the unification of the efforts of the entire world community to resolve these problems.

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

List of used literature

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

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

3. Veizerov V. A. Do school education and education in Britain // Education in a modern school, 2005, No. 4.

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

5. Vulfson B. L. Comparative Pedagogy. - M., 2003.

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

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

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

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

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 system of secondary education, as in many other European countries, consists of three levels: primary school (ecole primaire), which children attend from 6 to 11 years old, the senior - college (college), designed for teenagers from 11 to 15 years old, and, finally, the lyceum (lycee), which teaches from 16 to 18 years. State education is compulsory for all children aged 6 to 16 and is provided free of charge - in fact, this is an analogue of Russian grades 9-11, where students are prepared for entering universities.

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

Source: libre.life

In this country, they begin to comprehend academic literacy 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 primary school, and proceeds to the next stage - secondary general education, the period of receipt of which is from 4 to 6 years. In this case, the student can choose one of the options: basic, real school or gymnasium. As a rule, these educational institutions allocate from the 5th to the 10th grade, and the difference is determined by the content of the program. For example, in the basic school, a lot of attention is paid to work skills - so it can be compared with Russian vocational schools. The certificate issued at the end is usually used to continue education in the workplace or in evening vocational schools at a higher level.

Source: libre.life

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

At the end of five years of study (the first two stages), students take written and oral exams and receive a primary school certificate, in order to then move on to secondary school, where young researchers will study until they are 14 years old. At the end of each year, secondary school students are expected to pass-fail exams. If the student does not pass the test, he stays for the second year.

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

Source: libre.life

Not for 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 for compulsory free education, which can be received by any child aged 5 to 16, regardless of nationality, race and social status of parents. At the same time, it includes two stages: primary school education - for children aged 4–11 years (up to 7 years old the child goes to a school for toddlers, and from 7 to 11 years old - to a junior school), and secondary education is provided for adolescents 11–11 years old. 16 years.

Secondary schools have their own graduation. Thus, "grammatical" institutions are focused on the academic general education component - with the expectation of further education at the university. "Modern" schools are applied-oriented and allow you to quickly acquire professional qualifications. The most popular "unified" schools combine these two characteristics.

Parents who wish to homeschool their child must first obtain permission from the local board of education. The fact is that "home" learning conditions must comply with accepted standards, including compulsory religious education.

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

Canada

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

Preschool education

In Canada, pre-school education starts for children aged 3-4 years (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), and groups of parents, voluntary and private bodies have also been established.

The academic year starts in September and ends in July. It is divided into three semesters. But many kindergartens are open longer. Day care centers are usually open all year round.

School education

Unlike many developed countries, Canada does not have a single government body that manages education. Education systems in each province of the country are also different and controlled by them independently. Each such education system reflects the religion, history and culture of that 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 of general and vocational education (CEGEPS).

Higher education

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

Germany

Preschool education

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

Pre-school preparation of children is not mandatory, attendance is usually optional. An exception in most states is the education of children of the appropriate age who are lagging behind in development.

Attendance by children of preschool institutions in Germany is paid for by allowances from local authorities, the institutions' own funds are also used, but parents also need to invest. 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 subject to the government of its state. Therefore, programs, rules and even the duration of training in different regions of the country differ. The total duration of study in Germany is 13 years.

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

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

Higher education

Germany is a country with a centuries-old tradition of classical higher education. Today, the higher education system in Germany unites 383 educational institutions. They offer higher education in more than 400 specialties. In addition, there are more than 40 theological universities in the country. The vast majority of universities (98%) are public and are 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 teaching in English and French is possible.

Japan

Preschool education

Japan pays great attention to preschool education. Traditionally, it starts in the family. In kindergartens, little Japanese are gathered into groups (“khan”) and allocated their own “workplace”. 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

School education in Japan lasts 12 years, half of which is spent in elementary school due to the difficulty of learning the native language.

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

Professional education

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

Japanese colleges can be equated in status with our secondary specialized educational institutions. They are divided into:
• junior,
• technological,
• colleges of special training.

Junior College: these are two-year training programs in the humanities, natural sciences, medical 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 conducted on the basis of a complete high school, students take entrance exams.

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

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

Higher education

Higher education in Japan is part of the unified system of vocational education and is considered compulsory. The most prestigious public universities are: Tokyo University, Kyoto University and Osaka University. They are followed by the universities of Hokkaido and Tohoku. Of the private universities, the most famous 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.

Great Britain

Education in the UK is compulsory for all citizens aged 5 to 16 and is divided into public (free education) and private (fee-paying educational institutions).

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

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

Preschool education

Pre-school education in the UK can be obtained in both public and private educational institutions. The system of preschool institutions consists of nurseries and kindergartens, in which about 50% of little Englishmen from 2 to 7 years old are brought up. In addition, many children attend pre-school playgroups, which are established by voluntary organizations and parents.

Compulsory education begins at the age of 5, and children go to a toddler school. Such schools are usually organized in conjunction with schools to junior schoolchildren.

School education

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 are studying
• Institutions for younger students (Junior schools): for children from 7 to 13 years. Here, children go through a special initial general cycle of learning various subjects. The course ends with the Common entrance examination. Successful passing of such an exam is a prerequisite for admission to high school.
• Senior schools: for teenagers from 13 to 18 years old. First, a two-year training for passing the GCSE exams is held here, followed by another two-year program: A-level or International Baccalaureate
• University preparation schools (Sixth form): for older teenagers 16-18 years old

Professional education

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

Vocational training is carried out by integrated schools, technical (vocational) colleges, vocational training centers at work and employment centers. College is an intermediate step between school and university.

At present, polytechnic colleges are the main institutions in the UK that train specialists with vocational education. They provide training in the widest range of occupations, from skilled worker to intermediate specialist, and are closely linked to on-the-job training.

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 education of foreign students in its educational institutions: out of 2 million students, about 300 thousand are foreigners. In total, there are 90 universities and 64 other higher educational institutions in Foggy Albion. 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 it 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 an 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 in 3-4 subjects that the student chooses from a wide list (20-30 subjects). The set of subjects may vary slightly depending on the school. All subjects are chosen individually by the student.

International Baccalaureate is an international program.

The IB program is recognized in more than 100 countries around the world, and in recent years leading British universities even prefer the 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" (Extended Essay) with a minimum of 4000 words.

Higher education in the UK is built according to the classical European model:

First degree: bachelor (Bachelor). The Undergraduate degree (UG) program usually lasts 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 the preparation lasts 4 years. At the same time, the first year of study at the UG program in the UK is equivalent to the second year of study at a US university.

Second degree: master (Master). A master's degree takes one year in most British universities. 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 research, usually takes from three and a half to four years. The degree is awarded after writing and successfully defending a dissertation, which is the result of scientific research.

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