THE SUPREME SOVIET OF THE USSR DECREE of April 12, 1984 ON THE MAIN DIRECTIONS OF THE REFORM OF THE GENERAL EDUCATIONAL AND PROFESSIONAL SCHOOL The Supreme Soviet of the Union of Soviet Socialist Republics decides: 1. To approve "The main directions of the reform of the general education and vocational school". The primary state task is the steady and consistent implementation of the measures envisaged by the reform aimed at improving the quality of education and communist upbringing, dramatically improving labor training and vocational guidance of students, developing high moral qualities in young people, love for the Motherland and readiness to defend it. The improvement of all forms and methods of the educational process, social and family education of children and adolescents, their earlier introduction to knowledge and the inculcation of skills for participation in socially useful labor, as well as the improvement of public education management, strengthening of the educational and material base of general educational and vocational school. 3. The Council of Ministers of the USSR, proceeding from the "Main directions of reform of the general education and vocational schools", taking into account the nationwide discussion and the proposals and comments of the deputies of the Supreme Soviet of the USSR, made at this session, develop and adopt resolutions on specific issues, ensuring the gradual implementation of school reform. 4. To the Presidium of the Supreme Soviet of the USSR: to amend the statute of the Order of Labor Glory, providing for rewarding teachers and other public education workers for their successes in teaching and upbringing of children and adolescents; to declare September 1 a national holiday - the Day of Knowledge. 5.The Ministry of Education of the USSR, the State Committee of the USSR for Vocational and Technical Education, the Ministry of Higher and Secondary Specialized Education of the USSR, the Councils of Ministers of the Union and Autonomous Republics, local Councils of People's Deputies, their executive committees to take measures to significantly improve the educational process, to further improve ideological - political, moral and labor education, training and vocational guidance of student youth in accordance with the requirements of the reform, the tasks of the current stage of development of Soviet society. To increase the responsibility of the public education authorities for the organization of training and education. Improve the style and methods of management of educational institutions, preschool and extracurricular institutions, create favorable opportunities for the creative activity of teaching staff. Show tireless concern for teachers, improving their working conditions, life and rest. The Councils of People's Deputies to develop and approve at sessions specific plans for the implementation of school reform, to make wider use of their coordination and control powers in organizing educational work with children and adolescents, especially at the place of residence, in uniting the efforts of parents, families, schools, cultural institutions, creative unions. , sports and other public organizations, labor collectives, the media in this important matter. 6. Local Soviets of People's Deputies, their executive committees, ministries and departments, heads of enterprises, organizations and institutions, collective farms and state farms to take specific measures to organize labor training and education, socially useful, productive labor, vocational guidance of schoolchildren. Provide students with a safe working environment at each workplace. THE MAIN DIRECTIONS OF THE REFORM OF THE GENERAL EDUCATIONAL AND PROFESSIONAL SCHOOL The Party's course towards the planned and all-round improvement of developed socialism, a fuller disclosure of its humanistic nature, and a further increase in the creative activity of man puts forward large and responsible tasks for the Soviet school. Our time has been marked by profound transformations in all spheres of human life - material production, social relations, and spiritual culture. The scientific and technological revolution is developing ever more widely. The transition to intensive economic development is under way. Large-scale complex social and economic programs are being implemented. Important problems of the development of socialist democracy, the strengthening of the Soviet way of life, the formation of a new person are being solved. The ambitious tasks of the end of this century and the beginning of the coming centuries will be solved by those who today sit down at school desks. They will have to continue the work of the Great October Revolution; they will be responsible for the historical fate of the country, for the all-round progress of society, its successful advance along the path of communist construction. (Paragraph five) The reform of the school is carried out in accordance with the program guidelines of the June (1983) Plenum of the Central Committee of the CPSU and aims to raise its work to a new qualitative level, corresponding to the conditions and needs of a society of developed socialism. This is a matter of great importance, affecting the interests of every family, of the entire Soviet people. I. SCHOOL IN THE CONDITIONS OF IMPROVING DEVELOPED SOCIALISM 1. The formation and development of the socialist system of public education are inseparable from the history of Soviet society, the heroic revolutionary and labor achievements of our people. The Great October, the victory of socialism opened up the widest opportunities for the working people to master knowledge, all the riches of spiritual culture, for the manifestation of talents and gifts. For the first time in world history, a truly popular school has been created, which in fact ensures the equality of all citizens in receiving education, regardless of race and nationality, gender, attitude to religion, property and social status. Socialism affirms the high authority of knowledge and culture, of honest labor for the good of society. The great Lenin stood at the origins of the Soviet system of public education. The Communist Party and the Soviet state are consistently implementing Lenin's ideas of a unified, labor, polytechnic school. In the shortest historical period, the country made a step from mass illiteracy to universal secondary education for young people. A system of vocational and technical education has been created, which has become the main source of systematic training, a true forge of qualified workers. Higher and specialized secondary education was widely developed. The educational levels of classes and social groups, nations and nationalities, men and women have become much closer. The creation and development of the Soviet education system was the most important factor in the consolidation of socialist civilization, that gigantic rise to the heights of modern science, technology and culture that the Land of Soviets made. This is a major contribution to the treasury of world experience of socialist transformations, an inspiring example for states embarking on the path of building a new life, a convincing demonstration of the historical advantages of socialism over capitalism. 2. At the present stage, the interests of the rapid and harmonious development of the economy and culture, the improvement of social relations and political superstructure, the person himself as the main productive force and the highest value of society require a new, broader approach to teaching and educating the younger generations. The Party is striving for a person to be brought up in our country not just as a bearer of a certain amount of knowledge, but above all as a citizen of a socialist society, an active builder of communism, with its inherent ideological attitudes, morality and interests, a high culture of work and behavior. The urgent tasks of improving the entire education of young people, their political, labor and moral education dictate the need to reform the general education and vocational schools. The school must raise, educate and educate young generations with maximum regard for the social conditions in which they will live and work. It is necessary to bring all branches of the national economy to the most advanced frontiers of science and technology, to carry out extensive automation of production, to ensure a radical increase in labor productivity, and to produce products at the level of the best world standards. All this requires from a young person entering an independent life - a worker, a technician, an engineer - the most modern education, high intellectual and physical development, deep knowledge of the scientific, technical and economic foundations of production, a conscious, creative attitude to work. The social function of education is also significantly enriched. While providing a high level of knowledge necessary for continuing their studies at the university, the school at the same time should orient young people towards socially useful work in the national economy and prepare them for this. Labor education should be considered as the most important factor in the formation of the personality and as a means of meeting the needs of the national economy in labor resources. The current formulation of training and education, vocational guidance does not yet meet these requirements. The upbringing of a conscious need for work in every young person through the combined efforts of schools, families, production teams, the media, literature and art, our entire community is a task of paramount economic, social and moral significance. There are growing demands on the ideological and political education of young people, the formation of its Marxist-Leninist worldview, a sense of responsibility, organization and discipline. The party sees in the growth of ideology, education and professional preparedness of new generations of Soviet people an important prerequisite for the deepening of socialist democracy and the ever broader and more effective participation of the masses in the management of production, state and public affairs. In the conditions of a sharp aggravation of the international situation, it is necessary to increase vigilance against the intrigues of the aggressive forces of imperialism, which are conducting frenzied attacks on socialism and counting on the political inexperience of young people. School reform is also aimed at overcoming a number of negative phenomena, serious shortcomings and omissions that have accumulated in its activities. The structure of education should be improved, the quality of general education, labor and vocational training should be significantly improved, active forms and methods, technical teaching aids should be applied more widely, the principle of the unity of education and upbringing, close ties between the family, school and the public should be purposefully implemented. It is necessary to decisively eradicate any manifestations of formalism in the content and methods of teaching and educational work and school life, in assessing students' knowledge, to overcome the so-called percentage mania. 3. To carry out the reform of the general education and vocational school means to solve the following main tasks: - to improve the quality of education and upbringing; to ensure a higher scientific level of teaching each subject, a solid mastery of the basics of science, improvement of ideological - political, labor and moral education, aesthetic and physical development; improve curricula and programs, textbooks and teaching aids, teaching and education methods; eliminate the overload of students, the excessive complexity of the educational material; - radically improve the organization of labor education, training and vocational guidance in general education schools; to strengthen the polytechnic, practical orientation of teaching; to significantly expand the training of qualified workers in the vocational training system; to make the transition to universal vocational education for youth; - to strengthen the responsibility of students for the quality of study, adherence to academic and labor discipline, to increase their social activity based on the development of self-government in student collectives; - to raise the social prestige of teachers and masters of industrial training, their theoretical and practical training, to fully meet the needs of the public education system in teaching staff; to raise wages and improve the material and living conditions of teachers; - to strengthen the material and technical base of educational institutions, preschool and out-of-school institutions; - to improve the structure of general education and vocational schools and the management of public education. II. STRUCTURE OF GENERAL SECONDARY AND PROFESSIONAL EDUCATION 4. Establish the following structure of general secondary and vocational education: primary school - grades 1-4; incomplete secondary school - grades 5 - 9; | - average | 10-11 grades general education | general education school; and professional | secondary vocational school | technical schools; | secondary special education | institutions. | - The secondary school becomes eleven years old. It is proposed to start teaching children at school a year earlier - from the age of 6. It was prepared by the development of the system of preschool education, which now embraces the absolute majority of children, by the experience of teaching them in kindergartens and schools. The transition to teaching 6-year-old children at school should be carried out gradually, over a number of years, starting from 1986, as additional student places are created, teacher training, taking into account the wishes of parents, the level of development of children, and local conditions. At the first stage, a certain part of children will go to school at the age of 7, and the education of children of 6 years old will be carried out according to a single program both in schools and in senior groups of kindergartens. In primary school (grades 1-4), the duration of study is increased by one year, which will provide more thorough teaching of children to read, write and numerate, basic work skills, at the same time reduce the workload of students and facilitate the subsequent mastering of the basics of science. Incomplete secondary school (grades 5 - 9) provides, as now, the study of the basics of science for five years. At the end of the ninth grade, schoolchildren, as a rule, receive an incomplete secondary education at the age of fifteen. Basically, the task of general labor training of adolescents is being solved. In combination with measures for vocational guidance, conditions are created that make it easier for them to choose their future profession. The nine-year school is the basis for obtaining general secondary and vocational education through various channels. The secondary general education and vocational school includes grades 10 - 11 of a general education school, vocational schools, secondary specialized educational institutions. It provides universal secondary education for young people, their labor and vocational training. 5. The relationship between the streams of further education of ninth grade graduates will be formed in accordance with the needs of the national economy, taking into account the inclinations and abilities of students, the wishes of parents and the recommendations of the pedagogical councils of schools. The number and proportion of ninth grade graduates entering secondary vocational schools will approximately double in the future. At the same time, the peculiarities of individual regions, cities and villages should be taken into account. Students in grades 8-11 are given the opportunity to in-depth study of their choice of individual subjects of physics and mathematics, chemistry and biology and social and humanitarian cycles with the help of optional lessons. Labor training in grades 10-11 is combined with the mastery of mass professions required for material production and the non-production sphere. Graduates of a secondary general education school, in order to obtain a higher qualification or a complex profession, enter the one-year departments of secondary vocational-technical schools, secondary specialized educational institutions with a two-three-year term of study and universities. Some of them will go to work in the national economy in accordance with the labor training received in an eleven-year high school. Taking into account the wishes of young people, the parental community, labor collectives, to resolve the issue of reducing age restrictions for a number of professions. Thus, within one or two five-year plans, general secondary education of young people will be supplemented by their general vocational education. All young people will be given the opportunity to master a profession before starting work. In the future, this will lead to the convergence and unification of the general education and vocational schools, which will be the further development and embodiment of Lenin's ideas about a single, labor, polytechnic school. 6. The currently existing different types of vocational and technical educational institutions are being reorganized into a single type of educational institution - "Secondary vocational and technical school" with appropriate departments by profession, form and duration of training, depending on the level of education of applicants. Graduates of the ninth grade study in secondary vocational schools, as a rule, for three years, receiving a profession and completing general secondary education. Graduates of an eleven-year school, in order to obtain a higher qualification or a complex profession, enter the corresponding departments of secondary vocational schools with a training period of up to one year. Secondary vocational and technical schools specialize in training skilled workers for the relevant sectors of the national economy and are created on the basis of production associations, enterprises, construction projects and organizations, and in rural areas - regional agro-industrial associations, state farms, collective farms, inter-farm enterprises. The relationship between basic enterprises and vocational schools is governed by a regulation approved by the Council of Ministers of the USSR. 7. An important role in the training of young people belongs to secondary specialized educational institutions (technical schools, pedagogical, medical schools, and others). They train qualified specialists and organizers of the primary links of production, education, health care, culture, and the service sector, join the ranks of the largest group of specialists in the national economy, and at the same time participate in solving the problem of universal secondary education. It is necessary to further improve the quality of training the specialists with secondary specialized education needed by the national economy. Recently, education in technical schools for young people with completed secondary education has expanded. It is advisable to preserve the source of recruiting for these educational institutions and the lower secondary school. It is necessary to develop the experience of training specialists with higher education from among graduates of secondary specialized educational institutions for shorter periods of study. 8. For working young people who do not have secondary education, evening (shift) and correspondence schools are retained, in which they receive general secondary education without interrupting work. It is necessary to eliminate serious shortcomings in the content and organization of the activities of these schools, to improve the quality of the educational process, to streamline the planning of student contingents. 9. Improving the work of general education and vocational schools, creating equal conditions for admission to universities for its graduates open up new opportunities for further improving the training of specialists with higher education. The social base for the formation of contingents of universities will expand, the attitude of young people to higher education will become more responsible and conscious. Develop new rules for admission to higher educational institutions, while providing for the abolition of the provision on taking into account the average score of the certificate when competitive admission of applicants to universities. III. IMPROVING THE QUALITY OF THE EDUCATIONAL PROCESS 10. The most important, enduring task of the Soviet school is to give the younger generation a deep and solid knowledge of the fundamentals of science, to develop skills and the ability to apply them in practice, to form a materialistic outlook. It is necessary to bring curricula, programs, textbooks, teaching aids in line with the requirements of socio - economic and scientific - technical progress, age characteristics of students. To improve the content of education, it is necessary: \u200b\u200b- to clarify the list and volume of material of the studied subjects, to eliminate the overload of curricula and textbooks, freeing them from unnecessarily complicated, secondary material; - to very clearly state the basic concepts and leading ideas of academic disciplines, to ensure the necessary reflection in them of the new achievements of science and practice; - radically improve the organization of labor education, training and vocational guidance in general education schools; to strengthen the polytechnic orientation of the educational content; pay more attention to practical and laboratory exercises, demonstrating the technological application of the laws of physics, chemistry, biology and other sciences, thereby creating the basis for labor training and vocational guidance of young people; - to equip students with knowledge and skills in the use of modern computer technology, to ensure the widespread use of computers in the educational process, to create special school and interschool classrooms for this; - for each subject and class, determine the optimal amount of skills and abilities required for mastering by students. In schools, vocational schools, secondary specialized educational institutions, ensure strict continuity of training and education, a single level of general education, taking into account the peculiarities of national educational institutions. To take additional measures to improve the conditions for learning, along with their native language, the Russian language, which was voluntarily adopted by the Soviet people as a means of interethnic communication. Fluency in Russian should become the norm for young people graduating from secondary education. In order to more effectively implement one of the main tasks of the party - the comprehensive and harmonious development of the individual - to develop recommendations for an integrated approach to educational work in educational institutions, providing for the coordination of efforts in all areas of communist education - ideological - political, labor, moral, aesthetic, physical. 11. In secondary vocational schools, special attention should be paid to general education. It is necessary to ensure a solid mastery by students of the fundamentals of science, technical, agronomic, economic and other special subjects, especially those related to the development of new technology and technology, automatic manipulators (industrial robots). To make fuller use of the great potentialities of the vocational education system to improve the quality of training of workers. Together with ministries and basic enterprises, to develop new programs of industrial training and industrial practice of students, based on uniform requirements for the training of workers of a certain profession and qualifications. Conduct practical training as part of the best teams and teams, under the guidance of mentors, production innovators and labor veterans. 12. To improve the forms, methods and means of teaching. Along with the lesson - the main form of the educational process - to practice lectures, seminars, interviews, workshops, consultations more widely in the senior grades of schools, in vocational schools and secondary specialized educational institutions. Teachers and parents should more actively involve students in working with a book and other sources of knowledge, help them develop independent thinking. Reduce the maximum occupancy of classes, gradually bring it up to 30 people in grades 1-9, and up to 25 people in grades 10-11. Improve existing and create new textbooks and teaching aids for all courses. High ideological and scientific nature, accessibility and brevity, accuracy, clarity and liveliness of presentation, perfection of the methodological apparatus are inalienable requirements for each textbook. To involve the best teachers, experienced methodologists, prominent scientists in their writing, to take measures to further stimulate the work of authors. To expand printing facilities and the production of high-quality materials for the publication of textbooks in the languages \u200b\u200bof the peoples of the USSR. Fully meet the needs for educational, reference and popular science literature on the basics of science and optional courses. 13. The unshakable basis of the communist education of students is the formation of their Marxist - Leninist world outlook. It is important that teaching both social science and natural science disciplines develops in students stable materialistic ideas, atheistic views, the ability to correctly explain the phenomena of nature and society, and act in accordance with our worldview principles. It is necessary that the teaching of the subjects of the social and humanitarian cycle in a bright, intelligible form reveals the ways of the revolutionary renewal of the world, the basic principles and historical advantages of socialism, the reactionary, anti-popular essence of capitalism, from class positions give convincing answers to the questions of modern social life that are of concern to young people, show an inevitable victory ideas of communism. In the lessons of history, social science, literature and other subjects, one must consistently cultivate the ability to defend one's communist convictions, intransigence towards philistinism, dependency, and consumerism. To practice active forms of study more widely, to give them a greater practical orientation, to eradicate scribbling and schematism. Consider it necessary to increase the study time for the study of social studies. To create for all types of secondary educational institutions a single textbook of social science. 14. In ideological and political education, the cornerstone should be the formation of a conscientious citizen with strong communist convictions. All elements of the educational process, the entire social life of the school should work for this. To educate young people on the ideas of Marxism - Leninism, on the examples of the life and work of K. Marx, F. Engels, V.I. Lenin, the historical experience of the CPSU. To strengthen the education of students in the spirit of Soviet patriotism and socialist internationalism, fraternal friendship of the peoples of the USSR. To intensify the activity of social and political clubs, museums, circles, lecture halls. Regularly conduct excursions and trips to places of revolutionary, labor and military glory. Improve the presentation of political information. Develop the skills of political self-education. Party workers, the best propaganda cadres, lecturers of the Znaniye society, and party veterans should be widely involved in the social and political education of students. The media should be active and constant assistants to teachers, families and the public. It is necessary to expand educational programs on television and radio, improve their content, ensure the propaganda and dissemination of advanced experience, an exemplary staging of the education of young people. To make fuller use of the symbols of the Soviet state in educational work - the Coat of Arms, the Flag, the Anthem of the USSR, the Coats of Arms, Flags and Anthems of the Union Republics, state awards and insignia, as well as the symbols of pioneer and Komsomol organizations. Everyone who enters into life must know the Constitution of the USSR, the Constitution of his republic, and be guided by them. 15. In the formation of a new person, the importance of moral and legal education is exceptionally great. "It is necessary that the whole matter of upbringing, education and teaching of modern youth," stressed V. I. Lenin, "must be the upbringing of communist morality in them." All educational work should be based on the indissoluble unity of knowledge, conviction and action, word and deed. The school is obliged to develop an internal need to live and act according to the principles of communist morality, to strictly abide by the rules of socialist community, Soviet laws. It is very important to educate from an early age collectivism, exactingness to oneself and to each other, honesty and truthfulness, kindness and adherence to principles, perseverance and courage of character. Develop new Student Rules. To envisage in them an increase in the responsibility of schoolchildren for the quality of studies, observance of educational, labor and social discipline. Introduce a system of rewards for diligence in study and work. 16. The most important task is to significantly improve art education and aesthetic education of students. It is necessary to develop a sense of beauty, to form high aesthetic tastes, the ability to understand and appreciate works of art, historical and architectural monuments, the beauty and wealth of native nature. It is better to use for these purposes the possibilities of each academic subject, especially literature, music, fine arts, aesthetics, which have great cognitive and educational power. To expand the training of teachers in these disciplines at special faculties of higher educational institutions, to ensure the teaching of the subjects of the aesthetic cycle in all classes by qualified specialists. This should be assisted by the creative unions of the artistic intelligentsia, all cultural institutions. To create, on an experimental basis, educational and educational complexes that make it possible to organically combine general education with musical, artistic, and physical development. In educational institutions, houses of pioneers, clubs and palaces of culture, it is necessary to organize the work of amateur art circles everywhere, to pay constant attention to their repertoire. To put up a reliable barrier to the penetration of ideology, vulgarity, low-grade spiritual products into the youth environment. 17. The socialist society is vitally interested in the young generation growing up physically developed, healthy, cheerful, ready to work and defend the Motherland. It is necessary to organize daily physical education classes for all students in the classroom, after school hours, in sports sections, to create the necessary conditions for this. In every school, vocational school, in all educational and educational institutions, sports halls and playgrounds should be created, well equipped with equipment and inventory. To make wider use of the base of sports organizations and clubs, enterprises and institutions for physical education of students. Pay more attention to hygiene issues. It is necessary that every student has mastered a minimum of knowledge in the field of hygiene and medicine, from a young age to know his body and be able to maintain it in order. 18. The basis for the military-patriotic education of students should be their preparation for service in the Armed Forces of the USSR, the education of love for the Soviet Army, the formation of a high sense of pride in belonging to the socialist Fatherland, constant readiness to defend it. To raise the level and effectiveness of primary military training in general education and vocational schools. 19. In the communist education of students, much depends on public youth organizations and student self-government. It is necessary to resolutely raise the authority of the Komsomol and Pioneer organizations, their role in the ideological and political education of students, to prevent formalism, overorganization and petty tutelage in their leadership. Strengthen responsibility and strengthen the cohesion of student collectives, in every possible way supporting all their useful undertakings, initiative and amateur performance, to which N. K. Krupskaya, A.S. Makarenko and other prominent figures of public education. Komsomol and pioneer organizations should be a reliable support of pedagogical collectives in improving the quality of education, in the formation of conscious discipline and a culture of behavior, the organization of socially useful work and meaningful leisure, and the development of student self-service. To make fuller use of the great educational opportunities of the Komsomol meetings and pioneer gatherings, to ensure that they are held vividly and interestingly, and discuss issues of concern to the school collective. It is necessary to better prepare students for joining the Komsomol. It is necessary to improve the work of the October groups, to help the younger children in every possible way to develop the ability to live and work in a team, to direct their efforts to useful things that society needs: study well, prepare for work, behave roughly, help the elders. To increase the role of organizers of extracurricular and extracurricular educational work, senior pioneer counselors in the life of student collectives, improve their training and selection. IV. LABOR EDUCATION, TRAINING, PROFESSIONAL ORIENTATION 20. In improving the activities of the school, the Party attaches special importance to a radical improvement in the preparation of the younger generation for work. Correctly set labor education, training and vocational guidance, the direct participation of schoolchildren in socially useful, productive work are indispensable factors in the development of a conscious attitude to learning, civil formation, moral and intellectual personality formation, physical development. No matter how the future fate of the school graduates develops, they will need labor hardening in any field of activity. It is important that this is well understood by students, deeply perceived by teachers, parents, and the entire community. The combination of education with productive labor presupposes the inclusion of students, starting from the elementary grades, in systematic, organized socially useful work feasible for their health and age - real work, necessary for society. 21. The aim of labor education and schooling should be to instill a love of work and respect for working people; familiarization of students with the basics of modern industrial and agricultural production, construction, transport, service sector; the formation of labor skills and abilities in them in the process of study and socially useful work; motivation to consciously choose a profession and receive initial vocational training. For these purposes, a significant increase in the time required for labor training and socially useful, productive labor of students is provided, as well as an annual labor practice due to a slight reduction in summer holidays. Comprehensive programs should be developed, including various areas and forms of labor training, providing for the joint efforts of schools, vocational schools, technical schools, production teams, families and the public. Primary school students (grades 1 - 4) master the basic techniques of manual work with various materials, growing agricultural plants, repairing teaching aids, making toys, various useful items for school, kindergarten, home, etc. Already at this stage, familiarization with some professions that are understandable for children begins. In the incomplete secondary school (grades 5-9), students receive more thorough general labor training, acquire knowledge and practical skills in metal and wood processing, get acquainted with the basics of electrical engineering, metallurgy, graphic literacy, and get an idea of \u200b\u200bthe main branches of the national economy. They manufacture simple products for enterprises, as well as for schools, and take care of nature protection. Starting from the 8th grade, students study and work as part of student production teams, in interschool educational and production plants, training shops and sites at enterprises and vocational schools. In a secondary general education school (grades 10-11), on this basis, as well as directly at the workplaces of production, labor training is organized in the most popular professions, taking into account the needs of this region. In the presence of the necessary conditions, it ends with the mastery of a certain profession and passing qualifying exams in the prescribed manner. The State Committee for Labor of the USSR, the Ministry of Education and Science of the USSR, and the State Department for Profession of the USSR shall determine the list of professions for which students are trained in secondary schools. The executive committees of city and district Soviets of People's Deputies determine the profiles of labor training of schoolchildren, based on this list, and also taking into account the needs of the national economy in personnel, the availability of educational and technical facilities, the characteristics of urban and rural schools, the labor of boys and girls. It is necessary to expand student self-service. All students, in accordance with their age, in compliance with the norms and requirements of hygiene and health protection, must participate in cleaning classes and classrooms, monitor the cleanliness and improvement of school yards, sports grounds, etc. Parents organize the work of children in the family - maintaining order in living quarters, cooking, washing and mending clothes, repairing household appliances and household items. 22. Improve the work on vocational guidance of students. To intensify the activity of interdepartmental councils, city and district commissions for vocational guidance of youth. The coordination of vocational guidance work shall be entrusted to the USSR State Committee on Labor and Social Issues. Establish, as a practice, career guidance centers in a number of urban and rural areas to organize work with schools, students and parents. In their activities, they should rely on interschool educational and industrial complexes, vocational guidance rooms in schools, colleges and enterprises, acquaint students with modern professions, inform about the needs of the national economy in personnel, identify the psychophysiological characteristics, abilities and inclinations of students for certain types of activities and develop on this basis appropriate practical recommendations. The system of labor education, training and vocational guidance of students is designed to bring them to the time of graduation from incomplete secondary school to a deliberate choice of a profession and an appropriate educational institution for continuing education. 23. Active participation in the organization of labor training and education of students is the most important duty of production teams. Every school must have a basic business. Establish by law that basic enterprises, on the basis of their structural divisions, create school and interschool workshops, training and production plants, training workshops and sections, individual student jobs, stationary field camps for student production teams, labor and recreation camps. They allocate equipment, machinery, materials, components, land for school educational and experimental sites, plan and organize production activities, pay schoolchildren. Basic enterprises send specialists, workers, collective farmers as foremen to train students and organize their productive work, conduct educational work with them, develop technical creativity, agricultural experimentation and vocational guidance. It is necessary to develop mentoring of veterans of the Party, labor, production leaders, to actively involve students in the social and production life of labor collectives. When summing up the results of socialist competition, take into account the participation of enterprises in rendering assistance to sponsored schools and other educational institutions in the upbringing and labor training of students. 24. In close connection with labor training, economic education of students is ensured. It is important that they become practically involved in production relations, receive a vital understanding of socialist property, plans, labor and production discipline, wages, and learn to value the labor ruble. Part of the funds earned by students should be directed at the disposal of the school collective. The school is called upon to form the qualities of zealous owners, a caring and thrifty attitude towards the public domain and native nature, textbooks, school property, electricity, personal belongings, food, especially bread. To acquaint students in practice with such concepts as economy mode, labor productivity, cost price, product quality, cost accounting, etc. V. SOCIAL AND FAMILY EDUCATION OF CHILDREN AND ADOLESCENTS 25. The Communist Party and the Soviet state constantly care about the development of social education of children and adolescents in preschool institutions, during extracurricular hours at school, out-of-school institutions and at the place of residence, provide all possible assistance to the family in education. It is necessary to improve the organization of upbringing and education of preschool children. From an early age, foster in them love for the Motherland, respect for elders, camaraderie and collectivism, a culture of behavior, a sense of beauty, develop in each child cognitive interests and abilities, independence, organization and discipline. To develop and introduce a standard program for the upbringing and education of children in kindergarten, taking into account the peculiarities of age physiology and psychology, national cultures and traditions. 26. Schools and extended day groups are a promising and proven form of social education for students. They create favorable conditions for organizing the work and leisure of students, and provide assistance to the family. At the same time, the educational work in the school after school needs a serious restructuring. Along with the provision of pedagogical assistance to students in completing homework, it is important to fill the content of the work of such schools with activities of interest, to create an atmosphere of caring attitude towards children, close to home conditions. As the material prerequisites are created, it is necessary to develop a network of these schools in order to fully meet the needs of the population. The Councils of Ministers of the Union and Autonomous Republics, the executive committees of the regional and regional Councils of People's Deputies shall be granted the right to authorize the creation of extended day groups in small schools. 27. Further development of out-of-school institutions - palaces, houses of pioneers, stations for young technicians and naturalists, tourists, sports, music, art and choreographic schools, children's libraries, pioneer camps - should lead in the future to the creation in each district of a complex of out-of-school institutions with a wide range of directions of activity. To radically improve educational work with pupils at the place of residence. It is important to cover all students with a variety of mass and individual forms of educational work outside the classroom. To develop their amateur performances, the Timurov movement, to create clubs of interest, circles of technical and artistic creativity, sports sections. The executive committees of local Soviets of People's Deputies should find ways to allocate and equip premises in residential areas for working with children and adolescents. Provide such premises in projects of new residential quarters. It should be arranged so that the school becomes the center of active educational work with students in the microdistrict. To involve parents, the public, labor, primarily production collectives in this work, to create Komsomol pedagogical teams from among young workers, collective farmers, specialists and students. The organization of all extracurricular educational work in schools and extended-day groups, extracurricular institutions and at the place of residence shall be entrusted to the executive committees of city and district Councils of People's Deputies, and public education departments. A more active role in this must be played by city and district Komsomol committees, trade union committees, and voluntary societies. 28. The Soviet state shows great concern for children and adolescents who, for health reasons, cannot study under normal conditions. For them, a network of boarding schools, sanatorium-forest schools and other special educational institutions has been created and is developing, where training and education are combined with qualified treatment. In these institutions, children are kept entirely at the expense of the state. We must continue to improve the work of this link in the public education system, surround children with all-round attention and care, and better prepare them for independent life and work. It is also necessary to improve the material and living conditions in orphanages and boarding schools of the usual type. 29. Assistance to the family should be strengthened and at the same time its responsibility for the upbringing of the younger generation should be raised. Raising children is a constitutional duty of citizens of the USSR. Parents are called upon to raise the authority of the school and teacher in every possible way, educate children in the spirit of respect and love for work, prepare them for socially useful activities, teach them to order, discipline, observance of the norms of life of our society, take care of their physical development and health improvement, create the necessary conditions for the timely receipt of general secondary and vocational education by their attitude to work and social obligations to show children an example in everything. In turn, children are obliged to take care of their parents and elders. Improving the effectiveness of education to a large extent depends on the coordination of efforts and the unity of requirements for the students of the family, school, community and work collectives. It is necessary to intensify the activities of the commissions (councils) of trade union committees to assist the family and school in the upbringing of children and adolescents, to increase the effectiveness of the work of parental committees at general education schools, vocational schools and other educational institutions, to more widely involve parents in conducting classes in circles. Labor collectives are called upon to constantly keep in sight the upbringing of children, help parents in this matter and strictly ask them for flaws and shortcomings in family upbringing. Develop measures to strengthen parental responsibility for the upbringing of children. An important role in improving family education will be played by the deployment of a system of pedagogical universal education for parents. In the dissemination of pedagogical knowledge, it is necessary to make wider use of the press, television and radio, oral propaganda, the capabilities of the All-Union Society "Knowledge". Vi. TEACHER IN SOVIET SOCIETY 30. The successful solution of complex problems of teaching and educating young people depends crucially on the teacher, his ideological conviction, professional skill, erudition and culture. A folk teacher is a sculptor of the spiritual world of a young person, a confidant of society, to whom it entrusts the most precious, most valuable - children, its hope, its future. This noblest and most difficult profession requires from a person who has dedicated his life to it, constant creativity, tireless work of thought, tremendous spiritual generosity, love for children, unlimited loyalty to the cause. With his selfless, selfless work to educate the younger generations, the teacher has earned deep appreciation and respect of the people. The multimillion-strong detachment of Soviet teachers is the pride of our country, a reliable support for the Party in educating young people. The party tirelessly cares about enhancing the teacher's role in the life of society, his authority and prestige. "The people's teacher," wrote VI Lenin, "should be placed in our country at such a height at which he never stood and does not stand and cannot stand in bourgeois society. This is a truth that does not require proof. To this position we must go systematic, unswerving, persistent work both on his spiritual rise, and on his all-round preparation for his really high rank and, most importantly, most importantly and most importantly - on raising his financial position. " The present stage of the country's development presents Soviet teachers with new tasks. It is necessary to form young generations capable of implementing the Party's program guidelines for improving a developed socialist society. 31. An integral part of the reform of the public education system is a significant improvement in teacher training. Future teachers, educators need to be given the most modern knowledge and good practical training. To this end, to revise the curricula and programs of pedagogical universities and colleges, to more closely link them with the demands of life. Provide for students to study the basics of modern production and methods of vocational guidance for schoolchildren. Raise the level of psychological and pedagogical training, improve the organization and content of practice. To expand the teaching of ethics and aesthetics, logic, Soviet law, and methods of educational work. It is necessary to transfer to pedagogical institutes for a five-year period of study as the necessary conditions are created for this, to develop and implement additional measures to provide pedagogical educational institutions with high-quality textbooks and teaching aids, to strengthen the teaching staff of pedagogical universities. It is necessary to raise the quality of teacher training at universities, to strengthen their assistance to pedagogical universities in the development of scientific research, in raising the qualifications of scientific and pedagogical personnel. It is necessary to fully meet the growing needs of general education schools, vocational schools, secondary specialized educational institutions, preschool and out-of-school institutions for teachers, educators, masters of industrial training, to develop engineering and pedagogical education. To create conditions for the transition to the training of teachers and educators for all levels of education only with a higher pedagogical education. 32. The most important task of the education authorities and educational institutions that train pedagogical personnel is the selection of young people who have shown an inclination to work with children. It is necessary to significantly expand the admission of young men to study in pedagogical specialties. The Central Committee of the Komsomol to send on Komsomol vouchers to teacher training colleges and to the corresponding faculties of universities, graduates of schools, colleges, persons discharged from the ranks of the USSR Armed Forces, youth from production. To practice admission to pedagogical educational institutions on the recommendation of pedagogical councils of schools and secondary vocational schools, labor collectives, and public education authorities. 33. The system of professional development of teaching staff needs further improvement. To develop institutes for the improvement of teachers (advanced training) as scientific and methodological centers for improving pedagogical skills, generalizing and disseminating advanced experience. To create appropriate departments in these institutes, to attract qualified specialists to work in them. It is advisable that the teacher, as a rule, undergoes retraining every four to five years. To intensify attention to the political studies of public educators, their study of topical problems of Marxist-Leninist theory, the politics of the CPSU, and the communist education of youth. All the necessary conditions for constant self-education and improvement should be created for the teacher, the provision of his political, scientific and artistic literature should be improved. 34. Councils of people's deputies, public education bodies, trade union and Komsomol organizations are obliged to take the necessary measures to retain teaching staff, reduce their turnover, constantly take care of improving working and living conditions, medical care, sanatorium treatment for teachers, and provide them with housing as a matter of priority. Expand the practice of moral encouragement and material incentives for the best teachers. To declare September 1 as a national holiday - the Day of Knowledge. To amend the statute of the Order of Labor Glory, providing for the possibility of rewarding teachers and other public education workers with this order for success in teaching and upbringing of children and youth. To raise the wages of teachers, educators, masters of industrial training, methodologists and other workers in the public education system. 35. Pedagogical science is called upon to make a more significant contribution to raising the level and effectiveness of school work. It is very important to strengthen her connection with life, with the practice of the school. To carry out a sharp turn of the USSR Academy of Pedagogical Sciences, pedagogical research institutions, universities and universities towards the elaboration of urgent problems of the general education and vocational schools. To strive to improve the quality and efficiency of research, to more actively introduce their results into practice. Scientific works of scientists - teachers, psychologists, didactists, methodologists should be embodied in specific recommendations, teaching aids and methodological guidelines. In order to strengthen the propaganda of pedagogical knowledge, generalization and dissemination of advanced experience, create an All-Union Pedagogical Society and the Central Museum of Public Education of the USSR. Vii. STRENGTHENING OF THE TEACHING AND MATERIAL BASE OF EDUCATION 36. An increase in the contingent of general and vocational schools, preschool, boarding and other institutions, the complication of educational tasks, the expansion of labor training require further development, strengthening and qualitative improvement of the material base of education. In the future, it is necessary to solve such problems as the full satisfaction of the needs in preschool institutions, the creation of conditions for extended day groups and one-shift work of schools, the study of six-year-old children, the creation of the necessary basis for labor training, work with children and adolescents outside of school time. To this end, it is necessary to implement, especially in new districts, a broad program of construction of schools, workshops and training and industrial complexes, vocational schools, preschool and out-of-school institutions, pedagogical educational institutions, teacher training institutes, housing for teachers, hostels and boarding schools for students. The possibilities of state and cooperative enterprises, state and collective farms for the construction, repair and equipment of educational buildings and dormitories should be used more widely, and they should be given the right to allocate funds and resources for these purposes. New projects of educational buildings and construction standards should be developed, taking into account the modern requirements of the educational process. 37. To expand the training of qualified workers, ministries and departments should increase capital investments in the development of a network of secondary vocational schools. During the reconstruction of enterprises, at the same time, technical re-equipment of schools operating on their basis, educational complexes, workshops, sections, workshops should be carried out. It is necessary to expand the production of educational equipment, teaching aids and modern technical teaching aids, furniture, machine tools, instruments, electronic computers, agricultural machines. VIII. IMPROVEMENT OF PUBLIC EDUCATION GOVERNANCE 38. The development of general secondary and vocational education increasingly brings together and unites their goals and objectives. The governing bodies are called upon to steadily pursue a unified state policy in the field of education and upbringing of the younger generations, to solve urgent issues in a timely and creative manner, to ensure an increase in the level of work of all educational institutions in accordance with modern requirements. In order to carry out such a policy more consistently, effectively coordinate the activities of various parts of the education system, strengthen the practical leadership of education and vocational education, create interdepartmental commissions in the center and in the field: from the Council of Ministers of the USSR to the executive committees of city and regional Councils of People's Deputies. To charge them with the solution of fundamental issues of planning and recruiting educational institutions, the distribution of flows of young people who continue their studies after graduating from an incomplete secondary and secondary school, creating conditions for labor education and training, the development and use of the material base. 39. Take measures to drastically improve the style and methods of work of public education authorities. Provide in-depth analysis of the state of education, improvement of curricula and programs, textbooks and methodological literature. To streamline the system of inspectors' control over the work of schools and other educational and educational institutions, to drastically reduce the flow of various instructions, reports and requests that distract pedagogical collectives from the lively, creative work of teaching and educating students. To pay more attention to the study, propaganda and implementation of advanced experience in teaching and educational work, avoiding any dismissive attitude to innovative initiatives, or their mechanical, thoughtless dissemination. Strengthen the district level of education management, taking into account its important role in organizing the activities of schools, preschool and out-of-school institutions, in the selection, placement and advanced training of teaching staff, strengthening the connection between the school and production, improving the organization of labor education and vocational guidance, initial vocational training of senior students on the basis of educational and industrial complexes, vocational schools, training workshops of enterprises. The district link should take care of the economic support of educational institutions. It is necessary to improve the conditions for the creative work of directors of schools and vocational schools in organizing the educational process, to reduce their teaching load. Raise the role and authority of the class teacher in every way, provide him with all-round assistance. To develop scientifically grounded criteria for assessing the work of teachers and schools as a whole, to increase their responsibility for an objective assessment of students' knowledge. The results of the school and teacher's activities should be determined primarily by the depth and strength of knowledge, ideological and moral qualities of the pupils, their preparedness for life and work. 40. The rural school needs special attention. Its condition and level of work significantly affect the social development of the village, the consolidation of youth, the raising of the cultural level of the rural population, and the solution of demographic problems in the countryside. The efforts of party, Soviet, trade union, Komsomol organizations, agro-industrial associations should be aimed at radically improving the working conditions of rural schools, strengthening them with qualified teaching staff, improving the quality of the educational process, improving labor training and vocational guidance of students, fostering their desire to actively participate in the rise of agricultural production. 41. Caring for school is a general Party, nationwide affair. Guided by the decisions of the XXVI Congress of the CPSU, the June (1983) Plenum of the Central Committee of the CPSU, the party committees should deeply study the life of schools and vocational schools, timely see the problems arising in their activities and outline ways to resolve them, turn the attention of party, trade union and Komsomol organizations to schools, Soviet and economic bodies, labor collectives. The pressing questions of the work of public education institutions, the reports of their party organizations should be regularly considered at plenary sessions and bureaus of party committees. The duty of the party committees is, in Lenin's way, to take care of the political and spiritual growth of the teaching staff on a daily basis, promptly informing teachers about the most important issues of the party's domestic and foreign policy. Treat the teacher with great attention and tact, do not distract teachers to perform tasks that are not related to educational and educational work. Surround the veterans of pedagogical work with care, make more active use of their great life experience in educating young people. The leadership of the primary Party organizations of educational institutions, whose task is to unite and strengthen the teaching staff, to create a healthy moral and psychological climate, an atmosphere of genuine creativity, collegiality and responsibility, must be improved. It is necessary to increase the party stratum among teachers and masters of industrial training, to increase the vanguard role of teachers - communists in the practical implementation of party policy. The tasks of general education and vocational schools at the new stage, the best experience of the work of party organizations of educational institutions and their collectives, the selfless work of Soviet teachers must be systematically, with deep knowledge of the matter, covered in newspapers and magazines, on radio and television. * * * Improving public education is one of the key issues in the policy of the Communist Party and the Soviet state. The reform of the general education and vocational schools will be a major national event, an event of great social and political significance. Everything of value obtained by the labor of several generations of teachers, by the Soviet school and pedagogical science, everything that has stood the test of time should be carefully preserved and actively used. And at the same time, urgent questions of improving the education and upbringing of young people, posed by life, dictated by the urgent needs of social development, must be resolved. To carry out the main reform measures in stages, during the eleventh and twelfth five-year plans (1984 - 1990). Concrete plans for the implementation of the reform must be in place in every union and autonomous republic, territory, region, city, district, taking into account local conditions. The restructuring of the school will require from the Central Committee of the Communist Parties, the Councils of Ministers of the Union republics, local party and Soviet bodies, trade union and Komsomol organizations, and public education bodies a great deal of organizational and mass political work. For every work collective, every head of an enterprise, collective farm, institution, ministry and department, public organization, for all parents, schooling should be their own, vital matter. The goals of the reform are noble, highly moral and humane. Their implementation will be of great importance for raising the level of education and culture of Soviet people, creating better conditions for training and educating the younger generations, preparing them for life and work, and active social activity. All this will have a beneficial effect on strengthening the ideological - political, economic and defense potential of the country, on the all-round progress of our society, on its advance towards communism.
REFORM 1984. ATTEMPT TO PROFESSIONALIZE THE EDUCATIONAL SCHOOL
Fedorova Anna Mikhailovna
4th year student, Department of History and Methods of Teaching History, State Pedagogical Institute, Russian Federation, Glazov
Kasimova Diana Gabdullovna
scientific adviser, Ph.D. ist. Sci., Associate Professor, GSPI, RF, Glazov
Over the years of its existence, the Soviet school has undergone repeated reforms. The first steps towards the formation of the Soviet education system followed immediately after the establishment of the new government in 1917. The second period of transformation begins in 1931. This was followed by the "Khrushchev" reform of the school in 1958. The law "On strengthening the connection between school and life and the further development of the public education system in the USSR" envisaged a new system of labor training, which was based on the principle of combining training with the production labor of students. The purpose of this event was to prepare schoolchildren for skilled work in the demanded working specialties.
In 1966, a decree was issued "On measures to further improve the work of a secondary general education school." This event became a kind of counter-reform, as it abolished compulsory vocational training and an eleven-year study period.
The reason for the departure from the provisions of 1958 was the unpreparedness of the school itself for the implementation of these measures. First, the funding of schools was insufficient, and, consequently, the material and technical base for the implementation of reforms was weak. Secondly, the school was given the requirements for the professional training of senior pupils, and the polytechnization of the educational process. At the same time, the teachers did not have proper training, so difficulties arose in solving the assigned tasks. These two most acute problems became a serious obstacle to the implementation of the school reform of 1958, but, nevertheless, by the end of the 60s. the Soviet school had a well-formed look. According to V. Strazhev: “... If the Soviet school in the mid-60s. really carried out the differentiation of education, it would take a leading position in the world. "
The next wave of reforms began with the entry into force of the decree of April 12, 1984 "On the main directions of the reform of the secondary school." This document defined the main task of the Soviet school: "... To give the younger generation deep and solid knowledge of the foundations of science, develop skills and abilities, apply them in practice, form a materialistic worldview ...".
The 1984 reform is a return to the course that was taken in 1958. Thus, the tendency of professionalization of the general education school again prevailed. In the field of labor education of young people, the reform set the following task: “to radically improve the formulation of labor education, training and vocational guidance in the general education school; to strengthen the polytechnic, practical orientation of teaching; significantly expand the training of skilled workers in the vocational training system; make the transition to universal vocational education for young people. " Thus, the school was again entrusted with the functions of versatile vocational training at the level of secondary vocational schools.
To solve this difficult task in secondary school, the transition to an 11-year period of study was again carried out. It was planned to complete the transition of the school to this curriculum by 1990. In grades 10-11, labor training was organized in the most popular professions, taking into account the needs of the region. The training had to end with mastering a certain profession and passing qualifying exams.
The resolution "On the main directions of the reform of the general education school" describes in sufficient detail the mechanisms of organizing labor education, training and vocational guidance. The school in this matter should have been greatly assisted by local manufacturing enterprises. For this purpose, the educational institution was necessarily assigned to the base enterprise. They were obliged, on the basis of structural divisions, to create school and interschool workshops, training and production rooms, training workshops and sections, individual student jobs, labor and recreation camps. Basic enterprises were supposed to allocate equipment, machinery, land for school sites, pay for the work of schoolchildren, and also send specialists as foremen to train students and organize production work and educational work.
At the Kozhil Secondary School, ties with local businesses were established back in the late 1950s. Cooperation continued in the 1960s-1970s, despite the fact that compulsory vocational training for high school students was canceled. Archival documents indicate that the connection with the woodworking enterprise "Lespromkhoz" and the collective farm "Im. Michurina ”was not lost in the early 1980s. Close cooperation was also facilitated by the fact that at the beginning of the 1980s, more than 60% of the pupils' parents worked at the Lespromkhoz.
The basic economy provided material assistance in preparing the school for the new academic year, allocated materials for conducting technical work lessons. During the summer period, the students were employed in the workshops of the Lespromkhoz. Since the 1982/83 academic year, the enterprise has been conducting labor training for the ninth grade. In 1982, 23% of school graduates were employed at the Lespromkhoz. In 1983 - already 34%. In the summer of the same year, on the basis of the collective farm "Im. Michurin ”a labor and recreation camp for growing vegetables and fodder crops was organized.
In the 1981/82 academic year, the Kozhil school taught in two specialties: "Joiner" and "Locksmith". In 1982/83 - "Locksmith" and "Machine operator". It should be noted that teaching these profiles for the Kozhil School became traditional by the 1980s.
In general, in the Balezinsky district, training in working specialties begins in 1985. For example, in the 1985/86 academic year, schoolchildren were trained in the following profiles: "Tractors and agricultural machines", "Fundamentals of animal husbandry", "Field cultivation", "Construction", "Woodworking" , "Sewing business", "Seller", "Culinary specialist", "Turner", "Avtodelo". In total, 412 high school students studied, of which 276 people received a profession. 142 graduates were employed. In accordance with the profile of industrial training, 77 people were employed - 18%, 82 people entered to study - 20%. As a result, it turns out that for 45% of graduates, specialized training did not play any role in admission to an educational institution and employment.
In the 1986/87 academic year, such specialties as “Baker”, “Postman”, “Master of Refrigeration Equipment”, “Svyazist” were added to the existing training profiles. In 17 secondary schools, industrial training in the 10th grade was organized in 12 profiles. Of the 371 graduates of the district, 295 studied in rural schools. 206 rural school graduates studied agricultural-related profiles. 82% (304) of graduates in the current academic year received a qualification certificate. This is 15% more than in the 1985/86 academic year. In 1987, 70 people were employed in industrial enterprises, in the agricultural sector - 59 people. Consequently, of the total number of graduates who received a specialty, this is only 36%.
A completely different picture is already taking shape in the 1988/89 academic year. The implementation of vocational training is practically curtailed. In this academic year, only five specialties have survived in the district schools: "Woodworking", "Mechanic", "Nurse", "Culinary", "Educator". Only 82 students received the profession.
In the 1987/88 academic year, 16 specialists from basic enterprises conducted industrial training in the senior grades of the district's schools. Of these, 9 are agricultural specialists. In the Balezinsky district, 22 combined workshops were equipped for technical work lessons and the organization of technical creativity of schoolchildren. Service labor offices were organized in 8 schools. 27 rooms for manual labor for primary classes were equipped. In June 1987, 17 production teams were created, which brought together 965 schoolchildren. 10 camps for labor and rest, in which a total of 700 people worked. 270 students worked in 9 school forestries. 161 pupils in the repair teams helped prepare the school for the new school year.
In accordance with the requirements of the reform, useful industrial labor was introduced in schools in the 1986/87 academic year. Pupils worked to improve the territories of farms and schools, chopped firewood, provided all possible assistance to preschool institutions, war and labor veterans. High school students fulfilled orders of basic enterprises. For example, pupils of the Yunda school made 89 boxes for the Svoboda collective farm during the academic year. High school students of the Lyukskaya school repaired 4 harvesters, 2 tracked tractors. The tenth-graders of the Serginsky school replaced milkmaids on the farm.
Schools for the implementation of labor and partly industrial training had their own subsidiary farms and training and experimental areas. But in the 1986/87 academic year, schools No. 1,3,4, Kozhilskaya, all eight-year schools, except for Kirinskaya and the boarding school, withdrew from the development of subsidiary plots. Some of them still survived, and they were better organized in rural secondary schools. So, in the current academic year, 89 piglets, 30 rabbits were raised by the efforts of schoolchildren and the staff of the educational institution, 40 pigs were in the Balezin auxiliary school, which was located in the village of Balezino, 15 - in Andreishurskaya.
The total area of \u200b\u200bthe training and experimental sites of the district schools was 24.45 hectares. But the results of inspections revealed that in some schools the number of students does not correspond to the area of \u200b\u200bthe plot: in school No. 3 in the village of Balezino in the 1986/87 academic year, more than 700 children studied, and the area of \u200b\u200bthe plot was only 0.03 hectares. At the same time, such schools as No. 1, Kozhilskaya, Erkeshevskaya demanded an increase in land plots. Perhaps a lot depended on the administration of individual schools, on the organization of agricultural work and the teachers who supervised it.
At the Kozhil school, students worked in a labor and rest camp under the guidance of class teachers. They annually render great assistance to the collective farm “Im. Michurin "and the state farm" Balezinsky "in the field work, in the hay and harvest. At a joint meeting of the school's activists: the Komsomol committee, the squad council and the student committee, it was decided to allocate funds from the money earned to encourage the children, and also to allocate 5 rubles from the total amount of money earned to the “class piggy bank”. The class teachers could spend this money on the needs of the class. For example, grade 10 purchased curtains for his office. Grade 9, under the leadership of Kapitolina Ivanovna Koryakina, spent money on organizing the campaign. In the first academic year since the start of the reform, the students of the Kozhil school, working on the collective farm and forestry, earned 3150 rubles. The income from the school site was 200 rubles, and the students received 250 rubles for scrap metal and waste paper.
In addition to the above activities, the teaching load of schoolchildren included lessons in service labor. A frontal inspection was carried out at the Kozhil school in 1984, which revealed a number of deficiencies in the equipment of the girls' service room. According to the requirements, the school had to have two offices. In an extreme case, one office was allowed, but in this case it had to be spacious, well-lit and a special ventilation system was required. And also in the classroom, a place was to be allocated for work with fabric and culinary work, which would occupy at least 20-25% of the entire area. The inspection revealed that the study at Kozhil's school was small, and the place reserved for cooking work was only suitable for storing equipment. The fabric tables were so messy that it was difficult for the teacher to get to the students. In addition, there was no separate cutting table. The check also notes positive aspects: the office is fully equipped with visual materials. Largely thanks to labor teachers and female students.
Galina Vyacheslavovna Korotaeva, a teacher of the Udmurt language and a head teacher for academic affairs, taught girls' service labor lessons; Svetlana Gennadievna Sokolova, majoring in mathematics teacher; and only E.M. Nevskikh had the specialty of a labor teacher. She worked at the school since 1981. Combined lessons of service work in the 4th, 6th and 7th grades with work in an extended day group. In May 1983 E.M. Nevskikh took advanced training courses for service teachers.
At the same time, to conduct labor lessons, the boys had woodworking and metalworking workshops and a separate room for studying theoretical issues. These checks make it possible to conclude that the lessons of service work for boys were better organized in the Kozhil school. The school did not have enough labor education specialists, so the lessons had to be taught by teachers of other subjects.
The tasks of the 1984 reform regarding labor education and industrial training in the Balezinsky district of the Udmurt ASSR were only partially realized. Firstly, this is due to the fact that the reform was in effect for a short period of time. Already in 1988, the priorities in the education system changed. It can be argued that real industrial training was carried out only for three academic years: 1985/86, 1986/87, 1988/89. As the experience of the 1958 reform shows, three years is not enough to implement a reform that is so costly in terms of human and material resources.
Secondly, although funding for education was increased, this was not enough to provide adequate living and working conditions for children. For example, on the collective farm “Im. IN AND. Lenin ”schoolchildren lived in unsanitary conditions. It was not possible to build special labor and recreation camps. For the same reason, not all training and production teams were able to transfer to a year-round work cycle. Many brigades experienced problems due to small-sized equipment.
Thirdly, neither the school nor the base company approached the specialized training with full responsibility. Most of the graduates, even if they received a specialty, did not associate themselves in their future life with this profession. Every year the district schools failed to cope with the national economic plan for recruiting vocational schools. During 1984-1988 the plan was not fulfilled by Kozhilskaya, Isakovskaya, Lyukskaya, Andreishurskaya, Orosovskaya, Voegurtskaya schools and Balezinskaya secondary school № 1.
Fourth, the educational institution experienced a shortage of personnel who could conduct labor training at a sufficiently high level. At manufacturing enterprises, skilled workers were engaged in this, naturally, they did not have a pedagogical education. The school did not have enough labor teachers, therefore, industrial training could only be conducted by teachers who had skills in this or that activity.
Thus, another return to the labor polytechnic school with compulsory vocational training ended in nothing. This happened due to objective reasons. The reform of the school continues at the present time, but it goes in a completely different direction. No more attempts were made to organize a labor school with industrial training.
Bibliography:
- Archive Department of the Administration of the Municipal Formation "Balezinsky District" (hereinafter - AOAMO "Balezinsky District") F. 13. Op. 1.D. 283.
- AOAMO "Balezinsky district" F. 13. Op. 1.D. 301.
- AOAMO "Balezinsky district" F. 13. Op. 1.D. 316.
- AOAMO "Balezinsky district" F. 13. Op. 1.D. 339.
- AOAMO "Balezinsky district" F. 13. Op. 1.D. 348.
- On the main directions of the reform of the general education school // Library of normative legal acts of the USSR. [Electronic resource] - Access mode. - URL: http: // http://www.libussr.ru. (Date of treatment: 10/25/2014).
- Strazhev V. Five reforms of the Soviet school // Alma Mater. Higher school bulletin. - 2005. - No. 5. - S. 3-17.
On the basis of the eight-year period, secondary general educational labor polytechnic schools with industrial training in grades 9-11 are formed. Complete general secondary education becomes eleven years old.
In the middle stage (grades 4-8), labor training was differentiated into three options: technical labor, agricultural labor and service labor. These or those variants of labor training were used depending on the production environment of the school and taking into account the peculiarities of male and female labor. The girls were engaged in service work, and the boys were in technical work. Agricultural labor was included in the content of education in a rural school, along with technical and service labor. At the same time, elements of agricultural labor were also introduced in urban schools with educational and experimental agricultural plots. In the senior level (grades 9-11), significant study time (up to 12 hours per week) was allocated to industrial training, during which students studied professional academic disciplines and were engaged in industrial practice.
According to the law, those who graduate from secondary school received general secondary education and vocational training. Along with the certificate of maturity, as the certificate of general complete secondary education was then called, high school students received certificates of assignment to them of a working category in one or another mass profession.
However, in the period under review of the development of the general education school in the labor training of schoolchildren, the struggle between two extremes continued: the replacement of labor training with vocational training or the exclusion of labor training in general. If in the reform of the school the professionalization of general education won, then later in 1964 and in 1966 the government decrees first changed the terms of education in a general education school to 10 years, and then industrial training was recognized as optional. And since the time spent at school was reduced, the school gradually abandoned industrial training altogether. It was replaced by labor polytechnic workshops on various types of labor and branches of technology. These workshops included a workshop on metalworking, fabric processing, electrical engineering, mechanical engineering, etc.
1.1.4 1984 General Education School Reform and Labor Training
In the first half of the 1980s, the tendency to professionalize the general education school again prevailed. In 1984, "The main directions of the reform of the general education and vocational school" were adopted.
In the field of labor education of young people, the reform set the task of "radically improving the formulation of labor education, training and vocational guidance in general education schools; strengthening the polytechnic, practical orientation of teaching; significantly expanding the training of qualified workers in the vocational education system; making the transition to universal vocational education. youth. "
According to the reform, the secondary school becomes eleven years old. It was supposed to start teaching children at school from the age of 6.
The duration of study in primary school is increased by 1 year: from grades 1 to 4. In the process of labor education in primary school, elementary labor skills are formed. Incomplete secondary school (grades 5-9) provides for the study of the basics of science for five years. In terms of labor education, tasks are set for general labor training, which, combined with measures for vocational guidance of schoolchildren, would create conditions for a conscious choice of the direction of future labor activity.
In the secondary general education school (grades 10-11), labor training is organized in the most popular professions, taking into account the needs of this region. It should culminate in mastering a certain profession and passing qualifying exams.
In grades 5-9, significant changes are introduced into the content of labor education of schoolchildren. Labor training in grades 5-7 is similar to what was previously in grades 4-8. Naturally, the volume of educational material has been reduced accordingly. The options remain the same: technical, agricultural and service labor; the same differentiation of education in urban and rural schools, different content of education for boys and girls.
In grades 8-9 labor training of schoolchildren is organized in the form of vocational training and study of the course "Basics of production. Choosing a profession". Profile education was the study of a particular type of labor by schoolchildren. For example, students studied metalworking, woodworking, fabric processing, etc. The study of the type (profile) of labor in grades 8-9 preceded the fact that in grades 10-11, students, choosing a specific profession (specialty) from this type of labor, would master it. In other words, specialized training in grades 8-9 was, as it were, a general preparatory stage of vocational training, which fully continues in grades 10-11. The course "Basics of production. Choosing a profession" introduced schoolchildren to the main sectors of the national economy, with the content of the labor of workers in various professions.
At the same time, this course gave an idea of \u200b\u200bthe requirements of various types of work for the qualities of the individual and the professional training of workers in a particular profession. The main goal of this course was to help schoolchildren make a conscious choice of their future profession.
The developed system of labor training for schoolchildren did not last long. Already in 1988, it was recognized as optional vocational training in grades 10-11. As a consequence, the need for specialized training of students in grades 8-9 has disappeared. Gradually, at first the teaching of the course "Basics of production. Choosing a profession" was reduced and then stopped.
In labor training of students, the school began to return to the curriculum that existed before the 1984 reform.
1.2 Modern problems of technological education of schoolchildren
Teaching schoolchildren in the educational field "Technology", like the entire education system, is aimed at solving the problems of adaptation and socialization of the younger generation and is closely related to the processes of socio-economic changes in society.
Changes in the socio-economic sphere of society, naturally, led to changes in the education system, since the school is a part of society. Value orientations in social life are changing, and hence the change in priorities, target attitudes in teaching and upbringing of schoolchildren in general, and in labor training and education in particular. The economic crisis and the related drop in production have a negative impact on the organization of the necessary material conditions for labor training, on its educational and material base.
Reform of the general education and vocational school (April 1984) and its results. The development of the Soviet school in the late 80s.
The beginning of the 80s was marked by new events in the development of the Soviet education system in general and the general education school in particular. The most important document determined the path of further development of education at all levels, became the resolution "The main directions of the reform of the general education and vocational schools", approved by the April (1984)
Plenums of the CPSU Central Committee and approved by the Supreme Soviet of the USSR.
The most important place in school reform was occupied by the problems of improving the content of education, forms and methods of teaching, ensuring universal computer literacy of students, strengthening the connection between teaching and the practice of modern production. To solve them and to implement the school reform in 1984, a number of resolutions were adopted by the Central Committee of the CPSU and the Council of Ministers of the USSR. So by the decree "On the further improvement of the general secondary education of youth and the improvement of the working conditions of the general education school" (1984), the Council of Ministers of the USSR and the Ministry of Education were instructed to implement in 1986 - 1990. the transition to the beginning of schooling from the age of six.
The education system in the USSR became as follows:
- 1 - 4 grades - primary school;
- Grades 1 - 9 - incomplete secondary school;
- 1-11 grades - high school.
In the last school link, it was again provided for the acquisition of an initial qualification in one of the mass professions. In order to improve the labor polytechnic training of students, it was envisaged to allocate additional hours in all classes for socially useful productive labor, and practical training was introduced in the middle and senior levels of the school education system.
Great hopes were pinned on the 1984 reform, but its implementation began to fail not so much in quantitative as in qualitative indicators. The 90s made their own adjustments to the restructuring of the country and the education system.
LECTURE 14. SCHOOL AND PEDAGOGY IN WESTERN EUROPE AND THE USA IN THE SECOND HALF OF THE XX CENTURY
Trends in the development of school systems in the world (democratization, diversification and differentiation of education, humanistic orientation of education, modernization of the classroom system, development of experimental activities, use of the latest technical means, integration of school and out-of-school education).
In the second half of the twentieth century, the development of the education system in Western Europe and the United States was due to: first, the acceleration of scientific and technological progress; secondly, the struggle of progressive democratic forces to improve the educational system; thirdly, the awareness of the public and the authorities of these highly developed countries that the education of their own people is one of the most important factors in the development of the national economy, increasing the well-being of the population, and general education is an intermediate link in the formula "science - production". A striking example in this regard can be countries such as Sweden, Japan and others, which, thanks to the rise in prestige and the improvement in the quality of education, primarily in general, have made a colossal breakthrough in their economic development in recent decades.
The reforms that led the largest capitalist countries to massive secondary education in the 60s and 80s of the 20th century are commonly called the “school explosion”. In this regard, in Western countries, the contingent of complete secondary schools, previously available only to the privileged strata of the population, has significantly expanded, the period of compulsory education has increased, and government spending on education has also increased. According to UNESCO, expenditures on general education for the period 1960-1985 worldwide on average increased 4.4 times, the number of students - almost 3 times. A characteristic feature of the educational policy of Western Europe in recent decades it has been intensive school reform. The first stage of reforms unites the 60s - 70s, the second 80 - 90s.
At the first stage the direction of the reforms was determined mainly by the desire to improve the quality of education, its differentiation, the humanization of the educational process, the harmonization of the education system and the democratization of its leadership. Since the 80s, the reforms went mainly along the path of increasing the theoretical level of secondary education, modernizing its content, teaching aids, optimizing methods and organizational forms. The tendency towards centralization of management systems, towards the creation of unified curricula and programs, a turn towards the subject principle as opposed to the complex one began to appear more and more.
Humanization the educational process is that to the center of the educational processforeign school was the personality of the student with his individual characteristics is set, and therefore, today the uniqueness of the child remains the main factor in schools in Western Europe and the United States. Unlike schools in the post-Soviet space, where, even in the 21st century, the priority is given to providing students with appropriate knowledge and skills, Western European schools have focused on the development of the child's abilities that are inherent in him from birth. Maximum individualization and differentiation of the learning process, cooperation between teachers, children and parents were the main directions of school reform during the 80s of the twentieth century.
Harmonizationeducational system means the convergence, or harmony, of the content, methods of teaching and upbringing in various schools of one country, as well as the convergence of curricula and programs of different European countries in connection with the organization of economic cooperation between them, and in the future - the introduction of a single "European" diploma of secondary education. The European Council and the Organization for Economic Cooperation and Development (OECD) are doing a lot on these issues (equivalence of diplomas, the creation of a system of continuing education, etc.).
Also, a distinctive feature of educational systems in most Western European countries and the United States is their relatively democratic character.The concept of democratizing education is broad enough. According to Russian and Belarusian scientists, democratization provides for strict continuity of different levels of the school and the elimination of losing their effectiveness (dead-end) areas of study; high quality of education in all types of educational institutions; radical renewal of the content of education; close connection of learning with life; compliance of school programs with the modern level of science and production requirements; and most importantly, the participation of the general public in the organization of school affairs. Not all of the above features are characteristic of foreign educational systems, but much corresponds to them.
As the participation of the general public in the organization of education, democracy is associated, first of all, with the decentralization of this system. For example, in England, Germany, the United States, traditions of decentralization in leadership have been established: in the United States it is carried out by states, in Germany - by "lands", in England - by counties. These territorial-administrative units are engaged in determining and adjusting the content of school curricula, textbooks, recruiting personnel, financing, etc. Alternatively, France is an example of centralized leadership.
The emergence of a mass secondary school in the leading countries of the world served as an impetus for the creation and development of a qualitatively different system differentiation (diversification) education and training. The main form of differentiation is distribution among different types of educational institutions, as well as into profiles and streams within one school, into groups in a class. However, differentiation often turns into a mechanism of social selection, the instruments of which are paid education and the system of examinations.
Didactic concepts of Western pedagogy (traditional, rationalistic, phenomenological, etc.).
The ideological base of modern foreign pedagogy is constantly updated and adjusted. The most common didactic concepts in American and Western European pedagogy include traditional paradigm, rationalistic model and phenomenological directionas well as such psychological and pedagogical theories of personality development in the educational process, such as neo-existentialism, behaviorism, pragmatism, Freudianism, etc.
Traditionalismin didactics adheres to the idea of \u200b\u200bpreserving the conservative role of education as a relay of cultural values. Education is seen as the transmission of the universal elements of the culture of the past to new generations. Representatives of traditionalism intend to give new features to systematic academic education, which involves the study of traditional academic disciplines within the framework of standardized programs. The traditional program is argued in the sociopedagogical concepts of J. Majot, E. Chartier, L. Crots, J. Capel (France), G. Kavelty, D. Ravich, C.E. Finn (USA) and others.
Developers rationalistic model of education: P. Bloom, R. Gagne, B. Skinner (USA), O. Fink (Germany) and others - concentrated their efforts primarily on the problem of assimilation of knowledge and practical adaptation of young people through education to the existing society. They argued that any educational program can be translated into a "behavioral repertoire" of knowledge, skills and abilities that should be mastered in the education process. The meaning of the rationalistic model of education is well illustrated by the image of a “school-factory”: “A person is seen as raw material, as a material that becomes malleable if only one resorts to the correct methods of influence and management”. School knowledge is viewed by rationalists as a system of objective factors. The teacher - the "manager" in the "factory school" - regulates the assimilation of these facts by the students. And the role of students is mostly passive.
A different view of education among representatives phenomenological direction, among which the name of Abraham Maslow is best known to the world scientific community. Supporters of this trend put the humanistic orientation of education and personal training in the first place. Proclaiming the humanistic orientation of education, supporters of this direction refuse to evaluate the school as a "production conveyor", they believe that learning should be personal, adequate to the personality of each student.
The leaders of the humanistic psychological school: A. Combs, A. Maslow, K. Rogers (USA) - insisted on a careful attitude towards the personality of the student, suggested changing the style and method of teaching, urged teachers to constantly take into account the interests and needs of children. In his book "On the formation of personality" K. Rogers, explaining the "I-concept" formulated by him, proposes to teach the child to act in accordance with genuine thoughts and feelings; advises to learn to “listen to yourself”, “be yourself”, to understand another person.
Psychological and pedagogical theories of personality development in the educational process are inherently subjective and idealistic. This means that the process of education and upbringing in them is explained on the basis of a biologic approach to understanding a person's personality - the features of psychophysiological activity, its impact on human development and behavior. The goals of upbringing and education are reduced, as a rule, to the self-realization of the individual, and the main path of realization is the complete freedom of the child, the absence of restrictions in behavior.
The humanistic orientation of the educational process in Western European and American schools is an expression of the classical theory of existentialism - the philosophy (way) of the existence of the human person (Latin "existentia" - existence). Representatives of classical existentialism: G. Marcel, M. Heidegger, J.-P. Sartre, A. Camus, N.A. Berdyaev et al. - created in the first half of the twentieth century an irrationalist trend in bourgeois philosophy, in which the concepts of "freedom", "existence" are interpreted as subjectivist, that is, they are opposed to the rationalistic understanding of man as a rational being and are considered only in the sensory and ethical sense.
According to the theory of existentialism, each individual is a person who is unique in his manifestation and free from circumstances. Hence the task of upbringing - to help the manifestation of such inner freedom, to provide support in the realization of their unique life "I" and the formation of oneself with every action and deed.
Representatives of biopsychologism, or neo-existentialism, in pedagogy constructively criticize the flaws in upbringing, insist on taking into account the interests, psyche, and individual characteristics of students.
As in the early twentieth century, the theory of behaviorism with its rationalistic (pragmatic) direction in the interpretation of the learning process is now widely recognized among psychologists and educators in Western Europe and the United States. The founders of behaviorism: B. Skinner, D. Watson, E. Thorndike, and others - at one time proposed a mechanical concept of the conditioning of human behavior by external stimuli. The pedagogical application of this psychological and pedagogical theory was a special selection of a system of incentives associated with learning processes.
Modern representatives of this trend, for example the American R. Major, are trying to adapt school education to social conditions. Considering the student as a passive "recipient" of knowledge, abilities and skills, they propose technocratic pedagogy and a rationalistic school model derived from it. Each student in this system receives a specific program not only in teaching, but also in education. As a result, in the learning process, there are no didactic goals associated with the development of independence of thought, creativity, psychoemotional sphere.
Modern neo-Freudians, or representatives of psychoanalytic theory: K. Buttner, A. Freud and others - not only explain, like Z. Freud, the character of a person and his actions by unknown mental processes, but also take root the idea of \u200b\u200bpsychoanalysis in order to identify and correct certain traits of a person, his behavioral motives, etc. According to neo-Freudians, a teacher must necessarily have psychological and pedagogical competence, be able to “feel the child as himself”, understand the laws of the functioning of psychological processes, understand the nature of group relations, and master play methods of teaching and upbringing.
The problem of personality development, the impact on this development of various educational systems is currently open all over the world.
During the 60s and 90s, a wave of reforms swept through the Western European countries and the United States, as a result of which the general education system changed. In many countries, the terms of compulsory free education have increased, and there is an intermediate stage between primary and complete secondary school.
However, back in the 60s and 70s in the American and then in the Western European education systems, the continuity between the links began to be eliminated and gradually acquired a pronounced hierarchical character (the diversity of schools). The most prestigious type in the West has become and continues to be complete high school (in England - a grammar school, in Germany - a gymnasium, in France - a general education lyceum, etc.). In second place in the secondary level of education are: in England - a modern school, in Germany - a real school, in France - a technical lyceum. In them, in contrast to the "prestigious" ones, more attention is paid to applied knowledge. And the third type of general secondary school - schools of "practical education", which orient students to work in production or study in the field of professional apprenticeship.
By the end of the twentieth century in the leading Western European countries and the United States there was a formation incomplete secondary educational institutions, within the walls of which they began to differentiate education: junior high school (USA), united school (England), general school (Germany), united college (France).
After primary or incomplete secondary school, differentiation is carried out in educational institutions of complete general education of various types: grammar and modern schools (England), real school, gymnasium and basic school (Germany), technological, vocational and general education lyceums(France), senior high school (USA). The main distinguishing feature of these educational institutions is differentiation of programsthat are subject to constant change and adjustment.
The core of school curricula is fairly stable. At the same time, there is a need for their constant updating. For instance, turning on in school programs environmental issues... In a general education school, several types of curricula coexist. The traditional type is compulsory programs.There are no more than ten compulsory courses in a general education school. Much more numerous special programs, intended for one or another part of students: electives, elective courses, programs of special educational institutions. Individual programs can move from compulsory to special, depending on the purpose and levels of education, for example, work training programs. Special courses can be advanced and lightweight.
Along with the traditional compulsory and special programs in Western European and American schools, integrative programs. A classic example of an integrative course is the elementary school natural science program, which includes the beginnings of various knowledge. The task of the integrative program is
to acquaint with the basic phenomena and laws of various sciences and types of activity in their relationship.
In the second half of the twentieth century, a large-scale reform of educational programs began in the European space and in the United States. While maintaining a certain conservatism in terms of the content of the programs, these reforms are aimed at making teaching more flexible, capable of renewal, giving it a new balance of obligation and electivity, general and differentiated. Changes in school curricula were made in two ways: extensive and intensive. The first way is traditional and provides for fractional subject teaching. Growing quantitatively (the terms and volume of training increase), such training is qualitatively the same for all academic disciplines. The intensive path is the creation of programs that are different in purpose, structure and content. Intensive programs are focused primarily on the completeness of experience, awareness and comprehension of the educational material.
Also, the Western European and American school systems are characterized by private educational institutions.They are usually paid. Some are expensive and privileged: English "public schools", "independent schools" in the United States, etc. Public policy towards private schools in different countries is based on different principles. For example, in England, the authorities give them less attention than public education institutions, which is reflected in the preference for funding public education institutions. In the US and in France, private and public schools enjoy equal rights when subsidized.
Changes have also taken place in the vocational education system. The Special Commission of the European Economic Community pursues a unified policy of unification of programs, nomenclature of professions, qualification categories for students of vocational and technical institutions. Changes in this direction are caused by several factors: values \u200b\u200bare being rethought; advanced training is seen as an indispensable component of the evolution of the economy; the spectrum of interests outside one's own profession is enriched; the professional interests of women are expanding. Techno-economic factors also play an important role: the dynamism of the technological revolution, a decrease in the number of workers employed in production, and an increase in the number of those employed in the service sector; internationalization of economic life. Therefore, at present it is necessary to provide the necessary qualifications for the profession. This means that in training workers, they move away from highly specialized training, as close as possible to the structuring of such a qualification that covers many areas of application.
In some countries (Germany, France) the so-called dual vocational education system, in which training is organized in parallel in an educational institution and in workshops of various enterprises.
In many leading countries of the world, public educational institutions are separated from church and religion (USA, France). In these countries, religious education is a private matter of citizens. And in England and Germany, religion is included in the standard programs of general education.
The content and main directions of school reforms in the second half of the twentieth century. Principles of updating the content of traditional school disciplines. Introduction of new subjects (ecology, economics, computer science, family education, sex education, etc.).
The status of this or that type of school in Western Europe and the United States has officially fixed various goals and levels of general education, terms and methods of teaching, prospects for further education and social structure. A characteristic feature of schools in these countries is the division of students into groups of different numbers in order to better achieve the corresponding educational goals. The criterion for choosing the type of school and forms of differentiated education is mainly the level of intellectual development of the future student, his abilities and subsequent academic performance. This level, or "IQ" coefficient, is determined using special tests.
The practice of testing is widespread in England, the USA and other countries. It arose at the end of the 19th - beginning of the 20th centuries, when a pragmatic direction arose in pedagogy as the transfer of philosophy to the theory of knowledge of the "principle of utility, expediency", which led to the individualization and utilitarianism of teaching in a foreign school. ( Utilitarianism - bourgeois ethical theory, according to which the usefulness of an act is recognized as the criterion of its morality). The utilitarian nature of education, early differentiation, and the absence of a uniform content of education in the middle level (electivity) are negative features of foreign educational systems.
In England, for example, about 50% of the study time is devoted to the study of compulsory subjects (English language and literature, mathematics, religion, physical education), the rest of the time is occupied by elective subjects, which are offered in the form of "packages" of humanitarian, natural science and mathematical directions.
Complete secondary education in Germany currently offers at least seven biases: technical, agricultural, technical and technological, social science, music, communal services, etc.
Even greater electivity is characteristic of the US general education high school. For example, the usual choice offered to students is about 200 subjects, of which only 4-5 are compulsory and the rest are optional. Each student has his own individual curriculum, compiled with the help of electronic means. This choice, the researchers say, increases even more in college. By the early 1980s, a set of more than 1000 in-depth and lightweight special courses in literature, history, mathematics, physics, psychology, electronics, chemistry, biology, etc. was practiced in US colleges.
Crisis phenomena in the education of school youth and measures aimed at overcoming them.
Unequal education in the American and Western European schools, as its main distinguishing feature, due to the presence of paid education, as well as the "institute of repetition", closely related to the system of scoring and examinations, mostly written. The number of exams in schools in many countries is very large, for example, in France in primary and secondary schools, their number reaches 650. Therefore, many students who do not pass the exam are forced to study under a reduced program. In France, according to official data, there are now more than half of such adolescents, their number is growing in Germany and the United States.
America's high school as a whole does not provide a deep, but a superficial education, so first-year college and university students have, according to the Americans themselves, "a lot to finish their education" during the school course. According to statistics, about 85% of American youth do not know the simplest rules of arithmetic and are simply helpless without a calculator; many do not read ordinary books, but use computer technology. A particularly low level of education is noted in the humanitarian sphere. The United States is often referred to as a country with a high level of "functional illiteracy". According to the latest figures, 25 million American adults are functionally illiterate, with another 25 million in need of additional training and retraining.
