Introduction

Education is the process of mastering Images of the world and oneself in it, i.e. education should include educational function. Upbringing contributes to the formation of personality, and education contributes to the development of personality. Today, upbringing and education are given in different places.

The unemployed in our country are mainly women and men with a fairly high level of education. Often these are former employees of scientific and design institutions, office workers, engineers and designers of military-industrial complex enterprises. During the Soviet period, city organizations accumulated a surplus of workers in this profile.

Inconsistency between the acquired professions and the demands of the labor market, the need to subsequently change the profile of specialization (about 1/2 of all types of professions for which training is conducted in educational institutions are not required in the labor market; in this regard, up to 50% of young specialists are retrained without starting work according to the profession mastered at the educational institution) and, as a result, low interest in the quality of the education received.

Object: students receiving (received) education in educational institutions

Subject: factors influencing students' education

Purpose: to analyze the dynamics of students’ educational level.

Objectives: First, identify accessibility issues higher education. Secondly, determine the percentage of people with higher education in specific situations. Thirdly, to determine the growth dynamics of students receiving higher education.

Identification of problems of accessibility of higher education

“In the aspect of studying value orientations, special attention is paid to the value of “education.”

Speaking about education, it should be noted that today several specific promising trends in the development of a modern university have emerged:

1. The attitude of students and their parents towards university education is becoming more and more consumerist. Great importance acquire such components of choosing a university as a well-known brand, a beautiful and convincing catalogue, good advertising, a modern website, etc. In addition, and perhaps first of all, the principle of “price-quality” is becoming the leading one in determining the highest educational institution future students and their parents. The university should be a megamarket for the consumption of knowledge with all the ensuing consequences.

2. For the majority of students, university education has lost the characteristic of “fatefulness”. Studying at the university is just an episode in their life, unfolding along with other, no less important episodes: parallel work, personal life, etc.

3. The university must be at the forefront of the technical and technological process, offering students latest achievements In the organisation educational process and student life.

4. Gradual university education is included in the virtualization process, i.e. programs are gaining more and more weight distance education, teleconferences, education via Internet sites, etc. For any student, the university and teacher must be promptly accessible" Pokrovsky, N. E. Byproduct globalization: universities in the face of radical changes [Text] / N. E. Pokrovsky // ONS - 2005. - No. 4. - pp. 148-154..

At the same time, over the past 15-20 years, many problems have accumulated in the Russian education system that threaten the preservation of the high educational potential of the nation.

One of the serious negative trends in the Russian education system has been the strengthening of social differentiation in terms of the degree of accessibility of different levels of education, as well as the level and quality of education received. Interregional differentiation continues to increase, between urban and rural areas, as well as differentiation in the opportunities for children from families with disabilities to receive high-quality education. different levels income.

“There is a problem of accessibility of higher education for people with disabilities associated with reforming the education system and social policy in relation to people with disabilities.

Despite the current federal legislation guaranteeing benefits for applicants with disabilities, a number of factors make it problematic for people with disabilities to enroll in a university. Most Russian universities are not provided with even the minimum conditions necessary for the education of disabled people. Institutions of higher education do not have the opportunity to reconstruct their premises according to the principles of universal design from their own budgetary funds.

Currently, applicants with disabilities have two alternatives. The first is to enter a university at your place of residence, where there is unlikely to be an adapted barrier environment, where teachers are unlikely to be prepared to work with people with disabilities. And the second is to go to another region where such an environment exists. But then another problem arises related to the fact that a disabled person who comes from another region must “bring with him” funding for his rehabilitation program, which is difficult due to inconsistency among departments” Yarskaya-Smirnova, E. R. The problem of accessibility of higher education for disabled people [Text] / E. R. Yarskaya-Smirnova, P. V. Romanov // Socis. - 2005. - No. 10. - pp. 48-55..

Within the boundaries of the pan-European educational space, students and teachers will be able to freely move from university to university, and the resulting educational document will be recognized throughout Europe, which will significantly expand the labor market for everyone.

In this regard, complex organizational transformations are ahead in the field of Russian higher education: the transition to multi-level system personnel training; introduction of credit units, the required number of which a student must obtain to obtain a qualification; practical implementation of mobility of students, teachers, researchers, etc.

Any education is a humanitarian problem. Education, of course, means awareness and professional competence, and characterizes personal qualities man as a subject of the historical process and individual life.

Currently, there is a tendency towards the commercialization of higher education, towards the transformation of universities into commercial enterprises. The relationship between a teacher and a student is increasingly acquiring a market nature: the teacher sells his services - the student buys them or orders new ones if the ones offered do not satisfy him. The taught disciplines are reoriented to the immediate needs of the market, as a result of which there is a “decrease” in the importance of system fundamentality. There is a reduction in the share of courses basic sciences, which give way to the so-called “useful knowledge,” that is, applied knowledge, primarily numerous special courses, sometimes esoteric.

Russia inherited free higher education from Soviet times professional education, one of the main principles of which was the competitive selection of applicants to the university. But it existed and especially reveals itself in modern conditions, along with the official one, a completely different practice for selecting applicants for higher education. It is based on one hand, on social connections families of applicants, on social capital, on the other hand, on the basis of monetary relations, in other words, on the purchase of the necessary results of competitive selection, regardless of the actual level of training of applicants and their intellectual development. Those who go to study are not those who are better prepared and have a better understanding, but those for whom their parents were able to pay the required amount of money.

The university is both an intellectual and information center for local civil society institutions, as well as a forge leadership qualities for them. Higher education, especially universities, can play a key role in the deep evolutionary transformation of regions, the country as a whole, and in the formation and development of civil society in it. This requires the formation of interest both in university structures and in the student environment.

"The first paid places in state universities appeared in 1992. The demand for paid higher education services began to form precisely from that time, i.e. even before the opening of the first non-state universities (1995) In 2001 - 2002. 65% of respondents considered paid education more prestigious, and among the group of “payers” this opinion was expressed by 75% of respondents” Ivakhnenko, G. A. Dynamics of student opinions on the modernization of higher education [Text] / G. A. Ivakhnenko // Sotsis. - 2007. - No. 11. - P. 99.. In 2006-2007. the total number of students who deny the greater prestige of commercial education compared to education in state universities has increased to 87%, and the share of those who hold the same opinion among “paying students” was 90%. Among the reasons why one or another education system is chosen, the main ones are still ease of admission and the desire to reduce the risk of failure in exams to zero (more than 90% in both 2001-2002 and 2006-2007). . Other reasons - the level of training of teachers, better technical equipment of universities - do not have a significant impact on the selection process. When studying students' attitudes toward paid education, it is important to consider their ability to pay for their studies.

Also, based on the research of E. V. Tyuryukanov and L. I. Ledeneva, it can be noted that now the prestige of higher education is high both in general among the population of migrants they examined, and in each individual region. At the same time, in general, migrant families are characterized by limited adaptation resources: both material, information, communication and social. They are taken out of their usual life context and have limited access to social services and cultural values. The successful integration of migrants into Russian society, their transformation into an organic part of the Russian population will, in particular, contribute to the implementation of the educational orientations of their children

“In the aspect of studying value orientations, special attention is paid to the value of “education.”

Speaking about education, it should be noted that today several specific promising trends in the development of a modern university have emerged:

1. The attitude of students and their parents towards university education is becoming more and more consumerist. Such components of choosing a university as a well-known brand, a beautiful and convincing catalogue, good advertising, the presence of a modern website, etc., become of great importance. In addition, and perhaps first of all, the “price-quality” principle becomes the leading one in determining a higher educational institution for future students and their parents. The university should be a megamarket for the consumption of knowledge with all the ensuing consequences.

2. For the majority of students, university education has lost the characteristic of “fatefulness”. Studying at the university is just an episode in their life, unfolding along with other, no less important episodes: parallel work, personal life, etc.

3. The university must be at the forefront of the technical and technological process, offering students the latest achievements in organizing the educational process and student life.

4. Gradual university education is included in the virtualization process, i.e. Distance education programs, teleconferences, education via the Internet - websites, etc. are gaining more and more importance. The university and teacher must be promptly accessible to any student.”

At the same time, over the past 15-20 years, many problems have accumulated in the Russian education system that threaten the preservation of the high educational potential of the nation.

One of the serious negative trends in the Russian education system has been the strengthening of social differentiation in terms of the degree of accessibility of different levels of education, as well as the level and quality of education received. Interregional differentiation continues to increase, between urban and rural areas, as well as differentiation of opportunities for children from families with different income levels to receive high-quality education.

“There is a problem of accessibility of higher education for people with disabilities, associated with reforming the education system and social policy in relation to people with disabilities.

Despite the current federal legislation guaranteeing benefits for applicants with disabilities, a number of factors make it problematic for people with disabilities to enroll in a university. Most Russian universities are not provided with even the minimum conditions necessary for the education of disabled people. Institutions of higher education do not have the opportunity to reconstruct their premises according to the principles of universal design from their own budgetary funds.

Currently, applicants with disabilities have two alternatives. The first is to enter a university at your place of residence, where there is unlikely to be an adapted barrier environment, where teachers are unlikely to be prepared to work with people with disabilities. And the second is to go to another region where such an environment exists. But then another problem arises related to the fact that a disabled person who comes from another region must “bring with him” funding for his rehabilitation program, which is difficult due to the lack of coordination between departments.”

Within the boundaries of the pan-European educational space, students and teachers will be able to freely move from university to university, and the resulting educational document will be recognized throughout Europe, which will significantly expand the labor market for everyone.

In this regard, complex organizational transformations are ahead in the field of Russian higher education: transition to a multi-level system of personnel training; introduction of credit units, the required number of which a student must obtain to obtain a qualification; practical implementation of mobility of students, teachers, researchers, etc.

Any education is a humanitarian problem. Education, of course, means awareness and professional competence, and characterizes the personal qualities of a person as a subject of the historical process and individual life.

Currently, there is a tendency towards the commercialization of higher education, towards the transformation of universities into commercial enterprises. The relationship between a teacher and a student is increasingly becoming a market one: the teacher sells his services - the student buys them or orders new ones if the ones offered do not satisfy him. The taught disciplines are reoriented to the immediate needs of the market, as a result of which there is a “decrease” in the importance of system fundamentality. There is a reduction in the share of courses in fundamental sciences, which are giving way to so-called “useful knowledge,” that is, applied knowledge, primarily numerous special courses, sometimes esoteric.

Russia inherited free higher professional education from Soviet times, one of the main principles of which was the competitive selection of applicants to the university. But there existed and especially reveals itself in modern conditions, along with the official one, a completely different practice of selecting applicants for higher education. It is based, on the one hand, on the social connections of applicants’ families, on social capital, on the other hand, on the basis of monetary relations, in other words, on the purchase of the necessary results of competitive selection, regardless of the actual level of training of applicants and their intellectual development. Those who go to study are not those who are better prepared and have a better understanding, but those for whom their parents were able to pay the required amount of money.

The university is both an intellectual and information center for local civil society institutions, as well as a forge of leadership qualities for them. Higher education, especially universities, can play a key role in the deep evolutionary transformation of regions, the country as a whole, and in the formation and development of civil society in it. This requires the formation of interest both in university structures and in the student environment.

“The first paid places in state universities appeared in 1992. The demand for paid higher education services began to form precisely from that time, i.e. even before the opening of the first non-state universities (1995) In 2001 – 2002 65% of respondents considered paid education more prestigious, and among the group of “payers” this opinion was expressed by 75% of respondents.” In 2006-2007 the total number of students who deny the greater prestige of commercial education compared to education in state universities has increased to 87%, and the share of those who hold the same opinion among “paying students” was 90%. Among the reasons why one or another education system is chosen, the main ones are still ease of admission and the desire to reduce the risk of failure in exams to zero (more than 90% in both 2001-2002 and 2006-2007). . Other reasons - the level of training of teachers, better technical equipment of universities - do not have a significant impact on the selection process. When studying students' attitudes toward paid education, it is important to consider their ability to pay for their studies.

Also, based on the research of E. V. Tyuryukanov and L. I. Ledeneva, it can be noted that now the prestige of higher education is high both in general among the population of migrants they examined, and in each individual region. At the same time, in general, migrant families are characterized by limited adaptation resources: both material, information, communication and social. They are taken out of their usual life context and have limited access to social services and cultural values. The successful integration of migrants into Russian society, their transformation into an organic part of the Russian population will, in particular, contribute to the implementation of the educational orientations of their children

I also break spears here. The majority of the population (according to the results of a study by A.G. Levinson) continues to believe that education, including higher education, should be free. But in fact, in state universities, more than 46% of total number students. Today, 57% are studying in their first year at state universities on a paid basis. If we take into account the contingent of non-state universities, it turns out that in Russia currently every second student pays for higher education (in fact, 56% of Russian students already study on a paid basis). At the same time, the cost of training, both in the state and non-state sectors of higher education, is constantly growing.

Already in 2003, tuition fees at state universities exceeded tuition fees at non-state universities. At prestigious higher education institutions, tuition fees can exceed the average by 2-10 times, depending on the type of university and specialty, as well as the location of the institution.

Families spend significant amounts of money not only on studying at a university, but also on enrolling in high school. According to sociological research, families spend about 80 billion rubles on the school-university transition. This is a lot of money, so changing the rules for admission to universities (for example, introducing a unified state exam - Unified State Exam) will inevitably affect someone's material interests. Of the above amount, the largest share comes from tutoring (approximately 60%). It is unlikely that tutoring in itself can be considered an absolute evil. Firstly, it was, for example, back in Tsarist Russia, practiced in Soviet time, has blossomed into the present. Secondly, in mass production - a modern education- this is mass production, the need for individual adjustment of a product or service to the needs of the consumer is inevitable. This is precisely the normal role of a tutor.

But in last years For many tutors (although by no means all), this role has significantly transformed: it began to consist in the fact that the tutor was not so much supposed to teach something within the framework of school curriculum, and not so much to provide knowledge in accordance with the requirements of not universities, but a specific university, but to ensure admission to the chosen university. This meant that payment was taken not for providing knowledge and skills, but for certain information (about the features of exam tasks, for example, or how to solve a specific problem) or even for informal services (trouble, follow up, etc.). Therefore, it became necessary to hire a tutor only and exclusively from the educational institution where the child was going to enroll (this applies both to the provision of some exclusive information and to the provision of informal services). This does not mean that admission to all universities was necessarily associated with tutors or informal relationships, but it became more and more difficult to enter prestigious universities or prestigious specialties without appropriate “support.” In general, the idea began to emerge that good teaching at school is no longer enough to enter the university that would allow one to hope for a successful professional career in the future.

Sociological studies have shown that parents are still inclined to believe that “you can study at a well-known university for free, but it is no longer possible to enter it without money.” An alternative to money is connections. In a “regular” university, there may still be enough knowledge itself, but the knowledge itself is already differentiated into just knowledge, and knowledge taking into account the requirements of a “specific university.” And this knowledge can only be provided either by courses at a university or, again, by tutors.

38.4% of applicants focus only on knowledge. At the same time, focusing only on knowledge during admission in this context means that the applicant and his family are not inclined to enter into informal relationships in order to enter a university. But this does not at all indicate that such applicants will not resort to the services of tutors, just the perception of the tutor in in this case otherwise, it is a person (teacher or university lecturer, just some specialist) who imparts knowledge, and does not “help with admission.”

The focus on knowledge and money and/or connections among 51.2% of applicants indicates that the applicant (his family) believes that knowledge alone may not be enough, and that one must secure himself either with money or connections. In this case, the tutor performs a dual role - he must both teach and provide support to his client upon admission. The forms of this support can be different - from withdrawal to the right people before transferring money. Sometimes, however, a tutor can only teach, and intermediaries for transferring money are sought independently of him. And finally, the third category of applicants openly rely only on money or connections. In this case, a tutor can also be hired, but his payment is the actual mechanism of payment for admission: this is the person who pushes into the university - we are no longer talking about the transfer of knowledge.

The extremely high proportion of those who consider it necessary to use money and connections when entering a university (more than 2/3) indicates that persistent clichés are emerging in public opinion about which university you can enter “without money” and which “only with money or connections.” Accordingly, admission strategies are built, a choice of university is made, and ideas about the accessibility or inaccessibility of higher education among various groups of the population are formed. It is characteristic that the concept of accessibility is increasingly complemented by the words “quality education”. In this context, what is significant is not that higher education has become accessible at all, but that certain segments of it have become even more inaccessible.

career fee education

3. The role of the Unified State Exam in the accessibility of higher education

Because of this, one State exam should and will be perceived in society in an extremely ambiguous manner. The idea of ​​the Unified State Exam as a tool for fighting corruption in entrance exams or tutoring (which is far from the same thing) does not exhaust even a small fraction of the understanding (or misunderstanding) of this instrument. When they say that the Unified State Exam increases the accessibility of higher education, then in a situation where it has already become accessible, this statement is of little value. The most important is the answer to the question of who exactly and what kind of education will become available as a result of the introduction of the Unified State Exam. It is obvious that a prestigious education will never be enough for everyone - that’s why it is prestigious (which includes a certain restriction of access). Create mass good higher education in short time it will also not succeed (and in Russia over 15 years the number of university students has grown 2.4 times). The process of massification of higher education education is underway in the country at an unprecedentedly fast pace (similar processes in the republics former USSR, as well as other countries with transition economies, have not yet acquired such proportions), and the quality of education in its traditional sense in these conditions will inevitably fall. Therefore, if earlier it was possible to talk about fixing a certain quality and expanding accessibility, now the achieved level of accessibility must be ensured with at least some acceptable quality. Wherein this task given the limited budgetary funds and the effective demand of the population, it cannot be solved simultaneously for the entire higher education system. It would be more practical and fair to legitimize the differentiation of universities, especially since at the moment the fact that they differ in the quality of education is known to everyone. It is the explicit recording of differences in the quality of the educational program that could become the basis for posing the problem of accessibility, since the question would no longer be posed about the accessibility of higher education in general, but in relation to a specific category of higher educational institutions. But to legitimize the differentiation of universities by prestige or the quality of the educational program (which, generally speaking, does not always coincide) means at the same time to legitimize differences in their budget financing. They - these differences - exist today, but they are informal (exclusive). Making them formal and clearly defined means, on the one hand, to consolidate some rules of the game, and on the other, to clearly spell out the responsibilities of those universities that find themselves at the top. In other words, formalization will affect the rights and responsibilities of the parties, but whether the parties are ready for this is a big question. The idea of ​​GIFO - state registered financial obligations - no matter how controversial it may be in itself, this problem made it possible to fix it extremely clearly: many prestigious universities, to which all applicants would come even with the most high category GIFO - 1st category, would not receive the budget funds that they currently receive. And, besides, it could have turned out that they would have come with lower GIFO categories, which would have jeopardized the financial well-being of these universities.

At the same time, the lack of formalization of differences in the status of universities leads to the fact that teachers of even very prestigious educational institutions receive very small salaries, and tutoring for them becomes an almost obligatory means of remaining to teach at a university. Our calculations show that on average a tutor receives about 100-150 thousand rubles per year. or approximately 8-12 thousand rubles. per month. Considering that the budget salary of even a professor averages 5.5 thousand rubles, we find that the tutoring “add-on” provides an income for a university teacher slightly higher than the average salary in industry or the average salary in an industry such as non-ferrous metallurgy. Naturally, in this sector prices and incomes are extremely differentiated.

If you look at it from these positions Unified State Exam problem, then she will appear from a slightly different perspective. Already now, during the experiment on unified exam the action began

UDC 338.26:373.1

N.M. Shashlova, graduate student, (Russia, Moscow, RAKO APK)

RURAL EDUCATION IN RUSSIA AND WAYS TO ITS MODERNIZATION

Issues related to current state rural education in Russia and ways of its modernization through the Internetization of education. Problems of the socio-economic sphere of the village, the situation of youth are presented within the framework of sustainable development of rural areas.

Keywords: rural education, rural youth, socio-economic problems of rural areas, sustainable development of rural areas, information technologies in education, priority national project “Education”.

The modern village, as an economic and social space of human activity with its own specific living conditions, is a special living environment characterized by a low standard of living of the population, low incomes of most families, often not providing a minimum of consumption, which forces people to live on the brink of poverty or destitution.

The village has an underdeveloped social and engineering infrastructure. This refers to the shortage of comfortable housing, services, extremely low level comfort and improvement of the housing stock. Here the social conditions of life, work, everyday life, and leisure are very unfavorable; the population's access to prompt qualified medical care, social, cultural, and educational services is limited; low concentration of intelligence, educational and cultural level population is lower compared to urban; limited adaptation capabilities in terms of secondary employment of the population, its labor and professional activity.

Opponents of the rural lifestyle still believe that Russia should not produce its own agricultural products, pointing to the West, where the rural population makes up 3 to 6% of the total and this population copes with the task of not only feeding people in their own country , but also sell products abroad. Such arguments were made by numerous foreign advisers who poured into the country, and at first glance such arguments are logical. On the one hand, this is fair. At the same time, in Russia the rural population today accounts for up to 20% of the total population and, before the disastrous reforms, could not cope with the task of food security. Without getting drawn into a discussion on this issue, we will note only one thing - the specificity of Russian reality in dozens of parameters has no analogues.

Today, the role and place of education and its importance in reforming the country’s agricultural sector are increasing. We are talking about Russian education as a sphere of formation and enrichment life values and ideals of man and society; as a fairly rigid system for the formation of personal qualities that not only live, but also constantly participate in the improvement of the rural environment; as a system that ensures the normal and constant development of the state and society.

Just two decades ago, almost all settlements where children lived had schools. Of course, rural schools for the most part did not provide education of the same quality as urban ones, but capable students, as a rule, entered universities without any problems. The ongoing education reform, “shock therapy” of the 90s, the liquidation of collective and state farms led to the closure of many schools in rural areas.

IN Russian Federation the rural school has a special place, this is due to the role that is traditionally assigned to it in social life villages

In raising a hard worker who knows how to rationally manage the main national property - the land. Rural school always predetermines the formation and development of personality. The village has its own specifics, which inevitably leaves an imprint on educational and educational activities. The rural school is the main, and sometimes the only, cultural and intellectual center of the village, and therefore the solution to many issues is directly dependent on its activities. The national project “Education” should be aimed at creating conditions for increasing the accessibility and quality of education, reducing the gap between rural schools and urban schools, and introducing new methods of educating and training the younger generation. This will help solve pressing problems of the economic, social and spiritual revival of the village.

Today's graduates of rural schools are forced to compete on equal terms with urban schoolchildren when entering higher and secondary educational institutions, must be able to quickly adapt to dynamically changing socio-economic conditions, and have a stable motivation for highly productive work in the agricultural sector of social production.

The current education system in rural society is poorly focused on meeting the growing needs of various age and socio-professional groups and ensuring continuity of education.

In recent decades, there has been a noticeable reduction in secondary rural and urban schools, networks preschool institutions. In rural areas of the Russian Federation, there are approximately 46.4 thousand daytime comprehensive schools, which educate 6.5 million schoolchildren. The reduction in the number of rural schools makes it difficult

efficiency in organizing the transportation of schoolchildren from remote settlements to educational institutions for classes.

The current structure of education does not meet expectations and needs rural population, since parents express a desire to obtain a complete secondary education for their children, and in rural areas the largest share educational institutions falls on primary and secondary schools. So, if in the city secondary (complete) schools make up 84% of the total number of schools, then in rural areas- only 47%. The share of basic schools is large - 25% (in urban settlements - only 7% of the total number of schools).

Skill level teaching staff rural schools are slightly lower than in urban settlements. Thus, 70.8% of teachers have higher professional education, secondary vocational education

28% (in urban educational institutions - 83% and 16.7%, respectively).

In rural areas 70-75% primary schools up to 20 students study, in 70-75% of basic schools - up to 100 children and in 30-35% of secondary schools - up to 200 students. The poor demographic situation has led to a decrease in the number of students in rural schools and an increase in the number of small primary, basic (nine-year) and secondary schools. The scale of the spread of this phenomenon is so great that small schools today are the predominant type of schools in rural areas of a number of Russian territories. It has become common in rural areas for a basic school to have fewer than 100 students.

In rural areas, the process of differentiation of the network of educational institutions is developing less rapidly than in the country as a whole. Only 73 rural secondary schools (30 thousand students) had the status of gymnasiums, 47 lyceums (16 thousand students).

The material base of rural schools continues to deteriorate, more than one third of them are in need of major repairs. Almost 3.0 million children (44.5%) study in these schools. About 500 thousand rural schoolchildren study in buildings recognized as unsafe. Only 1/3 of rural schools have all types of amenities.

Pre-school education in rural areas in the pre-reform period was supported by the collective and state farm system and, with its transformation, practically disappeared in most settlements. Consequently, the current state of affairs with the education of young people in the village really encourages parents to leave this territory or have not two or three children, but one, and do everything so that he does not remain in the village.

The surviving system of boarding schools separates parents from children, and the education of the latter follows the model of orphanages, the army and even prisons, which ends disastrously for most teenagers and their parents.

During the crisis, secondary vocational and higher education has become difficult for graduates of rural schools to access. Rural residents, especially young people, need knowledge in the field of organizing business activities, effective management of peasant (farmer) and personal subsidiary plots. Therefore, today the ideas of bringing primary and secondary education closer to the place of residence, obtaining secondary vocational and higher education without leaving work and various methods advanced training.

In general, the educational opportunities of rural youth are significantly lower than those of their urban peers. This leads to the formation of migration sentiment among young people, since most of them associate the possibility of improving their lives with obtaining a high-quality and higher education. At the same time, the transition to a two-stage system of higher education will, in essence, completely close access to knowledge for rural youth.

The comprehensive school occupies a special place in rural life. Often this is the only social institution in the village that has the highest level of concentration of intelligence and has an organized, intelligent, cohesive team. All this allows us to consider the rural school as an engine of social transformation, which is capable of putting forward ideas, proposing new projects and programs, and which is focused on the socio-economic development of the village.

Traditional historically conditioned sociocultural proximity of the teacher to the local community, his involvement public needs and ideals - a weighty basis for transforming the school into an active force that most effectively influences the position and opinions of rural residents. For the inhabitants of remote settlements, where the center of life has moved to the school, it remains the only culture-forming center of the village, this turns the school into the most powerful sociocultural factor.

We can highlight the main position of the modernization of rural education - the creation of continuous education for children and adults directly in the place of their residence, the main characteristics of which are accessibility, openness, flexibility, stability, integrity, adaptability, dynamism.

Modernization of education involves improving teaching potential; increasing the cleanliness of the ecology of the habitat; humanization of life in rural areas. All this can be achieved by organizing, based on the principle of continuity, the education system in rural areas, through the opening and development of small populated areas secondary schools that will engage continuing education children and adults, the development of all social institutions villages (churches,

public organizations, healthcare, culture, physical education and sports, preschool institutions, secondary schools, additional education, agricultural enterprises).

There is a block in the national education project that can significantly transform education in rural areas and alleviate many problems - the internetization of schools.

Isolation from the objects of education forces pre-school and school preparation children in such families are looked at in a special way. First of all, the option of educating children away from their parents is excluded, and married couples know this in advance. Other options are excluded, except one - distance learning using the Internet resource, when the student has the opportunity to communicate with teachers in real time, gain access to all educational programs across the entire range of disciplines being studied or mastered. All textbooks for children from such families must be created, and examples in mathematics, physics, and chemistry must be borrowed from the processes taking place in a given farmstead or in its environment.

What does the application give? information technologies At school?

For students. A variety of methods increases interest in the study of physics, mathematics, biology, etc., and makes the learning process attractive. Using a computer allows introverted students to open up and share their knowledge with others, increases independence in the learning process, and helps their development. creativity, increases the level of communication and culture, develops written speech. Gives you the opportunity to participate in various competitions, quizzes, and olympiads.

To the teacher. Solving new methodological problems, deepening knowledge on the subject, improves professional level. Increasing authority among students, colleagues, and parents. Stimulates the process of joint creativity with teachers of other subjects (joint creation of small programs for lessons and extracurricular activities). The computer allows you to create a database for monitoring student progress, which makes it possible for both the teacher and the student to more effectively monitor the dynamics of their results. The computer allows you to create a set in a more convenient form test tasks, independent and control work.

To parents. Gives confidence that their children develop harmoniously and receive a quality education that meets the requirements of the time. Increases respect for teachers' work. Changes relationships with own children better side: parents listen to their child, appreciating his knowledge and skills.

The reality of this approach has been confirmed many times. The advent of the Internet has significantly changed teaching methods, making them easier and enriching. Knowledge of the basics of distance learning and control functions for it must be mastered by one of the parents. Even higher education can be

be acquired remotely, and it cannot be ruled out that some of the grown children will not leave the parental home because they will acquire a specialty related to agriculture. To avoid interruption of continuity, the state must encourage large families both materially and morally.

It is education that can become the “locomotive” that can “pull” the Russian village out of a protracted systemic crisis. It is quite obvious: only educated people capable of modernizing production and social sphere sat down. Only specialists in the field of education can improve the cultural and educational level of rural residents, thereby creating conditions for their transformation into subjects of the process of transformation in rural areas. Through education, primarily distance education, organized taking into account the specifics of the village, young people can obtain professions that are in demand locally. By means of education, in particular school education, it is potentially possible to solve the problem of life and professional self-determination of young people with the choice of the sphere of self-realization in rural conditions.

Bibliography

1. Bocharova V.G. Strategy for the modernization of rural educational society / V.G. Bocharova, M.P. Guryanov. 2007. Access mode: www.portalus.ru.

2. Kiselev N.V. Problems of organizing educational

process in rural educational institutions. Pedagogical science and practice: problems and prospects: collection. scientific articles/

N.V. Kiselev, E.I. Vlasova. Vol. first. Moscow: IOO MES RF, 2004.

3. Knyazev D.A. Information and communication technologies in secondary school. ICT in the organization of the school educational process / D.A. Knyazev // Bulletin of St. Petersburg University, 2005.

Education and the ways of its modernization in a village in Russia

In the article are considered questions concerning modern condition of rural education in Russia and the ways of its modernization by means of education via the Internet. Social and economical problems of village and the young’s role are presented within the realms of sustainable development of rural territories.

Introduction to the problem

1. The role of educational career planning

2. The problem of paying for higher education

3. The role of the Unified State Exam in the accessibility of higher education

Summary

Literature

Introduction to the problem

The issues of educational development in our country are hot issues; they now affect the interests of almost every Russian family. One of these issues is the accessibility of higher education.

Since 2000, the number of people admitted to universities has exceeded the number of those who successfully completed 11 classes and received a matriculation certificate. In 2006, this gap reached 270 thousand people. Enrollment in universities in recent years has exceeded 1.6 million people.

But a sharp decline in the number of applicants due to demographic reasons is just around the corner. For another year or two, the number of school graduates will exceed 1 million people, and then will drop to approximately 850-870 thousand. Judging by the situation in recent years, there should be a huge surplus of places in universities, and the problem of accessibility will cease to exist. Is this true or not?

Nowadays, having a higher education has become prestigious. Will this situation change in the near future? To a large extent, the current attitude towards the problems of higher education is formed under the influence of the trends that we observe - and it is quite inertial. In 2005, it’s hard to believe that in the early 90s of the last century, young people were thinking about whether to go to university or not. Many then preferred to make a choice in favor of the “real deal”, and now they are “getting” education in order to consolidate that social status, which they received by postponing their studies to a later date.

But a significant portion of those entering universities have gone there in recent years only because not having a higher education has become simply indecent. Moreover, since higher education is done social norm, the employer prefers to hire those who have received it.

So, everyone learns - sooner or later, but they learn, albeit in different ways. And in the conditions of an educational boom, it is difficult for us to imagine that in a year or two the situation in the higher education system may change and, accordingly, our perception of many problems associated with entering higher school will change.

1. The role of educational career planning

June 30, 2007 Independent Institute Social Policy (NISP) held an international conference dedicated to the results of the large-scale project “Accessibility of higher education for socially vulnerable groups.” Speaking about the accessibility of higher education, we will largely rely on these studies, which are unique for Russia. At the same time, we will dwell on the results of another interesting project, “Monitoring the Economics of Education,” which has been carried out by the State University-Higher School of Economics for the third year.

As the results of both studies show, the desire to obtain higher education and the willingness to pay for education is typical for almost all Russian families: both for families with high incomes and for families with very modest incomes. Parents with both high and low levels of education are willing to pay. However, different family resources lead to different outcomes for children. This determines not only which university the child ultimately enrolls in, but also what kind of job he will be able to apply for after receiving higher education. But the different financial capabilities of families begin to influence a child’s education much earlier than it comes to entering universities.

These opportunities are determined by the school the child goes to. If 20 years ago you could simply send your son or daughter to the school next door to your home, now you have to choose the “right” school. True, 20 and 30 years ago, the quality of a school was largely assessed by how its graduates entered universities: everyone or almost everyone entered a good school. No matter how much prominent figures in education now say that schools should not prepare for university entrance, that the attitude towards admission is deforming educational process, cripples the child’s psyche and creates incorrect life attitudes in him - the school continues to prepare him for university. But if earlier it could be said that good teacher everyone enrolls, and this complemented the characteristics of the school, now a good school is a necessary, but, as a rule, far from sufficient condition for admission to the university that the child wants to enroll in or to which his family wants to enroll. And now they hardly even remember the teacher. At the same time, in recent years there has been a formation educational networks universities, and depending on whether the school belongs to the inner or outer circle of such a network, the child’s chances of getting into the chosen university increase or decrease.

However, a child’s educational career actually begins before school. Parents now have to think about it literally from his birth: in what kindergarten he will go over how to get into a prestigious school, which one to graduate from. We can say that now from the very early childhood“credit” is accumulating educational history child. It is no longer important only how he studied, but also where. Admission or non-admission to a specific university is a logical continuation of an educational career, although the matter does not end with the university.

Consequently, a lot now depends on how early a family thinks about the prospects for their child’s education. And it is access to a good kindergarten and good school largely determine access to a good university. When we talk about the problems of rural schools, we, first of all, focus on the fact that in rural schools the quality of education is lower than in urban ones. This is usually true, but it is not the whole truth. In the village, a child goes to the kindergarten that is available: his family has no choice. He goes to the only school, he again has no choice. Therefore, his parents do not think about his educational career; more precisely, they can think about it quite late, when the question of whether to go to university and, if so, which one, will already arise in full force.

Children from small and even medium-sized cities have a similar problem. They have little choice from the very beginning, and the limited choice of university only reinforces and confirms this.

However, one should not think that children from big cities No problem. There is a lot of different things in a big city, including different kindergartens and different schools. Similar processes are taking place here. The city is divided into different sectors, and their residents are provided with different opportunities, including educational ones. We are increasingly faced with the fact that parents are starting to choose in which area big city live depending on how they think about the education of their children. It is clear that such a choice is not possible for all families.

If we talk about the possibilities of choosing a school for children in the capitals (Moscow and St. Petersburg), then they are higher here. A role is played not only by higher incomes of the population, but also by the presence of a developed transport network, which allows a schoolchild, especially a high school student, to get to school on the other side of the city.

At the same time, it must be emphasized that the educational opportunities provided by Moscow are significantly higher than in other regions of the country. This, in particular, is evidenced by the volume of paid services provided to the city population in education in comparison with other Russian regions

So, the presence or absence of choice either pushes parents to plan an educational career or puts this problem on hold. And a separate question is the price of such a choice.

Is this situation exclusively Russian? In general, no. In developed countries, parents begin planning their children's educational careers very early. Naturally, the quality of this planning depends on the educational and material level of the family. One thing is important - modern university starts in kindergarten.

2. The problem of paying for higher education

In a study on the IISP project E.M. Avraamova showed that children from low-income families resource potential Now people are enrolling in universities in large numbers, but this admission has ceased to fulfill the traditional role of higher education - the role of a social elevator. As a rule, after graduating from a higher educational institution, they discover that higher education does not provide them with either income or social status.

Table 1

The connection between household resource endowment and the possibility of obtaining a promising profession

Disappointment sets in. This is especially difficult for low-income families, since, having sent their child to university, as a rule, they have already exhausted all opportunities for a social breakthrough. Wealthier families, having discovered that the education received does not meet their expectations, rely on obtaining a second (other) higher education or some other prestigious educational program (for example, an MBA program).

A.G. Levinson, in his research within the framework of the IISP project, found that in Russian society obtaining two higher educations is becoming a new social norm. 20% of people aged 13-15 years declare their desire to obtain two higher educations, including 25% of young people in the capitals and 28% in families of specialists.

Thus, educational careers are becoming increasingly complex, involving constant choice. Accordingly, the problem of accessibility to higher education is changing and being integrated into a new social and economic context.

It is also important to take into account that entering a university does not solve all problems - it is only the beginning of the journey. You still have to graduate from a prestigious university. And this has become an independent problem in recent years.

The accessibility of higher education also depends on how the state finances it. Currently