Obolon system. Bologna system of education in modern Russia

With the start of the new millennium, the system higher education in most countries of Europe and the former USSR as a result of the Bologna process has undergone changes. The official beginning of the existence of the Bologna system of education is the date of July 19, 1999, when representatives from 29 countries signed the Bologna Declaration. Today, 47 countries have approved the transition to the Bologna system, becoming participants in the process.

The Bologna system of education aims to bring higher education to uniform standards, to create a common educational space. Obviously, isolated educational systems have always become an obstacle for students and university graduates, for the development of science in the European region.

Main tasks of the Bologna process

1. The introduction of a system of comparable diplomas, so that all graduates of the participating countries have equal conditions for employment.
2. Creation of a two-level system of higher education. The first level is 3-4 years of study, as a result of which the student receives a diploma of general higher education and a bachelor's degree. The second level (optional) - within 1-2 years the student studies a certain specialization, as a result he receives a master's degree. The decision is up to the student. The Bologna system of education has determined the levels taking into account the needs of the labor market. The student has a choice - to start working after 4 years or continue their studies and engage in scientific and research activities.
3. Introduction in universities of universal "measurement units" of education, a generally understood system of transfer and accumulation of credits (ECTS). The Bologna grading system counts points throughout the entire educational program. One credit is an average of 25 hours spent on lectures, independent study subject, exams. Usually, in universities, the schedule is drawn up in such a way that it is possible to accumulate 30 credits per semester. Participation of students in olympiads, conferences is calculated in additional credits. As a result, a student can earn a bachelor's degree with 180-240 credits, and a master's degree with another 60-120 credits.
4. The credit system gives students freedom of movement in the first place. Since the Bologna system for assessing the acquired knowledge is understandable in each university of the participating countries, the transfer from one university to another will not be problematic. By the way, the credit system concerns not only students, but also teachers. For example, moving to another country belonging to the Bologna system will not affect the length of service, all years of work in the region will be taken into account and accredited.

Pros and cons of the Bologna system

The question of the pros and cons of the Bologna system of education is being raised all over the world. America, despite its interest in a common educational space, has not yet become a member process due to dissatisfaction with the credit system. In the US, evaluation is based on many more factors, and simplifying the system does not suit Americans. Certain shortcomings of the Bologna system are also visible in the post-Soviet space. The Bologna system of education in Russia was adopted in 2003, two years later the Bologna system of education became relevant in Ukraine. Firstly, in these countries, a bachelor's degree is not yet perceived as a full-fledged one, employers are in no hurry to cooperate. Secondly, such a plus as student mobility, the ability to travel and study abroad is relative for most students, since this involves large financial costs.

THE BOLOGNA PROCESS AND RUSSIAN EDUCATION

The Bologna process is a process of convergence and harmonization of the education systems of European countries with the aim of creating a single European higher education area. The official start date of the process is considered to be June 19, 1999, when in the city of Bologna the ministers of education of 29 European states adopted the declaration "European Higher Education Area" or the Bologna Declaration. The Bologna Process is open to other countries to join.

The need to modernize the education system of Soviet Russia was acutely ripe already in the late 1980s and early 1990s. XX century, because it did not meet the needs of the time, lost the ability to develop, use internal reserves. As a result of the reforms carried out, there was a liberation from the ideological dictate and democratization Russian education, which allowed Russia in September 2003 to join the Bologna process and join the Common European Higher Education Area. Although the country's pedagogical community has been divided into supporters and opponents of the Bologna process, new transformations in domestic higher education are gaining momentum.

The dissemination of the provisions of the Bologna Declaration in Russia gives a new impetus to the modernization of education in order to:

1 its development as an open state-public system;

2 accessibility extensions;

3 improve quality and competitiveness.

Main objectives of the Bologna Process

The objectives of the process, which are expected to be achieved by 2010, are:

Building a European area of ​​higher education as a key direction for the development of the mobility of citizens with the possibility of employment;

·formation and strengthening of the intellectual, cultural, social, scientific and technical potential of Europe; increasing the prestige in the world of European higher education;

Ensuring the competitiveness of European universities with other education systems in the struggle for students, money, influence; achieving greater compatibility and comparability of national higher education systems; improving the quality of education;

· Increasing the central role of universities in the development of European cultural values, in which universities are seen as carriers of European consciousness.

The main points of the Bologna Process:

1. The transition to a two-stage system of higher education, consisting of a bachelor's degree (3-4 years of study) and a master's degree (1-2 years), between which students must take graduation and entrance exams.

2. The introduction of so-called hourly loans in universities: in order to transfer from one course to another, students need to spend a certain amount of time on training, which consists of classroom lessons and independent work.

3. Assessment of the quality of education according to standardized global schemes.

4. The mobility program, which makes it possible to continue the education started at the university of your country in higher schools in other European countries.

5. Promoting the study of common European problems.

By 2010, it is expected that Russia will fully enter the Common European Higher Education Area. Our students will receive bachelor's, master's and doctoral degrees, understandable in 46 countries of the continent, and fully participate in academic mobility programs. Graduates of Russian universities will become holders of European Diploma Supplements of a single sample, approved by the Council of Europe, the European Commission and UNESCO.

"Harmonization of the architecture of higher education" in the framework of the Bologna Declaration will make the received Russian student education understandable and acceptable for employers throughout Europe, as well as for foreign managers in Russia; students will have the opportunity to study for a semester or a year on mobility programs in foreign universities; they will be able to adjust the choice of profession or the choice of university when moving from level to level - from bachelor's to master's or from master's to doctoral studies; students will be able to accumulate academic credits and use them to obtain, for example, a second higher education and, in general, for lifelong learning; there will be new opportunities for in-depth study of foreign languages ​​both at their own university and in countries where these languages ​​are spoken.

The modernization of the higher education system is unfolding in the context of the transformation of all spheres public life Russia and is complicated by a significant discrepancy between the Russian model and the Bologna model in terms of the duration of training, qualification structure, directions and content vocational training, organizations educational process.

Traditionally, the Russian system of higher education vocational education was single-level and carried out continuous training graduates, whose training period, as a rule, was 5 years. The structure of the professional educational program was built using a disciplinary approach . The unit for measuring the volume of work of students and teachers in Russia was and still is the academic hour. The main educational programs of higher professional education are calculated based on the volume academic work student per week - 54 academic hours with an average classroom load of 27 academic hours.

In accordance with the provisions of the Bologna Declaration, in addition to the previously existing one-level structure of the specialty, a two-level qualification structure (bachelor's/master's) was introduced. Bachelors today are trained by more than half of Russian higher educational institutions. However, the concepts of professional educational programs training of bachelors and masters, there are difficulties in the practical recognition of these educational degrees by the domestic labor market.

Currently, the Russian education system is implementing quality management systems based on international standards ISO 9000:2000, piloting the system of credits and European diploma supplements in some higher educational institutions. The transition to a system of credit units will lead to significant changes in educational legislation, in the structure of state educational standards, curricula, programs and academic disciplines. It is still necessary to develop legal and regulatory documents regulating the content, comparability of credit units, remuneration of teachers.

The spread of the Bologna process in Russia has a number of features and limitations. They are connected, first of all, with the uniqueness of the Russian labor market, the needs of which determine the social order for the system of vocational education.

The specificity of the Russian labor market is manifested in its regional nature and the existing uncertainty in the prospects for the development of individual industries and territories. Under these conditions, the possibilities of territorial mobility of specialists are significantly reduced, while the need for their professional mobility, provided by additional educational forms. On the other hand, in conditions of economic instability Russian society the expansion of academic mobility is fraught with a real threat of turning Russia into a supplier of intellectual resources to the Western European countries.

The Bologna model is based on the principles of personal responsibility of each person for the content and quality of their education and involves a significant breakdown of the subject-object relations that have been established in the Russian system of higher education. Such serious upcoming changes do not always find understanding among the Russian educational community, as evidenced, in particular, by the results of empirical studies.

The advantages of the Russian education system are traditionally considered to be high quality, fundamental and systematic education. The Russian opponents of the Bologna process attribute the loss of these characteristics to the reduction of the standard terms of training, the transition to a system of credits. In addition, there are concerns that the introduction of the Bologna model will lead to the loss of specializations, the collapse of departments and scientific schools, and a reduction in the employment of teachers.

It is known that education plays a special role in establishing the national identity and cultural identity of each nation, its self-identification. Russian education is based on cultural and pedagogical national traditions and priorities, has deep historical roots and is formed taking into account the Russian mentality. The high social significance of the education sector does not allow turning it into a platform for rash experiments.

Therefore, the integration processes that have unfolded in the European education system should develop on the principles of mutual enrichment of national educational systems, the obligatory preservation of their cultural identity, which is guaranteed by the goodwill of all countries participating in the Bologna Process.

Bologna is a common educational space of the leading European countries, which has been formed since 1998 on the initiative of the Ministers of Education of Germany, Italy, France and England. The initiative was supported by officials of other states, and in 1999 the expediency of creating a unified system of European higher education was recognized by 29 states that signed the Bologna Declaration. Other countries are gradually joining the agreement on the unification of the educational process, since access is open to everyone. Today, the Bologna process has already united 48 countries, but the incorporation of new participants continues.

Thanks to a single learning space national programs got the opportunity to take the best and progressive from the experience accumulated by partners, and higher education acquired:

• student mobility;
• professorial, teaching and bureaucratic-administrative maneuverability;
• coordination of the functioning of European universities.

All this contributes to the fact that Europe is becoming more attractive in the global education market.

What is Bologna and what is its essence, you can find out by finding out the goals and reasons for the changes in the work of European universities.

The purpose of the Bologna educational process:

• Building a European educational area as the main direction for the continuous development of civil mobility with a real opportunity further employment after graduation.
• Improvement and stabilization of the intellectual, scientific, social and cultural potential.
• Raising the prestige of the European university system.
• Ensuring the competitiveness of Europe's universities and institutions in the worldwide competition for influence, money and students.
• Achieving compatibility and universality of national HE systems.
• Improving the quality of education.
• Increasing the role of higher educational institutions in the development of common cultural values, giving universities the status of carriers of continental consciousness.

The need to build a common European learning space is dictated by:

• urgent need to reformat European education in order to organize a counterbalance educational schools USA, Canada, Australia, countries of Southeast Asia, attracting a significant flow of students from of Eastern Europe and third world countries;
• globalization of the economy, requiring a change in fundamental approaches to the training of highly qualified specialists.

The Bologna system of education became necessary for the following reasons:

• The influence of its information, intellectual, and creative components on the efficiency of professional work is increasing.
• Flexible short-term production projects come to the fore, which temporary groups and teams implement more fruitfully than permanent staff.
• The concept of gradual career growth disappears: there are fewer and fewer specialists who stay at one enterprise.
• The personalization of professional tasks is replacing the uniformity of conditions and the interchangeability of employees.
• The workforce is becoming non-standardized.
• Traditional forms of labor are losing their identity.
• The closure of professional castes is destroyed, which leads to the formation of floating parameters of specialties.
• Vocational education aimed at acquiring one qualification is becoming a thing of the past.

A gradual radical change in approaches to assessing the professionalism of an employee has led to the need to introduce education according to the Bologna system, designed to redirect the emphasis from the forms and content of the educational process to its results.

RF in the system of Bologna education

The introduction of the Bologna system of education in Russia became possible due to the country's accession to the international educational movement in 2003. On the At the summit of education ministers in Berlin, Russia promised its European colleagues to direct their efforts towards reforming post-Soviet education in higher educational institutions with the aim of joining the Bologna process.

The renewal of "higher" pedagogy provided for the development of new plans and methods of education, compatible with those adopted in other countries. To implement these ideas, a radical transformation of institute and university structures, documentary and regulatory frameworks, as well as teaching activities was necessary.

A year after the signing of the Bologna Declaration by the Minister of Education of the Russian Federation, the Cabinet of Ministers approved a document on priority vectors for the development of higher education in the country, which declared the need to implement the main provisions of the Bologna process. To switch to common European standards, it was necessary to:

• compiling a list of teaching programs;
• creation of a national qualifications framework;
• bringing programs and plans in line with the standards of European universities;
• legislative introduction of a two-level system (first stage - bachelor, second - master);
• construction of training programs on a credit-modular basis.

And work began to boil. In the course of writing and approving federal state programs for the standardized training of high-class bachelors and masters, the requirements for the design and structure of educational plans were determined, the conditions for their implementation were developed, and the results of development were provided.

An innovation in the Russian educational programs created on the basis of the Bologna ones has become benchmarks for learning outcomes, expressed in the form of competencies, and accounting for labor costs in credit points. In accordance with the Bologna system of education in Russia, large employers began to be attracted to the training of future personnel.

How is the Bologna process going in Russia

The biggest innovation, due to the use of the Bologna educational system in Russia, was the introduction of a “framework” standard for the educational process. V In the USSR, standard programs in disciplines were the same for all institutions of the country, there were practically no differences in university educational plans.

After the collapse Soviet Union in the Russian educational system, some changes did take place, but not as drastic as in the former Soviet republics. In the Russian Federation, a mandatory minimum was introduced, containing a strict list of disciplines and reporting methods, which universities were strictly forbidden to violate. The standards controlled the scope and content of all subjects. A certain amount of autonomy in educational programs gradually increased mainly at the expense of regional higher education institutions.

The new set of standards provides for the systematic expansion of university freedom. Now the Federal State Educational Standard establishes only half of the compulsory disciplines in bachelor's programs, and up to 30% of subjects in master's plans, which is consistent with the Bologna system of education. Filling the variable part curriculum- the prerogative of the university. To guide teachers, manuals are published with examples of basic educational programs in specific subjects and areas.

Our country has become a member of the Bologna Process. This required significant structural changes in the system of national education and, of course, changes in the content of education and methods of teaching it.

The Bologna Process- the process of rapprochement and harmonization of higher education systems of European countries with the aim of creating a single European higher education area.

Russia joined the Bologna process in September 2003 at the Berlin meeting of European ministers of education.

The Bologna system of education is inherently based on a competency-based approach, when direct assessment takes place on certain credits or, otherwise, points. twelve year old school education. Three stages of higher education: bachelor's degree (4 years), master's degree (2 years), doctoral studies (3 years). However, the Bologna process is built on a voluntary basis, so one should not expect the transition of all specialties without exception to such a system.

A full-fledged entry into the Bologna process required our country (as well as the previously joined countries) to reform the education system in general and higher professional education in particular. The reform provides, first of all, the development of educational programs that are compatible with European ones, and for their implementation - the corresponding transformation of university structures, regulatory framework and, finally, teaching practices.

The Bologna process will increase the mobility of students and teachers, providing an opportunity to change the country and university during training to replenish their knowledge. The Russian higher school compares favorably with the fundamental nature of educational programs. In order to use this advantage and attract students from other countries, it is necessary to participate in building a pan-European system.

The main objectives of the Bologna Process: expanding access to higher education, further improving the quality and attractiveness of European higher education, increasing the mobility of students and teachers, and ensuring successful employment of university graduates by ensuring that all academic degrees and other qualifications should be oriented to the labor market. Russia's accession to the Bologna process gives a new impetus to the modernization of higher professional education, opens additional features for the participation of Russian universities in projects funded by the European Commission, and for students and teachers of higher educational institutions - in academic exchanges with universities in European countries.

Russian Federation is an issue that must be approached taking into account the history of the formation, formation and development of higher education outside the state. In particular, the end of the 20th century was in many ways decisive for the Russian national education system, since during this period cardinal changes took place at all levels of the higher education that had been formed by that time.

Points of contact between European and Russian education

The reform process was quite natural and expected, since the optimization of the political, economic and social spheres of the life of the state should have entailed restructuring in the circle of other social relations. Important steps had to take place first of all in the substantive and methodological part, and not only at the ideological level. Naturally, the ongoing changes have contributed to the modernization of the management system of universities, as well as the introduction of significant changes in the regulatory and legislative framework.

Throughout the existence and development of Russia as a single modern power, European educational systems have been exemplary. For the first time, the mechanism of functioning of the education sector in the countries of the Old World was reflected in domestic higher institutions as early as the middle of the 18th century. This can explain the frequent manifestations of traditions in Russian universities that are typical of European schools. The similarity is manifested both in the structure, and in development trends, and in meaningful activities.

A new foreign policy process played a huge role in reforming the education system. The Bologna educational course, which Russia has been moving towards and for many years, corresponds to the state perceived by the advanced European powers as a worthy equal partner.

Transition to a new level and the birth of the Bologna system

With the collapse of the USSR and the transition Russian state to a market economy, the actions of the leadership to meet the country's internal and external needs for professionally trained personnel became more active and moved towards the creation of commercial universities. Only in this way the domestic system of higher education could compete with other representatives of the international market of the educational spectrum of services.

It should be noted that the Bologna process in Russia has practically turned the domestic education system upside down. Before focusing on the European system, the educational mechanism looked completely different. To ensure the quality of vocational education, the state educational standards of the first and then the second generation were approved in the country. The purpose of establishing this standardization, the country's leadership considered the creation of a single educational space and the establishment of equivalent equality of documents on education with those of other developed countries.

On the harmonization of the architecture of the European system of higher education

Bolognese educational process began its inception in May 1998. Then a multilateral agreement "On the harmonization of the architecture of the European system of higher education" was signed at the Sorbonne. The declaration, which later came to be considered an introduction to the Bologna Treaty, was adopted by the ministers of France, Great Britain, Italy and Germany.

Its task was to create and develop a correct and effective strategy for the development of a pan-European model of education. The fundamental elements of this agreement were the cyclical nature of training, the use of a credit-modular system.

Agreement in Bologna

The process (Bologna it began to be called because the signing of the corresponding agreement took place in Bologna) of creating a new European education was aimed at harmonizing and merging the individual educational systems of each state into an integral space of higher education. June 19, 1999 is considered the date that marked this important step in the history of world education. On that day representatives educational sphere and the ministers of more than 20 European powers agreed to sign an agreement named after the Bologna Declaration. The 29 participants - countries of the Bologna Process - left the treaty open, and this moment other states can join the European Higher Education Area.

Implementation of the Bologna Process in Russia

As already mentioned, the educational system of post-Soviet Russia was in dire need of improvement. During the transition to independent independent state the sphere of higher education has ceased to meet modern demands; even the slightest dynamics was not visible in its development. The potential of the richest internal reserve was not fully used. The reform of this sphere helped the country get rid of the ideology of Soviet totalitarianism and introduce into society the democratic process, which is actively gaining momentum all over the world.

The Bologna Treaty, signed by Russia in 2003, allowed the Russian state to join the single space of higher education in Europe. It is not surprising that with the introduction of European standards in this area, the scientific and teaching staff of the country was divided into two camps. Both opponents and supporters of the new positions appeared, but, meanwhile, changes and corresponding transformations are taking place to this day. The Bologna process of education is increasingly growing into the domestic educational system.

The continuously strengthening individual provisions of the declaration signed in Bologna contribute to the continuation of the reconstruction of the Russian educational system in order to:

• bringing it into line with the European public systems of higher education;
• increasing the level of accessibility, popularity and democracy of universities among the local population;
• increasing the competitiveness of graduates of higher educational institutions in Russia and the level of their professional training.

The first shifts in the higher education system

The Bologna process in Russia, after a few years of operation, helped to achieve noticeable results. The main merit of this system is:

• a higher education zone was built in accordance with European standards, the main task of which is to develop the mobility of students with the prospect of employment;
• guaranteed competitiveness of each higher educational institution in the struggle for the contingent of students, state funding in comparison with other educational systems;
• universities are endowed important role central objects-carriers of the correct public consciousness in the course of the development of the cultural values ​​of the peoples of Europe.

In addition, during recent years the current ones have been noticeably strengthened and the gradual conquest of higher positions of the intellectual, scientific, technical and socio-cultural resource of Europe, where the system of the Bologna process helps to increase the prestige of each university, is being carried out.

Russia's preparations for the adoption of the Bologna process

At the moment, the number of states that have adopted the Bologna Declaration continues to grow. Today, the implementation of the Bologna process is a task for at least 50 modern states on the territory of Europe. However, it is worth paying attention to the preliminary Concept for the modernization of Russian education. This document, prepared by the Ministry of Education, was approved by the Russian government and the State Council. This document was valid until 2010.

The concept was the fundamental direction of the sovereign policy in the educational sphere, despite the fact that it did not contain the slightest hint of the Bologna Declaration or any other document of the process. Meanwhile, comparing the texts of the Concept and the provisions contained in the Bologna process, it will not be easy to find significant differences.

Just as higher education is appreciated in the Bologna process, the Concept notes the importance of recognizing that education is an integral factor in the formation of the newest level of the economy and social order. In fact, such a document is quite capable of competing with other educational foreign systems.

Description of the previous Concept

Recognizing the ability of the Russian education system to compete with the educational structures of advanced countries, the Concept speaks of the need for the broadest support from society, as well as socio-economic policy, the return of the proper level of responsibility of the state, its important role in the educational sphere.

The drafting of the Concept for the Modernization of Russian Higher Education has become a preparatory stage in the process of the entry of the Russian state into the Bologna system. Despite the fact that at that time this was not the main task of the document, it became a certain prologue to the country's entry into a new path in the educational sphere. Among the important guidelines facing the heads of the relevant departments, it is worth mentioning the developed models of federal state educational standards for the qualification levels "Bachelor", "Master", concerning the range of technical and technological specialties.

Compared to the states that signed the Bologna Agreement in 1999, Russia had a more advantageous position for itself. Turning to the documents of the Bologna process only at the beginning of the 21st century, Russia already had the opportunity to take note of the experience of European countries. In addition, the basic principles of training, systems of cooperation and control mechanism over the implementation of the process have long been formed and even passed the stages of testing.

To replenish the ranks of advanced states with the Bologna system of education, Russia was prompted by the need to organize an appropriate mechanism for confident competition with European, established to the point of "automatism" educational structures.

positive change

Thanks to Russia's entry into the common European educational space, graduates of domestic universities receive specialists and masters. All countries of the Bologna Process recognized such documents as a single sample confirming the receipt of higher education, including the diploma supplement, adopted by UNESCO. Thus, graduates of Russian universities are given the opportunity to become full members of the programs

Characteristic features of the Bologna system in Russia

Of the fundamental points and provisions that the Bologna process introduced into the Russian educational system, several can be distinguished:

• division of the higher education system into two levels: (to obtain a bachelor's degree, one must undergo 4-5 years of training; masters study for 1-2 years);
• inclusion in the curricula of the structure of hourly credits, which are a complex of lectures, seminars and independent work of the student (only after completing the program for each discipline, designed for a certain number of hours, you can move on to the next course of study);
• assessment of the qualitative component of the acquired knowledge according to world standardized schemes;
• the opportunity to continuously continue education in almost any case, for example, moving from Russia;
• focusing attention on the problems of the pan-European level and promoting their study.

Benefits for students

It follows that graduates of Russian universities will receive diplomas of education, not only confirming their qualifications in their native country, but will also be quoted among employers throughout Europe. In turn, foreign students have great chances to find a job here. In addition, the most successful students will be given the opportunity to study for a semester or a year at universities abroad through distinctive mobility programs. It was also possible to change the chosen specialty during the transition, for example, from a bachelor's degree to a master's degree.

Among the advantages of the directly educational process, it is worth mentioning the accumulative system of credits of disciplines, it is she who will allow them to be used to accelerate the receipt of a second higher education or in-depth study of a priority foreign language, both within the walls of the university and in other countries.

Conclusion

The development of the Bologna process was largely predetermined by the conditions of general reforms that affected almost all vital spheres of the Russian state. The formation of an established model of the educational system was greatly complicated by the differences between two such dissimilar learning cultures. higher schools: domestic and European. Discrepancies could be observed in everything: in the duration of training, qualification components, areas of special training. Differences could be easily noticed even in the way the educational process was organized.

The Bologna Treaty, which introduced fundamental changes in the educational system of Russia, implied a transition to a two-level system of higher education from a single-level one. Prior to the signing of the agreement, universities taught students continuously for 5 years. Certified and highly qualified professionals were trained on the basis of the developed educational program. Her disciplinary approach implied the choice of a specific unit of measure for the work performed by students and teachers, which was the calculation of the required amount of teaching load, which is the basis of higher education educational programs.