Regulatory legal documents in the field of education. Education system of the Russian Federation
Introduction………………………………………………………………………………….............. .......................2
Chapter 1. General characteristics of educational institutions.........………………………………………………………………………………... ..3
Chapter 2. Regulatory documents used by educational institutions in their work……………………………..………………………………………………………………………………… ......7
2.1. Constitution of the Russian Federation………………………...…………......7
2.2. Law of the Russian Federation “On Education”………………………..8
2.3. Civil Code of the Russian Federation………...……...………......10
Conclusion………………………………………………………………………………...11
List of references………………………………………………………......12
Introduction
Relevance of the topic: society will never exist without education. Since ancient times, people have been working on how best to pass on acquired experience from one generation to another. This is how education came into being. Any civilized society, along with the functions of production, must create an educational system for its progressive development. The education system in the Russian Federation is a set of interacting: continuous educational programs and state educational standards of various levels and orientations; networks of educational institutions implementing them, regardless of their organizational and legal forms, types and types; education management systems and institutions and organizations subordinate to them.
Any education system is a complex of educational institutions. The main type of educational institution is educational institutions that provide the content of education and training and implement one or more educational programs.
Educational institutions of the Russian Federation come in different types, from kindergartens to higher educational institutions, but they all use in their work special regulatory documents developed by the state to regulate the process of upbringing and education.
The purpose of the work is study the general characteristics of educational institutions and characterize all regulatory documents used in the education system.
Job task: conduct an analysis of the literature on the research topic, familiarize yourself with the regulatory documents used in the education system.
Chapter 1. General characteristics of educational institutions
According to their organizational and legal forms, educational institutions can be state, municipal, non-state (private, public and religious organizations). However, the legislation in the field of education applies to all educational institutions on the territory of a particular state, regardless of their organizational and legal forms and subordination. In Russia, educational institutions include the following types of institutions: preschool; general education (primary general, basic general, secondary (complete) general education); special (correctional) for children with developmental disabilities; institutions of further education; institutions for orphans and children left without parental care; other institutions carrying out the educational process; vocational education (primary, secondary and higher vocational education).
Preschool educational institutions(kindergarten, kindergarten, pre-gymnasium, children's development center, etc.) are created to help families raise children from one to six years old, protect and strengthen their physical and mental health, develop individual abilities and necessary correction of developmental deficiencies. One of the goals of a preschool educational institution is to prepare children for school.
General educational institutions are represented mainly by state comprehensive schools, as well as elite institutions - gymnasiums and lyceums. Secondary school has three levels: Stage I - primary school (3-4 years); II stage - basic school (5 years); III stage - secondary school (2 - 3 years). The school levels correspond to the three main stages of child development: childhood, adolescence, adolescence.
Tasks primary education is the education and development of students, teaching them reading, writing, counting, basic skills of educational activities, elements of creative thinking, simple self-control skills, culture of behavior and speech, as well as the basics of personal hygiene and a healthy lifestyle. Basic general education should create conditions for the education, formation and formation of the student’s personality, for the development of his inclinations, interests and abilities for social self-determination. It is the basis for obtaining secondary (complete) general education, as well as for primary and secondary vocational education. Basic school is mandatory. Graduates of basic school continue their education in secondary school. They also have the right to continue their education in vocational educational institutions of various types and profiles with different periods of study, in evening and correspondence secondary schools. Secondary school ensures the completion of general educational training for students on the basis of broad and deep differentiation of education, creates conditions for the most complete consideration of the interests of students and their active inclusion in the life of society.
Evening and correspondence schools for working youth are opened mainly on the basis of third-level schools. In these schools, students can receive the profile-differentiated secondary education they are interested in or supplement one profile educational training with another.
For students with developmental disabilities, special educational institutions (classes, groups) of a correctional nature providing their treatment, education and training, social adaptation and integration into society. For adolescents with socially dangerous deviant behavior who have reached the age of eleven, who need special conditions of education and training and require a special pedagogical approach, special institutions are created to provide their medical and social rehabilitation, education and vocational training. Students are sent to these educational institutions only by court decision.
Professional educational institutions are created for the implementation of professional educational programs of primary, secondary and higher vocational education.
Primary vocational education provides training for skilled workers (workers and employees) in all main areas of socially useful activities on the basis of basic or complete general education.
Secondary vocational education is aimed at training mid-level specialists, meeting the needs of the individual in deepening and expanding education. The basis for obtaining it can be basic or complete general and primary vocational education. Secondary vocational education can be carried out at two educational levels - basic and advanced. The duration of training on the basis of basic general education is at least three years.
Higher professional education aims to train and retrain specialists at the appropriate level, meet the needs of the individual in deepening and expanding education on the basis of secondary (complete) general and secondary vocational education. It can be obtained at educational institutions of higher professional education (higher educational institutions) - universities, academies, institutes, colleges. Basic educational programs of higher education can be implemented continuously and in stages. The following levels of higher education have been established: incomplete higher education; bachelor's degree; training of certified specialists; master's degree
Postgraduate professional education provides citizens with the opportunity to improve their level of education, scientific and pedagogical qualifications on the basis of higher professional education. To obtain it, institutes, postgraduate schools, doctoral studies, residencies, postgraduate courses have been created at educational institutions of higher professional education and scientific institutions. Postgraduate professional education can also be divided into two stages: preparation and defense of dissertations for the academic degree of Candidate of Sciences and Doctor of Sciences in the specialty.
Additional educational programs and services are implemented in order to comprehensively satisfy the educational needs of citizens, society, and the state in specially created institutions of additional education - institutions of advanced training, courses, vocational guidance centers, music and art schools, art schools, children's art centers, stations for young technicians, stations for young naturalists, etc.
Orphanages have been created for orphans and children left without parental care due to illness, death, deprivation of parental rights and other reasons. The network of orphanages in Russia includes preschool orphanages(for children 3-7 years old); mixed(for preschoolers and school-age children); orphanages for school-age children(from 7 to 18 years old).
Having considered all types of educational institutions, we can conclude that the state provides equal access and quality education for all its citizens. There is not a single person who would be deprived of the right to receive basic secondary education. For citizens who want to continue their education, there are professional educational institutions. But, despite the existing features and diversity of educational institutions, the state provides uniform regulatory documents on which all participants in the process of upbringing and education must rely.
Chapter 2. Regulatory documents used in the work of educational institutions
Since the field of education is a collection of subjects interacting with each other and with other subjects, it is certainly necessary to know the established rules, mechanisms and procedures for this interaction. The basic rules of interaction are established by the following documents: the Constitution of the Russian Federation; Law of the Russian Federation “On Education”; Civil Code of the Russian Federation; other legislative and regulatory acts.
1.1. Constitution of the Russian Federation
Constitution of the Russian Federation of December 12, 1993 established the general principles of state policy in the field of education: in particular, Article 43 declares that everyone has the right to education; universal access and free preschool, basic general and secondary vocational education in state or municipal educational institutions and enterprises are guaranteed; Everyone has the right, on a competitive basis, to receive higher education free of charge at a state or municipal educational institution and enterprise. Basic general education is compulsory. Parents or persons replacing them ensure that their children receive basic general education. The Russian Federation sets federal state educational standards and supports various forms of education and self-education. These provisions of the Constitution establish the most general principles for the functioning of the education system. All relations in education are built on the basis of these provisions, in accordance with them.
2.2. Law of the Russian Federation “On Education”
Constitutional provisions are specified in the provisions of other legislative acts. In the field of education, such specification was carried out by the Law of the Russian Federation “On Education” adopted on July 10, 1992, fundamental to the education system. In this Law, education is understood as a purposeful process of education and training in the interests of an individual, society, and state, accompanied by a statement of the achievement by a citizen (student) of educational levels (educational qualifications) established by the state. The receipt of education by a citizen (student) is understood as the achievement and confirmation of a certain educational qualification, which is certified by the appropriate document. The right to education is one of the basic and inalienable constitutional rights of citizens of the Russian Federation. Education in the Russian Federation is carried out in accordance with the legislation of the Russian Federation and international law.
The Law “On Education” consists of six chapters: general provisions, the education system, management of the education system, economics of the education system, social guarantees for the implementation of citizens’ rights to education,
international activities in the field of education. In accordance with Article 8 of the Law "About Education" the education system in the Russian Federation is a set of: interacting successive educational programs and state educational standards of various levels and orientations; networks of educational institutions implementing them, regardless of their organizational and legal forms, types and types; education authorities and institutions and organizations subordinate to them.
The first place in the definition is given to educational programs and state educational standards, i.e., the material and non-material conditions for the implementation of the educational process established by the state. State educational standard is a normative act approved by government bodies that establishes a set of requirements for the content of education at a certain level. The structure of the state educational standard is divided into federal and regional (national-regional) components, as well as the component of an educational institution. The latter is developed and approved by the institution itself, taking into account the interests and needs of students and in accordance with the capabilities of organizing the educational process. The significance of the federal component lies in the fact that the content of education cannot be narrower than what is provided for by this particular component. Thus, the unity of the federal educational space is ensured. The federal component determines the mandatory minimum content of basic educational programs, the maximum volume of students' teaching load and the requirements for the level of training of graduates. The main provisions of state educational standards for primary general, basic general and secondary (complete) general education, as well as the procedure for their development and approval, are established by federal law. The procedure for the development, approval and introduction of state educational standards is determined by the Government of the Russian Federation. State educational standards are approved at least once every 10 years. Decree of the Government of the Russian Federation of February 28, 1994 No. 174 established the Procedure for developing federal components of state educational standards for primary general, basic general, secondary (complete) general and primary vocational education. The federal components of basic general education are approved by the Government of the Russian Federation, and other levels of education are approved by the federal executive body in the field of education: currently the Ministry of Education and Science of the Russian Federation.
2.3. Civil Code of the Russian Federation and other legislative and regulatory acts
Civil Code of the Russian Federation– is the main document that defines the basic conditions for the participation of organizations in civil (equal) relations.
The activities of state and municipal educational institutions are also regulated by the following regulatory documents: standard regulations on educational institutions of the relevant types and types, approved by the Government of the Russian Federation. For non-state educational institutions, standard provisions on educational institutions serve as exemplary provisions; the charters of these educational institutions developed on their basis; other regulatory documents establishing the procedure for solving specific problems in the field of education.
The totality of these legislative and regulatory acts determines the conditions for the functioning of the education sector and its constituent entities. These documents, of course, must be taken into account in practical activities by all educational organizations, regardless of whether they are state-owned or not.
Having examined all the main regulatory documents used by educational institutions in their work, we can conclude that the state strictly regulates all aspects of the educational process.
Conclusion:
For the full development and progress of modern society, high-quality and equally accessible education is necessary. In Russia, as a country where education is a developed and valuable sphere of people’s lives, equal opportunities for education are provided for all its citizens. This is evident from the existence of various types of educational institutions and the characteristics of their functioning: preschool; general education; special for children with developmental disabilities; institutions of further education; institutions for orphans and children left without parental care; other institutions carrying out the educational process; vocational education.
The activities of each educational institution, depending on its status and functions, must be regulated by a certain set of documents. Such documents include: the Constitution of the Russian Federation, the Law of the Russian Federation “On Education”, the Civil Code of the Russian Federation. Based on these documents, we can conclude that the educational system of the Russian Federation is quite developed and it regulates all relations between participants in the educational process.
List of used literature:
Law of the Russian Federation on education. Chapter II. Education system. Article 8. Concept of the education system. [Electronic resource], access mode: http://www.ruob.ru
Law of the Russian Federation “On Education”. [Electronic resource], access mode: http://mon.gov.ru/dok/fz/obr/3986/
Law of the Russian Federation “On Education”. [Electronic resource], access mode: http://ozpp.ru/zknd/obra/Zakon
Constitution of the Russian Federation. [Electronic resource], access mode: http://www.constitution.ru
General characteristics of the Russian education system. Lecture No. 2 [Electronic resource], access mode: http://www.ecsocman.edu.ru
Slastenin V. A. General characteristics of the education system. [Electronic resource], access mode: http://www.library.by
Fedorova M. Yu. Regulatory and legal support of education / M. Yu. Fedorova. - textbook aid for students higher ped. textbook institutions - M.: Publishing center "Academy", 2008.
Federal Law of the Russian Federation dated July 3, 2016 No. 313-FZ “On Amendments to the Federal Law “On Education in the Russian Federation”.
Implementation of Federal Law No. 273-FZ "On Education in the Russian Federation" - for parents and schoolchildren.
Federal Law of the Russian Federation dated December 31, 2014. No. 500-FZ"On Amendments to Certain Legislative Acts of the Russian Federation."
Draft federal law "On Amendments to Certain Legislative Acts of the Russian Federation".
Decree of the President of the Russian Federation dated October 29, 2015 No. 536 “On the creation of the All-Russian public-state children’s and youth organization “Russian Schoolchildren Movement.”
Decree of the Government of the Russian Federation of December 30, 2015 No. 1493 “On approval of the state program “Patriotic education of citizens of the Russian Federation” for 2016–2020.”
Federal Law of July 3, 2016 No. 347-FZ “On Amendments to the Labor Code of the Russian Federation.”
Labor Code of the Russian Federation(as amended on 01/01/2017). Family Code of the Russian Federation dated December 29, 1995 N 223-FZ (as amended on December 30, 2015). Federal list of individual general education organizations providing training according to adapted basic general education programs for students with disabilities, included in the implementation of the measure “Creating conditions for the education of children with disabilities in preschool educational, general education organizations, organizations of additional education for children (including in organizations carrying out educational activities according to adapted basic general education programs), including the creation of architectural accessibility and provision of equipment" of the state program of the Russian Federation "Accessible Environment" for 2011-2020. Resolution of the Chief State Sanitary Doctor of the Russian Federation dated November 24, 2015 No. 81 on approval of changes No. 3 to SanPiN 2.4.2.2821-10 “Sanitary and epidemiological requirements for the conditions and organization of training and maintenance in general educational organizations”, registered with the Ministry of Justice of Russia on December 18, 2015 ( registration number 40154).
Law of St. Petersburg dated July 17, 2013 No. 461-83 “On education in St. Petersburg.”
Law of St. Petersburg dated June 26, 2019 No. 388-79 “On amendments to the Law of St. Petersburg “On Education in St. Petersburg.”
Law of St. Petersburg dated October 29, 2014 №
509-96
"On amendments to the Law of St. Petersburg "On Education in St. Petersburg". .
Law of St. Petersburg dated July 13, 2015 No. 435-86 “On amendments to the Law of St. Petersburg “On Education in St. Petersburg” (amendments were made to paragraph 1 of Article 14).
Law of St. Petersburg "Social Code of St. Petersburg". .
Law of St. Petersburg " On additional measures of social protection for certain categories of disabled people". Law of St. Petersburg dated October 12, 2005 No. 531-74 (as amended on December 8, 2016) “On remuneration systems for employees of state institutions of St. Petersburg.”
Remuneration systems in St. Petersburg 1. Law of St. Petersburg dated October 12, 2005 No. 531-74 “On remuneration systems for employees of state institutions in St. Petersburg.”
2. Decree of the Government of St. Petersburg dated 04/08/2016 No. 256 “On the system of remuneration of employees of state educational organizations SP6”
3. Order of the Education Committee of St. Petersburg dated June 30, 2016 No. 1863-r “On approval of methodological recommendations on the remuneration system...”
4. Order of the Education Committee dated 09.09.2013 No. 2071-r “On approval of approximate indicators and criteria for the effectiveness of teaching staff...”;
5. Regional agreement “On the minimum wage in St. Petersburg for 2017” dated September 12, 2016 – 16,000 rubles, 13,500 rubles;
6. Law “On the budget of St. Petersburg for 2017 and for the planning period of 2018 and 2019.” Basic unit – 10547 rub.
7. Order No. 1601 dated December 22, 2014 “On the duration of working hours (standard hours of teaching work) of teaching staff and on the procedure for determining the teaching load of teaching staff, specified in the employment contract”
8. Order of the Ministry of Education and Science of the Russian Federation dated May 11, 2016 No. 536 “On approval of the specifics of the working hours and rest periods of teaching and other employees”
9. Decree of the Government of St. Petersburg dated March 13, 2007 No. 255 “On the methodology for determining the staffing level of employees of state educational institutions...”
10.Order of the Education Committee dated July 13, 2007 No. 1128-r “On approval of methodological recommendations for determining staffing levels...” Labor Code of the Russian Federation. Order of the Ministry of Labor and Social Protection of the Russian Federation dated October 18, 2013 No. 544n “On approval of the professional standard “Teacher (pedagogical activities in the field of preschool, primary general, basic general, secondary general education) (educator, teacher.
Order Order of the Ministry of Labor and Social Protection of the Russian Federation dated December 25, 2014 No. 1115n "On amending the order of the Ministry of Labor and Social Protection of the Russian Federation dated October 18, 2013" 544n "On approval of the professional standard "Teacher (teaching activities in the field of preschool, primary general , basic general, secondary general education) (educator, teacher)". Order of the Ministry of Education and Science of the Russian Federation dated December 31, 2015 No. 1576 "On amendments to the federal state educational standard of primary general education, approved by order of the Ministry of Education and Science of the Russian Federation dated 6.10.2009 No. 373".
Order of the Ministry of Education and Science of the Russian Federation dated December 31, 2015 No. 1577 "On amendments to the federal state educational standard of basic general education, approved by order of the Ministry of Education and Science of the Russian Federation dated December 17, 2010 No. 1897."
Order of the Ministry of Education and Science of the Russian Federation dated December 31, 2015 No. 1578 “On amendments to the federal state educational standard of secondary general education, approved by order of the Ministry of Education and Science of the Russian Federation dated May 17, 2012 No. 413.” The Ministry of Education and Science of the Russian Federation presented the first official version of the “Draft Strategy for the Development of Education until 2025.” Transition of educational institutions to electronic recording of individual achievements of students
Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”.
Art.28. The competence of an educational organization in the established field of activity includes individual recording of the results of students’ mastery of educational programs, as well as storage in archives of information about these results on paper and (or) electronic media.
Art. 32. The competence of the educational organization includes the implementation of ongoing monitoring of academic performance and intermediate certification of students.
Letter of the Ministry of Education and Science of Russia dated 02/15/2012 No. AP-147/07 “On methodological recommendations for the implementation of systems for maintaining grade books in electronic form, a list of changing documents (as amended by letter of the Ministry of Education and Science of Russia dated 10/21/2014 No. AK-3358/08).
Letter of the Ministry of Education and Science of Russia dated October 21, 2014 No. AK-3358/08 “On clarifications in methodological recommendations for the implementation of systems for maintaining academic records in electronic form.”
Order of the Education Committee dated September 10, 2010 No. 1616-r “On the implementation of a comprehensive automated information system for cataloging educational resources.”
Letter of the Education Committee dated November 19, 2010 No. 4604/10 "On the implementation of the Electronic Diary service"
Order of the Education Committee dated March 13, 2015 No. 1009-r “On testing the system for maintaining grade books.”
Order of the Education Committee dated June 31, 2011 No. 2299-r “On approval of the Regulations for the provision of services for providing information on the current progress of a student, maintaining an electronic diary and an electronic journal of a student.”
Order of the Education Committee dated October 31, 2011 No. 1774-r “On introducing amendments to the Education Committee order dated October 31, 2011 No. 2299-r.”
Letter of the Education Committee dated June 1, 2016 No. 03-20-1948/16-0-0 “On sending an instructional and methodological letter.” Instructional and methodological letter "On the transition to electronic (paperless) accounting of academic performance in state educational institutions of St. Petersburg."
Resolution of the Chief State Sanitary Doctor of the Russian Federation dated November 24, 2015 No. 81 “On approval of changes No. 3 to SanPiN 2.4.2.2821-10 “Sanitary and epidemiological requirements for the conditions and organization of training and maintenance in general educational organizations”, registered with the Ministry of Justice of Russia on December 18, 2015 (registration number 40154). Resolution of the Chief State Sanitary Doctor of the Russian Federation dated December 29, 2010 No. 189 "On approval of SanPiN 2.4.2.2821-10 "Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions" (with amendments and additions)"
- Application. Sanitary and epidemiological rules and regulations SanPiN 2.4.2.2821-10 "Sanitary and epidemiological requirements for the conditions and organization of training in general education organizations."
Resolution of the Chief State Sanitary Doctor of the Russian Federation dated July 10, 2015 No. 26 "On approval of SanPiN 2.4.2.3286-15" Sanitary and epidemiological requirements for the conditions and organization of training and education in organizations carrying out educational activities according to adapted basic general education programs for students with disabilities ""
- Application. Sanitary and epidemiological rules and regulations SanPiN 2.4.2.3286-15 "Sanitary and epidemiological requirements for the conditions and organization of training and education in organizations carrying out educational activities according to adapted basic general education programs for students with disabilities"
Website of educational institution Decree of the Government of the Russian Federation dated July 10, 2013 No. 582 “On approval of the Rules for posting on the official website of an educational organization on the Internet information and telecommunications network” (as amended on May 17, 2017).
Order of the Federal Service for Supervision in Education and Science (Rosobrnadzor) dated May 29, 2014 No. 785 “On approval of the requirements for the structure of the official website of an educational organization on the Internet and the format for presenting information on it.”
National standard of the Russian Federation GOST R 52872-2012 "Internet resources. Accessibility requirements for the visually impaired."
Order of Rosobrnadzor dated 02.02.2016 No. 134 “On amendments to the requirements for the structure of the official website of an educational organization on the information and telecommunications network “Internet” and the format for presenting information on it, approved by order of the Federal Service for Supervision in Education and Science dated 29.05.2014 No. 785".
Regulatory documents for the introduction of the Federal State Educational Standard ( Federal State Educational Standards NOO and Federal State Educational Standards LLC). Regulatory documents for the introduction of the Federal State Educational Standard for Students with Disabilities (FSES OVZ). A website based on the professional standard of a teacher, developed by the IMC Nevsky District of St. Petersburg. Order of the Education Committee of St. Petersburg dated April 24, 2015 No. 2003-r “On establishing uniform requirements for clothing for students of state educational institutions of St. Petersburg carrying out educational activities according to educational programs of primary general, basic general and secondary general education.”
Letter of the Education Committee dated May 19, 2016 No. 03-18-2050/16-0-1 " About the register of St. Petersburg clothing manufacturers for students".
Regulatory documents for admission to school. Regulatory documents for passing the State Examination (USE and OGE). GBOU regulations.
Register of exemplary basic general education programs Ministry of Education and Science of the Russian Federation.
Federal Law of November 23, 2015 No. 313-FZ “On Amendments to the Federal Law “On the Fundamentals of the System for the Prevention of Neglect and Juvenile Delinquency.”
Rights and responsibilities of parents The guiding principle enshrined in international and domestic law is that a child should grow up in the care and responsibility of his parents in an atmosphere of love and moral and material security.
Family Code (RF IC). Section IV. Rights and responsibilities of parents and children. Chapter 12. Rights and responsibilities of parents. Article 63. Rights and responsibilities of parents regarding the upbringing and education of children. Article 64. Rights and obligations of parents to protect the rights and interests of children
1. Parents have the right and obligation to raise their children. Parents are responsible for the upbringing and development of their children. They are obliged to take care of the health, physical, mental, spiritual and moral development of their children. Parents have a priority right to the education and upbringing of their children over all other persons.
2. Parents are obliged to ensure that their children receive a general education. Parents have the right to choose an educational organization, the form of education their children receive and the form of their education, taking into account the opinion of the children before they receive basic general education.
3. Protection of the rights and interests of children rests with their parents.
Federal Law of the Russian Federation dated December 29, 2012. No. 273-FZ "On education in the Russian Federation". Article 44. Rights, duties and responsibilities in the field of education of parents (legal representatives) of minor students
1. Parents (legal representatives) of minor students have a priority right to the education and upbringing of children over all other persons. They are obliged to lay the foundations for the physical, moral and intellectual development of the child’s personality.
2. State authorities and local governments, educational organizations provide assistance to parents (legal representatives) of minor students in raising children, protecting and strengthening their physical and mental health, developing individual abilities and the necessary correction of their developmental disorders.
3. Parents (legal representatives) of minor students have the right:
1) choose, before the child completes basic general education, taking into account the child’s opinion, as well as taking into account the recommendations of the psychological, medical and pedagogical commission (if any), forms of education and forms of training, organizations carrying out educational activities, language, languages of education, elective and elective subjects, courses, disciplines (modules) from the list offered by the organization carrying out educational activities;
2) provide the child with preschool, primary general, basic general, and secondary general education in the family. A child receiving education in a family, by decision of his parents (legal representatives), taking into account his opinion at any stage of education, has the right to continue his education in an educational organization;
3) get acquainted with the charter of the organization carrying out educational activities, the license to carry out educational activities, the certificate of state accreditation, educational program documentation and other documents regulating the organization and implementation of educational activities;
4) get acquainted with the content of education, the methods of teaching and upbringing used, educational technologies, as well as assessments of the progress of their children;
5) protect the rights and legitimate interests of students;
6) receive information about all types of planned examinations (psychological, psychological and pedagogical) of students, give consent to conduct such examinations or participate in such examinations, refuse to conduct them or participate in them, receive information about the results of examinations of students;
7) take part in the management of an organization carrying out educational activities in the form determined by the charter of this organization;
8) be present during the examination of children by a psychological, medical and pedagogical commission, discuss the results of the examination and recommendations received based on the results of the examination, express their opinion regarding the proposed conditions for organizing the education and upbringing of children.
4. Parents (legal representatives) of minor students are obliged to:
1) ensure that children receive general education;
2) comply with the internal rules of the organization carrying out educational activities, the rules of residence of students in boarding schools, the requirements of local regulations that establish the schedule of students’ classes, the procedure for regulating educational relations between the educational organization and students and (or) their parents (legal representatives) and registration the emergence, suspension and termination of these relations;
3) respect the honor and dignity of students and employees of the organization carrying out educational activities.
5. Other rights and obligations of parents (legal representatives) of minor students are established by this Federal Law, other federal laws, and the education agreement (if any).
6. For failure to fulfill or improper fulfillment of duties established by this Federal Law and other federal laws, parents (legal representatives) of minor students bear responsibility under the legislation of the Russian Federation. "Civil Code of the Russian Federation(part two)" dated January 26, 1996 N 14-FZ (as amended on May 23, 2016).
Civil Code of the Russian Federation Article 1073. Liability for damage caused by minors under the age of fourteen.
Civil Code of the Russian Federation Article 1074. Liability for damage caused by minors aged fourteen to eighteen years.
Regulatory documents are the basis for determining the time required to perform specific work on record keeping.
National-regional components of state educational standards.
Federal, regional standards for financing education (as approved).
Tariff coefficients ETC (unified tariff schedule); minimum wages.
Regulatory documents regulating: benefits, types and standards of material support for children in kindergarten, as well as teaching staff of state and municipal educational institutions, established by federal and state government authorities and management.
Federal, regional requirements for preschool educational institutions in terms of building codes and regulations, sanitary standards, health protection of students, minimum equipment for the educational process and equipment for educational and play areas, rental conditions for buildings and institutional premises.
The procedure for awarding state awards and honorary titles to education workers.
Certificate of state accreditation issued by the education authority; certification conclusion of the state certification service on the compliance of the content, level and quality of upbringing and education of preschool children with the requirements of the state educational standard; certification sheet and decision of the certification commission on certification of the head of the preschool educational institution.
Book of orders and instructions of the head of the preschool educational institution.
Order of the Ministry of Education of the Russian Federation dated March 11, 1998 No. 622 “On the labor protection service of an educational institution.” The legal status of the team and its members is the legitimate interests, rights and obligations of all employees provided for by labor legislation and internal labor regulations. Members of the work collective have the right to rest, safe working conditions, and self-government. Kindergarten employees participate in drawing up the annual work plan for their preschool educational institution. In accordance with the Law of the Russian Federation “On Education” (Article 35), the general management of a state and municipal educational institution is carried out by an elected representative body - the Council of the educational institution. A collegial self-government body is created by decision of the general meeting, which includes employees of the institution, representatives of the parent community and other interested organizations. The Regulations on the Council are determined by the Charter of the educational institution and approved by the general meeting.
All forms of management activity are reflected in documents, which act as a way and means of implementing the functions assigned to the management apparatus. In the management process, the information recorded in these documents not only acts as the basis for making a decision, but can also be evidence of its execution, a source for analysis and generalizations, and material for reference and search work. Thus, in management activities, a document acts as the subject and result of work.
The set of interrelated documents used in a certain area is documentation system.
Basic requirements for document preparation today are based primarily on state standards. Office work in management constitutes the full cycle of processing and movement of documents in an institution from the moment of their creation (or receipt) to completion of execution and dispatch. Documentation is calculated by the number of incoming, outgoing and internal documents:
Those entering the institution;
Created in this institution and sent to the addressee;
Created in a given institution and intended for its own needs.
Heads of educational institutions must direct their efforts to achieve the goals and objectives facing teachers in the new socio-economic and socio-cultural living conditions.
Sociological research using questionnaires is designed to identify the information necessary not only to improve the educational situation in a specific microdistrict (city, village), but also to resolve general problems of preschool education. The questions posed will help teachers find out how often children attend preschool institutions, how parents feel about the creation of alternative preschool educational institutions (mini-school, family kindergarten at home, walking groups, etc.), which of them parents would like to enroll their child in , what additional services they would like for their children, what activities of the preschool institution they would take part in (see Appendix 1). In modern conditions, it is advisable to identify the solvency of families, since additional services are paid.
The results of the survey will also help the administration when planning educational work.
Only after such a lot of preliminary work is a “calling card” of the institution prepared - a diagram reflecting all areas of the preschool educational institution. A “business card” is, first of all, a fixation of the purpose and functions of such an institution. It should reflect the following data: the type and category of the institution, the range of educational services for children and parents, which interested organizations the preschool institution interacts with, etc. When setting tasks for himself and the team, the manager also takes into account the results of the work already done, correcting and adjusting them .
Convention on the Rights of the Child;
Law of the Russian Federation "On Education";
Federal Law “On approval of the Federal Education Development Program”;
National Doctrine of Education of the Russian Federation, approved by Decree of the Government of the Russian Federation of October 4, 2000 No. 751;
The concept of modernization of Russian education for the period until 2010, approved by order of the Government of the Russian Federation of December 29, 2001 No. 1756-
School Charter.
License to carry out educational activities
Certificate of state accreditation
Legal aspect
“School council” is a generic definition of a school government body. A unified system of such bodies in the Russian Federation has not yet developed.
1. The concept of “School Council”
The main forms of self-government in a general education institution are the council of the general education institution, the board of trustees, the general meeting, and the pedagogical council.
Thus, “Advice” may mean:
board of educational institution
general meeting (conference).
You have the right to familiarize yourself with the provisions on these bodies in the administration, which cannot refuse you (based on the Letter of the Ministry of Education of the Russian Federation dated October 16, 2002 No. 03-51-176in/13-03 “On measures to familiarize parents of students of general education institutions with regulatory information and methodological nature.")
An approximate provision on the council of an educational institution is contained in Appendix 3 to the Collection “Local acts of an educational institution” (Recommended by the Department of General Educational Institutions and Inspection of the Ministry of Education of Russia as methodological material).
2. Tasks of the council
The Council is created in order to promote the implementation of self-government principles, the development of the initiative of the team, the implementation of the rights of autonomy of an educational institution in resolving issues that contribute to the organization of the educational process and financial and economic activities, the expansion of collegial, democratic forms of management and the implementation of state-public principles of management, a body is created self-government - Council of educational institution.
The Council implements the following tasks:
Develops a development plan for an educational institution.
participation in creating optimal conditions for organizing the educational process in an educational institution.
organizes public control over the health protection of participants in the educational process, over safe conditions for its implementation.
organizes a study of the demand of residents of the microdistrict for the provision of additional educational services by the educational institution, including paid ones.
provides practical assistance to the administration of an educational institution in establishing functional connections with cultural and sports institutions to organize leisure time for students.
coordinates (approves) local acts of the educational institution in accordance with the established competence.
Representatives of teaching staff, students (pupils) of levels II and III, the public, parents (legal representatives), and representatives of the founder can be elected to the Council of an educational institution. The norm of representation in the Council and the total number of Council members are determined by a conference of the staff of the educational institution, taking into account the opinion of the founder. During the next elections, the composition of the Council, as a rule, is renewed by at least a third.
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The Pedagogical Council is a permanent self-government body of the Institution, which is created to consider the main issues of the educational process. Members of the Pedagogical Council are all teaching staff of the Institution, as well as other employees of the Institution whose activities are related to the content and organization of the educational process. The Chairman of the Pedagogical Council is the director of the Gymnasium. Decisions of the Pedagogical Council on issues within its competence are valid if at least half of its members were present at the meeting of the council. Decisions are made by a simple majority of votes. In case of equality of votes, the vote of the Chairman of the Pedagogical Council is decisive. The entire teaching council meets at least 4 times a year. Small Pedagogical Councils are convened to consider current issues. Pedagogical advice: discusses and carries out the selection of curricula, programs, textbooks, forms, methods of the educational process and methods of their implementation; organizes work to improve the qualifications of teaching staff, develop their creative initiative, and disseminate advanced teaching experience; determines the directions of experimental work, interaction of the Institution with scientific organizations; decides on the use of grade-free and other systems for assessing student performance in individual subjects (disciplines), including sections of programs; makes a decision to conduct intermediate certification in a given academic year, determines the specific forms, procedure and timing of its implementation; decides to transfer the student to the next class. The methodological association is a structural unit of the school that contributes to the improvement of methodological support for educational programs and the growth of professional skills of teachers. It is created to organize mutual assistance in order to ensure the modern level of teaching and improve the quality of education for the younger generation, and improve the educational process in the educational institution as a whole. A methodological association is organized if there are at least three teachers in the school working in one subject or in one educational field (humanitarian, natural-mathematical, physical-mathematical, natural-geographical, etc.). The methodological association may include teachers of related disciplines. The number of MOs and their strength is determined based on the need for a comprehensive solution to the tasks assigned to the educational institution, and is approved by order of the director of the educational institution. Methodological associations are created or liquidated by the director of the educational institution on the proposal of the deputy director for methodological work. Methodical associations report to the deputy director for educational work. Control over the activities of the educational organization is carried out by the school director, his deputies for methodological and educational work in accordance with the plans for the methodological work of the school and intra-school control, approved by the director of the educational institution. The work of the MO is headed by a chairman appointed by the director from among the most experienced teachers in agreement with the members of the MO; work is organized on the basis of planning. During the school year, at least 4 meetings of the methodological association of teachers are held, that is, once every quarter; one practical seminar with the organization of thematic open lessons and extracurricular activities. The chairman is obliged to notify the deputy director responsible for methodological work at the school about the time and place of the meeting. Meetings are documented in the form of a minutes log. For each of the issues discussed, recommendations are adopted and recorded in the minutes. 34. In a broad sense, the term qualimetry(from Latin qualis - which in quality and metros - to measure) is used to designate a scientific field that combines methods for quantitative assessment of product quality. The main tasks of qualimetry in this case are the substantiation of the nomenclature of quality indicators, the development of methods for determining product quality indicators and their optimization, the development of principles for constructing generalized quality indicators and the justification of the conditions for their use in standardization and quality management tasks, etc. Qualimetry most often uses the following mathematical methods: linear, nonlinear and dynamic programming, optimal control theory, queuing theory, etc. In a narrower sense, the concept of pedagogical qualimetry means a direction of pedagogical research, the main content of which is the measurement and assessment of pedagogical parameters and characteristics. For the first time, issues of pedagogical qualimetry attracted the attention of domestic scientists in the early 90s of the twentieth century. However, in its basic meaning, the concept of pedagogical qualimetry is currently used quite rarely. Much more common is a consonant term formed from the words “qualification” and “metros” (measure), denoting an area of pedagogical research aimed at diagnosing the professional qualities of a teacher. At the same time, one of the methods for implementing the latter is certification (of teachers, educational institutions), which, as a rule, means the study of teachers in order to establish compliance with the position held and assign one of the qualification characteristics, or the study of the work of educational institutions in order to determine their affiliation to one category or another. |
Basic principles for certification of teaching staff
The most important basis for constructing a methodology for certifying teaching staff, in our opinion, are principles (from the Latin principium - beginning, basis) - the starting points that determine the construction of the certification procedure and the worldview of specialists carrying out expert activities.
Taken together, the principles should set requirements for the scientific and methodological validity of the methodology, ensuring a clear organization, collegiality and openness of the certification procedure using the developed methodology, creating comfortable conditions for certified teachers, ensuring an objective attitude towards teaching staff, and inadmissibility of discrimination during certification.
Conventionally, all principles can be divided into three groups:
1. Scientific and methodological
2. Organizational
3. Ethical.
1. Scientific and methodological
The principle of the activity approach requires implementation
a comprehensive approach to assessing teaching activities in the certification process. Pedagogical activity is one of the types of activity expressed in the purposeful development of the student, his mastery of the fundamentals of culture, the comprehensive development of his abilities, where the teacher and the student act as equal subjects of the pedagogical process.
The principle of criterion clarity presupposes a clear definition of the content and subject of assessment. In accordance with the professional standard of pedagogical activity, the criteria for assessing the level of qualifications are basic competencies that determine the success of solving the main functional tasks of pedagogical activity: competence in the field of personal qualities; competence in goal setting; competence in motivating students; competence in developing a program of teaching activities and making pedagogical decisions; competence in the field of information basis of activities; competence in organizing teaching activities (the ability to establish subject-subject relationships, the ability to organize educational (educational) activities, the ability to implement pedagogical assessment).
The principle of differentiation of the level of qualification of teachers
involves the determination of such indicators and evaluation parameters that make it possible to differentiate teaching staff by skill levels. As a result of the experimental testing of the methodology, only those indicators and parameters were selected that have a high correlation with the success of teaching activities and make it possible to differentiate teachers by qualification levels (compliance with the position held, first and highest qualification categories).
The principle of focusing on improving the quality of teaching staff
suggests that the certification procedure is one of the most important mechanisms for managing the quality of teaching activities. Assessment and self-assessment of the level of qualifications, carried out on the basis of developed criteria, allows you to see areas of development for each of the certified teachers and develop an individual professional development program.
2. Organizational
The principle of combining expert assessment and self-assessment
involves the participation of the certified teacher in the certification process. Carrying out a self-assessment of activities increases the subjectivity of the teacher’s position; he knows the criteria by which the assessment is carried out, he himself can participate in developing directions for improving his professional activities.
The principle of collegiality, the unification of state and public participation (including trade unions) during certification involves minimizing subjectivity and bias when assessing the level of qualifications of a teacher. To ensure collegiality, the certification commission is formed from among representatives of state authorities, local governments, trade unions, scientific organizations and public associations, self-government bodies of educational institutions (councils of educational institutions, boards of trustees, pedagogical councils, etc.) and employees of educational institutions.
To carry out certification in order to confirm the suitability of a teaching worker for the position held, a representative of the elected body of the corresponding primary trade union organization of the educational institution in which the given teaching worker works (another trade union representative authorized by the primary trade union organization of the educational institution) must be included in the certification commission. The implementation of this principle presupposes the openness of the assessment procedure for the teacher being certified; he has the right to personally attend his certification at a meeting of the certification commission.
The principle of professionalism and independence of experts’ activities presupposes a high level of qualification of experts and independence of their actions. The composition of the certification commission and expert groups is formed in such a way as to exclude the possibility of a conflict of interest. An important condition for the implementation of this principle is the provision of special training to experts.
3. Ethical
The principle of respect for the personality of the certified teacher
involves a humane attitude towards the teacher being certified, the creation of conditions allowing him to demonstrate his professional qualities, the inadmissibility of discrimination during certification, recognition of the right to one’s own opinion, including one that differs from the opinion of the expert group and the certification commission. The teaching staff has the right to appeal the certification results in accordance with the legislation of the Russian Federation.
The principle of individual approach
involves taking into account the individual characteristics of the person being certified, eliminating “clutter” in the activities of experts, preparing conclusions and recommendations that take into account the individual competence profile of the teacher and his development potential.
The principle of providing qualified assistance and support for a certified teacher
involves creating comfortable conditions for preparing and conducting certification. The teacher must be aware of the criteria and assessment methods, have access to the materials necessary to prepare for certification, and must have the opportunity to receive expert advice and take advanced training courses prior to certification.
