Higher education is education obtained in the course of study in higher educational institutions, as well as in special courses. Institute, university, academy - higher educational institutions that implement educational programs of higher professional education, as well as educational programs of postgraduate professional education. Externship - an independent study of disciplines by students in accordance with the main educational program of higher professional education in the chosen direction of training (specialty) with subsequent current and final certification in a higher educational institution.

The levels of higher professional education are bachelor, graduate and master. Those who have passed the final attestation are assigned the appropriate qualification.

The structure of the system of higher professional education is a set of state educational standards and educational programs of higher and postgraduate education; licensed higher educational institutions and educational institutions of the corresponding additional higher professional education; scientific, design, production, clinical, medical and preventive, pharmaceutical, cultural and educational enterprises, institutions and organizations conducting scientific research and ensuring the functioning and development of higher professional education; governing bodies of higher professional education, as well as their subordinate enterprises, institutions and organizations; public and state-public associations: creative unions, professional associations, scientific and methodological councils and other associations.

Extramural form of higher education

This form of education, or a form of self-education, is regulated and implemented by the state on the basis of a single national educational standard. At the same time, students study in the classrooms of the university twice during the academic year at setting sessions. On them, students are lectured, given consultations, the results of tests.

For correspondence students, special teaching aids, teaching and monitoring materials have been developed. There are very original methods for managing the process of self-study - correspondence students spend 70% of their study time away from the teacher.

The development of distance education is viewed as a peaceful revolution that can radically change the entire process of education and training, for it is this that is distinguished by the individualization of education, accessibility for various segments of the population, economic profitability, speed of mastering knowledge, and practical activities. Correspondence education was initially introduced only for those who could not regularly attend regular educational institutions. Part-time students, like diaries, have a common curriculum for all, the general deadlines for passing tests. Computerization brings correspondence education closer to distance education.

The structure of higher education in the Russian Federation

Currently, in the structure of higher technical, for example, education in Russia, there are three stages, as indicated in the figure

higher professional education

The first stage is incomplete higher education, the receipt of which allows you to continue education at the next stages.

The second stage with a period of study of at least 4 years provides for the receipt of an academic degree of a bachelor of science in the chosen direction. All those who have obtained a Bachelor of Science degree can continue their education to obtain a qualification or degree corresponding to the third level.

The third stage of higher education allows you to acquire the qualification of an engineer in the chosen specialty or a master of science degree in the direction.

Receiving education in accordance with the master's program, each student has the right to simultaneously, having completed the required tasks and the diploma project, to receive an engineering diploma.

In other cases, training for the purpose of obtaining a diploma in the presence of a diploma of education of the third level is considered as obtaining a second higher education and can be carried out on a paid basis.

The multivariance of methods for obtaining higher technical education requires the development of clear norms and requirements for graduates and educational programs.

Higher educational institution - (abbreviated as a university) is an educational institution that provides higher professional education.

Distinguish between public and private universities. The university may have branches and representative offices in other localities.

Classic status

Today in Russia there are three types of higher educational institutions corresponding to a certain accreditation status, in which one can obtain higher professional education: institute, academy and university.

For the status of "institute", an educational institution needs only to train students in at least one specialty and conduct scientific work.

The university covers a wide range of specialties from different fields. For example, a technical university or a classical university. Research activities are carried out, as a rule, in several directions and constitute a significant part of the university's activities. It is the universities in Russia that are the main centers for the development of scientific schools and directions.

The Academy differs from the university in a narrower range of specialties, as a rule, for one branch of the economy. For example, the Samara State Agricultural Academy, the Samara State Academy of Culture and Arts. The Academy pays significant attention to research activities in the profile direction.

Different statuses of universities imply completely different educational paths and opportunities. One and the same university, especially if it is very strong, can have several different statuses. And it depends on the students how wisely they will be able to use the resources of the university when receiving education. The current situation on the educational services market is such that a lot of universities operate on it. Many of them are considered weak, they are waiting for a scheduled inspection and are afraid of closure. Also, the demographic situation has not developed in the best way: if the university does not recruit freshmen, it may cease to exist. Therefore, in order to survive, universities wish to unite into something university-like. That is, simultaneously with such a spontaneous process, new statuses of universities appear.

Autonomous university

A significant part of Russian universities will receive this status; it presupposes freedom and the right to dispose of extrabudgetary funds. Such universities will be managed by a supervisory board, one third of which will be representatives of the university itself, and the remaining two-thirds of employers, officials and the public. The rector will be equated with a hired manager. The idea is that as a result, the employer should get a specialist who exactly meets the requirements of a modern enterprise.

Academy

Keep an eye on updated information from the Ministry of Education and Science: academies are about to be redefined.

Institute

This will be the name of only 150 universities of regional importance. Since, according to the forecasts of officials, in the future only the best universities will receive state funding, the possibility of receiving budget education at institutes remains questionable. Although they say that the number of budget-funded places in universities throughout the country as a whole will not decrease.

Master's University

It is a university specializing in the preparation of masters. State University - Higher School of Economics is planning to become the first master's university in Russia.

Scientific and educational center

These are only two universities - Moscow State University and St. Petersburg State University. They were recently granted the right to develop their own curriculum.

National Research University

This status was invented by the founder of Stanford University (USA), but in Russia they started talking about national research universities only in 2008. These are Moscow State University, St. Petersburg State University, Federal Technological University based on MISiS, Federal Nuclear University based on MEPhI. The entire list has not yet been formed. The rector of Moscow State University V. Sadovnichy suggests that MSTU im. N.E.Bauman, and also the Polytechnic and Mining Universities of St. Petersburg. It is recommended to enter these universities for those who, from the first year, plan to engage in serious scientific work, by the end of their studies at the university want to become the author of several dozen scientific articles, and throughout their career will conduct research that is important for Russia. A strong scientific school (or a number of schools) of the university and its programs, formed on a scientific basis, will make it possible to do this.

Olympic university

The Russian International Olympic University (RIOU) will open in 2012 in Sochi. This information may be useful for current applicants already for a second higher education, if there are plans to become professionals in the field of international sports management.

Particularly valuable object of cultural heritage of the peoples of the Russian Federation

This status was originally invented not for universities, but nevertheless 10 of them have it. Three of them are in Moscow (Moscow State University, Moscow State Technical University named after Bauman, Russian State Agrarian University (Moscow Agricultural Academy named after K.A. Timiryazev), four are in St. Petersburg (St. Petersburg State University, Military Medical Academy named after Kirov, Russian State Pedagogical University named after A.I. , Saint Petersburg State Mining Institute named after

G.V. Plekhanov), one in Kazan (university) and two in Tomsk (university and polytechnic university). The territory of such universities is under state protection. Here walls help you learn.

Applied Bachelor's Degree

Introduced from the coming academic year on the basis of secondary educational institutions (see the heading "Writing desk of the magazine" VESTNIK Applicant "). This is an option for those who, perhaps, do not have enough stars from the sky, but want to have a higher education, a serious profession and a high salary. Already in the very idea of ​​such a status of educational institutions lies the desire to offer a worthy answer to the request of industrial enterprises that need highly qualified employees. Which? Nowadays, for example, welders with knowledge of modern work technologies are in short supply.

The university

Soon there will be about 450 fewer of them. And to the question of what a university is, a new answer will sound - a new one, since new rules are being developed, according to which universities, academies and institutes will be delimited. Those who are going to a university, the name of which is not given on these pages, should consider the option that you will enter, perhaps, a university, but graduate - perhaps already from an institute.

Federal University

There are only two of them - Moscow State University and St. Petersburg State University. They may not obey government education standards. They will be able to create enterprises, launch innovative projects - and these, if you think about the future, are unique jobs. Over time, about 55 universities will become federal, which will receive the maximum of state financial support.

Federal University

They were invented by President Medvedev - and news agencies have already called them new types of educational institutions. The idea is as follows: for one federal district - one federal university.

And each university is "glued together" from a classical university and, say, a technical one. Siberian Federal University in Krasnoyarsk was created by combining four universities, Yuzhny in Rostov combined two. These are real universities, they already exist, you can apply there. The next step is the creation of the Far Eastern State University in Vladivostok. And also such universities would like to create Voronezh, Yekaterinburg, Kazan and Kaliningrad. In 2015, study programs are expected to receive international accreditation, and graduate diplomas are expected to be internationally recognized.

In the Russian Federation, there are the following main types of higher educational institutions: institutes, academies, universities. The differences between these types of universities are indicated in Article 9 of the Federal Law on Higher and Postgraduate Professional Education.

The explanatory comments for this article are summarized in the table:

Universities	Academies	Institutions
Provide training in a wide range of specialties	They carry out training of specialists in certain areas, first of all, scientific and scientific-pedagogical	Provide training for practitioners in specific areas
Conduct fundamental and applied scientific research in a wide range of sciences	Carry out basic and applied research, but in a specific field of science or culture	Conduct fundamental and (OR) applied scientific research
Are the leading scientific and methodological centers in their fields of activity	In the field of its activity, the Academy should be a leading scientific and methodological center	Are not leading scientific and methodological centers

Educational institution

Currently, in the Russian language, the concept of "educational institution" is more commonly used in relation to institutions of secondary and higher vocational education (college, university, university, etc.) and is included in the conceptual apparatus of legislation on vocational education. (See, for example, Federal Law of August 22, 1996 N 125-FZ "On higher and postgraduate education")

School and education

17th century

Since 1621, the first handwritten newspaper "Courants" was published for the tsar, which consisted mainly of translated articles from foreign publications, which were written by the translators of the Ambassadorial Prikaz. In everyday life includes printed materials manufactured at the Moscow Printing House. Handbooks on grammar and arithmetic are published in mass editions: a printed primer ("ABC") by Vasily Burtsev was published in 1634, then it was reprinted several times, and when it was sold in Moscow in 1651, 2,400 copies were sold in one day; in 1648, the "Grammar" by Meletius Smotritsky was published; in 1682, the multiplication table appeared on sale - "The reading is convenient for bathing or selling"; at the end of the 17th century, Karion Istomin's illustrated primer appeared, as well as handwritten manuals on arithmetic. also published "Psalms" and "Books of Hours".

Children were taught to read and write either in the family or by clergy, clerks and clerks. The issue of organizing training was becoming urgent.

In 1621, a school was opened in Nemetskaya Sloboda (now the area of ​​Baumanskaya Street) in Moscow, in which foreign languages ​​were studied - Latin, German.

Boyarin F.M. Rtishchev set up a school for young nobles at the Andreevsky Monastery, where they taught Greek, Latin, rhetoric and philosophy.

In 1632, the monk Joseph arrived from the Alexandrian patriarch. He was persuaded to remain in Moscow and was instructed to translate into the Slavic language Greek polemic books against Latin heresies, as well as “ at the teachers' yard to teach the little ones the Greek language and literacy". But soon Joseph died and the matter did not go well.

A Greek-Latin school was established near the patriarchal court (in the Chudov Monastery), which was run by the Greek Arseny, but he was soon exiled for "unbelief."

In 1665, at the Zaikonospassky monastery in Moscow, a school was opened that trained clerks for orders. The head of the school was Simeon Polotsky. Grammar and Latin were studied.

In 1680, a school was opened at the Printing House, where 232 students studied. The main subject was the Greek language.

Pharmacists and doctors were trained in the Pharmaceutical Order.

XVIII century

The 18th century brought changes to the learning process: new approaches to education appeared.

Theology began to be taught only in diocesan schools, where the children of the clergy studied. There were 46 diocesan schools.

In 1701, the School of Mathematical and Navigational Sciences was founded in the building of the former Sukharev Tower in Moscow. In the same 1701 the Artillery School was opened; in 1707 - Medical school; in 1712 - School of Engineering. In 1715, the senior classes of the School of Mathematical and Navigational Sciences were transferred to St. Petersburg and transformed into the Naval Academy (now the Higher Naval Academy).

By the end of the first quarter of the 18th century. by decree of 1714, 42 digital schools with 2000 students were opened in the provinces. The children of the soldiers went to the garrison schools.

At metallurgical plants in the Urals and in the Olonets Territory, the government organized the first mining schools that trained mining specialists.

The foundations were laid for the development of a system of closed estate schools that had taken shape by the middle of the 18th century.

In 1732, the Cadet Corps was established or Land gentry (noble) corps... After graduating from this educational institution, noble children received officer ranks.

Since the 30s. it was widely used to enroll in the regiment of young children, incl. these children, by the time they came of age, received an officer's rank according to the length of service.

Under Anna Ioannovna (1730 - 1741) the Naval, Artillery and Pages corps were established.

Under Elizabeth (1741-1762), military educational institutions were reorganized. In 1744, a decree was issued to expand the network of primary schools. The first gymnasiums were opened: in Moscow (1755) and in Kazan (1758). In 1755, on the initiative of I.I. Shuvalov, Moscow University was founded, and in 1760 - the Academy of Arts.

In the second half of the 18th century. two trends in education can be traced: the expansion of the network of educational institutions and the strengthening of the principle of estate.

1782 - 1786 - school reform.

In 1782 the Charter of public schools was approved. Main schools with 4 classes were established in each city, and small public schools with 2 classes were established in county towns. Introduced subject teaching, uniform start and end dates for classes, classroom lesson system; teaching methods and unified curricula were developed. Serbian teacher F.I. Jankovic de Mirievo. By the end of the century, there were 550 educational institutions with 60-70 thousand students.

Schools, gentry townships, noble boarding schools and gymnasiums at Moscow University - constituted the structure of secondary education in Russia.

The system of closed educational institutions was developed by Catherine II together with the President of the Academy of Arts and the director of the Land Noble Corps I.I. Betsky.

19th century

By the beginning. XIX century. the comprehensive school was represented by 2 and 4-grade public schools located in cities. There were secondary schools in Moscow, St. Petersburg and Kazan. There were specialized educational institutions: soldiers' schools, cadet and gentry corps, various types of religious schools. Moscow University was a higher educational institution.

Under Alexander I (1801 - 1825)

In 1803, a new regulation was issued on the structure of educational institutions.

New principles in the education system:

1. lack of class of educational institutions,
2. free education at its lower levels,
3. continuity of educational programs.

The structure of educational institutions:

• one-class parish school,
• 3-class district school,
• 7-year gymnasium in the provincial town,
• university.

The entire educational system was in charge of the Main Directorate of Schools.

6 universities appeared: in 1802 - Dorpat, in 1803 - Vilensky, in 1804 - Kharkov and Kazan; and opened in 1804, the St. Petersburg Pedagogical Institute was transformed in 1819 into a university. In 1832 the Vilnius University was closed, and in 1834 the Kiev University was founded. The territory of Russia was divided into 6 educational districts, which were headed by trustees. Academic councils at universities stood over the trustees.

In 1804, the University Charter was issued, which provided universities with significant autonomy: the election of the rector and professors, their own court, non-interference of the higher administration in the affairs of universities, the right of universities to appoint teachers to gymnasiums and schools in their district.

In 1804, the first censorship charter was also issued. At universities, censorship committees were created from professors and masters, subordinate to the Ministry of Public Education.

The first privileged secondary university institutions - lyceums - appeared: in 1811 - Tsarskoselsky, in 1817 - Richelievsky in Odessa, in 1820 - Nezhinsky.

Under Nicholas I (1825 - 1855)

Under Nicholas I, education took on a closed estate character: parish schools for peasants; district schools for the children of merchants, artisans and other urban inhabitants; gymnasiums for children of nobles and officials.

In 1827, a decree and a special circular were issued prohibiting the admission of serfs to gymnasiums and universities. The principle of estate and bureaucratic centralization became the basis of public education.

In 1828 - the school charter, according to which primary and secondary education was divided into 3 categories:

1. for children of the lower classes - one-class parish schools (the 4th rules of arithmetic, reading, writing and the "law of God" were studied).
2. for the middle class, i.e. bourgeois and merchants - three-year schools (geometry, geography, history).
3. for the children of noblemen and officials - seven-grade gymnasiums (they were preparing for admission to the university).

In 1835 a new University charter was published. It limited the autonomy of universities, banned university courts, and effectively led to the establishment of police oversight of students.

In the beginning. XIX century. there were 5 cadet corps. K ser. XIX century. there were 20 of them.

If at the beginning. XIX century. there were 35 Orthodox seminaries and 76 bishops' schools (lower theological schools), then in 1854 there were 48 and 223, respectively.

In 1832, the Imperial Military Academy was established, which trained officers of the General Staff. In 1855, the Artillery and Engineering academies were established.

The network of industrial and technical educational institutions expanded: in 1828 the Institute of Technology was established, in 1830 - the Architectural School, and in 1832 - the School of Civil Engineers (in 1842 both of these schools were merged into the Construction School), in 1842 In Belarus, the Gorygoretsk Agricultural School was opened, which was transformed in 1848 into the Agricultural Institute, and in 1835 a Landing Institute was founded in Moscow. In addition, the Institute of Railway Engineers, the Forestry Institute, the Practical Polytechnic Institute, the Mining Institute, the Practical Commercial Academy, the Agricultural School, the private Mining School, and the Technical School appeared. Veterinary schools are being established in the provinces.

Under Alexander II (1855-1881)

In 1863 a new University charter was published. He returned the former autonomy to universities, in accordance with the Charter of 1803, liquidated by Nicholas I in 1835. The independence of universities was restored in solving administrative-financial and scientific-pedagogical issues.

In 1864, the Charter of Gymnasiums and the Statute of Public Schools were issued, which regulated primary and secondary education. An accessible all-class education was introduced. Zemstvo, parish, Sunday and private schools arose along with the state ones. The gymnasiums were divided into classical and real ones. They accepted children from all classes who were able to pay for education.

In 1869, the first women's educational institutions were created - "Higher Women's Courses" with university programs.

Educational institutions in Russia before 1917

• Military educational institutions- military academies, military schools, cadet schools, cadet corps, military gymnasiums, (military schools), etc. The first military educational institution in Russia was created under Peter I, who in 1700 founded the “School of Mathematical and Navigational Sciences” in Moscow to prepare for service in artillery, engineers and the navy. The first military school was opened in 1795 in Gatchina.
• Volost schools- elementary schools in Russia in the 19th century, which trained clerks for the chambers of state property and for rural administrations.
• Sunday schools- private or public general education, vocational or religious educational institutions, where instruction is conducted on Sundays. In Russia in the second half of the 19th and the beginning of the 20th century, such general educational institutions were established by the intelligentsia for illiterate and semi-literate workers, peasants, artisans, office workers, as well as working children and adolescents.
• Higher primary schools- primary schools in Russia in small towns. Until the middle of the 19th century, they were called county schools, since 1872 - city schools, since 1912 they were renamed into higher primary schools.
• Higher Courses for Women- higher educational institutions for women. They arose with the permission of the government in 1869 (the first institutions of this type arose in Moscow and St. Petersburg).
• Gymnasiums- secondary general educational institution. The first secular secondary general education gymnasium in Russia was founded in St. Petersburg in 1726 at the Academy of Sciences under the name Academic gymnasium (it existed until 1805). In accordance with the charter approved in 1864, classical gymnasiums and real gymnasiums.
• Spiritual Academy- higher religious (Orthodox) educational institution. The Moscow Theological Academy is the first higher educational institution in Russia, opened in 1685 (until 1814 it was called the "Slavic-Greek-Latin Academy"), closed in 1919, revived in 1943.
• Theological Seminary- an Orthodox educational institution that trained clergy in Russia
• Zemsky schools- elementary schools, opened by zemstvos (and were under their jurisdiction) in rural areas.
• - secular higher educational institutions, which trained mainly specialists in the technical and natural sciences. There were polytechnic and technological institutes, institutes of railway engineers, commercial, agricultural, pedagogical, and medical institutes. In 1802-1804, the first in Russia was opened teacher's institute at the St. Petersburg University.
• - secondary educational institutions of a closed type with full board, mainly for daughters from noble families.
• Cadet Corps- an elementary military educational institution with full board.
• Commercial schools- secondary educational institutions preparing students for commercial activities.
• Public schools are secondary educational institutions that trained teachers for primary educational institutions.The first institution of this type was opened in St. Petersburg in 1783 and existed until 1804.
• Courses- paid secular higher educational institutions, synonymous with "institute".
• Real gymnasiums- a secondary general educational institution focused on the subjects of the natural and mathematical cycle, some of which at the end of the 19th century received the status of real schools.
• Real school- a secondary educational institution that paid more attention to the study of subjects of the natural and mathematical cycle.
• Universities- secular institutions of higher education. The first secular university in Russia was called the Academic University, opened in 1724 and existed until 1766. By the beginning of the XX century in Russia (with the exception of Finland) there were the following universities: Moscow (since 1755), Derpt, or Yurievsky (1802), Kazan (1804), Kharkov (1804), Petersburg (1819), Kiev St. Vladimir (1833), Novorossiysk (in Odessa, 1864), Warsaw (1869), Tomsk (1888).
• Teachers' seminaries and schools- educational institutions that trained pedagogues (teachers) teachers for city, county and primary schools.
• Schools- estate-based secondary educational institutions in Russia, mentioned since the 17th century. ... In 1828, the Committee for the Organization of Educational Institutions decided to create two types of schools: county schools(for children of merchants, artisans and city dwellers), as well parish schools(for children of peasants). There were also public schools that trained teachers for primary educational institutions.
• Parish schools- elementary schools, led by the clergy. The first educational institutions of this type were opened in Russia at the beginning of the 18th century. In accordance with the "Spiritual Regulations" (1721), approved in 1721 under Peter I, it was ordered to establish all-class schools at bishops 'houses (bishops' schools) and monasteries. Since 1864, they were transferred to the jurisdiction of the Synod and were opened at church parishes with a training period of 3-5 years, mainly in rural areas.
• Schools- a collective name in Ancient Russia and in the Russian Empire of general educational institutions. The first state school arose under Prince Vladimir in the 10th century; more than 300 students studied there. Under his son Yaroslav the Wise, schools arose in Novgorod, Pereyaslav, Chernigov, Suzdal.

By 1914, the Russian Empire had about 700 educational institutions (more than 400 gymnasiums and 276 schools), 9 universities.

Introduction ………………………………………… …………………….… 2

The system of higher professional education in Russia …… .2

1. Types of higher educational institutions in Russia ……………………… ..3

   The system of higher professional education in Russia .... ... 5

Scientific potential of higher educational institutions of Russia ………… 8

1. The problem of the scientific potential of Russian universities …………………… 8

   Scientific potential of different types of universities in Russia ……………… .9

Conclusion …………. ………………………………………… ......… 11

References ……………………………………… ...…. ……… ..12

Introduction

Education is one of the most important subsystems of the social sphere of the state, which ensures the process of a person acquiring systematized knowledge, skills and abilities with the aim of their effective use in professional activity. The education system is the most complex socio-economic and scientific-technical complex of the national economy.

Higher education provides fundamental, scientific, professional and practical training, citizens receive educational and qualification levels in accordance with their vocation, interests and abilities, improving scientific and professional training, retraining and raising their qualifications.

In addition, in the information age, the social role of education as an integral value of spiritual culture is clearly manifested. At the same time, fundamentally new socio-economic, spiritual, moral, and cultural requirements are related to education.

The purpose of this work is to consider the types of higher educational institutions operating on the territory of the Russian Federation and their scientific potential.

The tasks of the work: to give a definition of a higher educational institution in general and the types of higher educational institutions in particular; to identify the similarities and differences of the types of universities in Russia; compare two systems of higher professional education; to determine the scientific potential of higher education in Russia, the problems of realizing scientific potential, as well as the difference in the implementation of scientific potential in different types of universities.

The object of the research is higher education in general as a necessary phenomenon of any society and some aspects of its reform in particular.

The subject of this work is the actual types of higher educational institutions in Russia and the regulations that govern the situation of higher education at the present stage.

The system of higher professional education in Russia.

Types of higher educational institutions in Russia.

To begin with, let's define what a higher educational institution is.

Federal Law on Higher and Postgraduate Professional Education of August 22, 1996 No. 125-FZ defines a higher educational institution as “an educational institution established and operating on the basis of the legislation of the Russian Federation on education, which has the status of a legal entity and implements educational programs of higher education in accordance with the license. vocational education ".

The main tasks of the university, according to Art. 8 FZ-125 are:

1) meeting the needs of the individual for intellectual, cultural and moral development through obtaining higher and (or) postgraduate professional education;

2) the development of sciences and arts through scientific research and creative activities of scientific and pedagogical workers and students, the use of the results obtained in the educational process;

3) training, retraining and advanced training of workers with higher education and scientific and pedagogical workers of higher qualifications, etc.

4) the formation of students' civic position, the ability to work and life in the conditions of modern civilization and democracy;

5) preservation and enhancement of the moral, cultural and scientific values ​​of society;

6) dissemination of knowledge among the population, raising its educational and cultural level.

The following types of higher educational institutions are established in the Russian Federation:

one). Federal University is a leading educational institution in the Federal District, a center for science and education, fundamental and applied research in priority scientific areas. Federal University solves the following tasks:

implements innovative educational programs of higher and postgraduate professional education, integrated into the global educational space;

provides systemic modernization of higher and postgraduate professional education;

carries out training, retraining and (or) professional development of personnel based on the use of modern educational technologies for the integrated socio-economic development of the region;

carries out fundamental and applied scientific research in a wide range of sciences, ensures the integration of science, education and production, including by bringing the results of intellectual activity to practical application.

Today the number of federal universities is 8. These are: Far East, Kazan, North, North-East, Siberian, Ural, South and Baltic federal universities.

2). The university is a multidisciplinary educational institution with a large selection of study programs in various fields of knowledge (at least 7 specialties). The University carries out the following tasks:

implements educational programs of higher and postgraduate professional education in a wide range of training areas (specialties);

carries out training, retraining and (or) advanced training of highly qualified workers, scientific and scientific-pedagogical workers;

carries out fundamental and applied scientific research in a wide range of sciences;

is a leading scientific and methodological center in its fields of activity.

Traditionally, the university is subdivided into faculties, faculties - into departments. A university may also include an institute or even several institutes.

Separately, it is necessary to highlight the National Research University - a higher educational institution that equally effectively carries out educational and scientific activities based on the principles of integrating science and education. The title of NRU is awarded for a ten-year term on a competitive basis. Today this status has been awarded to 29 universities in our country.

3). The Academy is a higher educational institution, the purpose of which is to train specialists in any one area of ​​human activity (finance, art, agriculture, etc.). The goals and objectives of the academy include:

implementation of educational programs of higher and postgraduate professional education;

training, retraining and (or) advanced training of highly qualified workers for a specific field of scientific and scientific-pedagogical activity;

carrying out fundamental and applied scientific research in the chosen field of science or culture;

leading scientific and methodological center in the field of its activity.

An academy, like a university, can be subdivided into institutes, faculties and departments. The academy should include postgraduate and possibly doctoral studies. Like the university, the academy can open its branches and representative offices in other cities.

4). Institute is a higher educational institution that prepares specialists for work in a specific area of ​​professional activity (one area of ​​professional activity). Its tasks include:

implementation of educational programs of higher professional education, as well as, as a rule, educational programs of postgraduate professional education;

training, retraining and (or) advanced training of employees for a specific area of ​​professional activity;

conducting fundamental and (or) applied scientific research.

The Institute is thus the basic unit in the higher education system. An institute can be an independent entity, or it can be part of a university or academy as their structural unit. The requirements for study programs at the institute are the same as at universities and academies. But in other respects, they differ in the direction of simplification.

As we can see, research work is carried out in all types of higher educational institutions, but in universities they are usually more fundamental in nature.

The status of a higher education institution is determined depending on its type, organizational and legal form, the presence or absence of state accreditation. The status of a higher education institution is included in its name.

The system of higher professional education in Russia.

In September 2003, in Berlin, Russia joined the members of the Bologna Club. Thus, Russia, like other member states, pledged until 2010. complete the following 6 tasks:

1) agree on the structural construction of higher education systems with the transition to two-cycle training: bachelor's (4 years) and master's degrees (2 more years);

2) to measure the volume of student's academic work in credits (in the European system of their transfer - ECT), to ensure the accumulation of credits and their applicability for lifelong learning;

3) ensure quality control of all types of higher education based on measurements of the achievements of graduates;

4) eliminate all barriers to expanding the mobility of students and teachers, change the legislation in the field of employment of foreigners;

5) apply a European-style diploma supplement and ensure the employment of graduates;

6) to increase the competitiveness of European education and its attractiveness for young people from other countries and continents.

At the moment, there are 2 systems of higher professional education in the territory of the Russian Federation:

one). Higher professional education, confirmed by the assignment of the qualification (degree) "specialist" to the person who has successfully passed the final attestation. The term of study is 5 years.

2). Higher professional education, confirmed by the assignment of a “bachelor” qualification (degree) to a person who has successfully passed the final attestation, or a “master's” qualification (degree) - a bachelor's or master's degree. The term of study is 4 or 2 years, respectively.

At this stage in the development of the education system in Russia, the second system has almost completely replaced the first.

The Soviet one-line structure of education in universities provided for training for 5 years (6 for medical specialties) without intermediate stages, state exams, writing and defending a thesis with the receipt of a document called "specialist diploma", which gave the right to enter doctoral stages and the right to perform certain skilled work. Five-year training programs for specialists at this stage remain a transitional form of organization of training at the university, but admission to these departments is no longer carried out.

At present, it can be said that Russia has completely switched to a new Western education system, in which such a form of education as a specialty is no longer practiced.

The new structure presupposes a two-stage basic higher education (30% of the time for natural disciplines and mathematics, 25% for humanitarian) with the receipt of an intermediate certificate of incomplete higher education and the possibility of a partial change in the direction of study in the second cycle lasting 2 years and obtaining a bachelor's degree. whose programs contain an average number of disciplines of specialization.

The best students can continue their studies and become masters, while the duration of higher education is at least 6 years, which will open the way for them to doctoral degrees, or receive the qualification of a "specialist with extended education" (duration of study is 5 years or more).

The final stage of Russian education (postgraduate study) lasts 2-3 years under the supervision of a scientific advisor and includes the implementation of independent research, writing and defense of a dissertation of a certain level and volume.

Discussion continues about the advisability of retaining the old title of "candidate of sciences" or the transition to the international title of "Doctor of Philosophy" (PhD). Long-term scientific work and generalization of its consequences in a large-volume dissertation with a complex defense procedure leads to the receipt of the higher scientific title "Doctor of Science" with broad rights to personal autonomy in research and the receipt of senior positions in the scientific hierarchy.

Thus, today in the Russian Federation there are several educational and qualification levels:

one). Bachelor - educational qualification level of higher education of a person who, on the basis of complete general secondary education, has received basic higher education, fundamental and special skills and knowledge on a generalized object of labor (activity), sufficient to perform tasks and responsibilities of a certain level of professional activity, which are provided for primary positions in a certain type of economic activity.

2). Specialist - the educational and qualification level of higher education of a person who, on the basis of the educational and qualification level of a bachelor, has received a complete higher education, special skills and knowledge sufficient to perform tasks and duties (work) of a certain level of professional activity, provided for primary positions in a certain type of economic activities.

3). Master's degree - educational qualification level of higher education of a person who, on the basis of the educational qualification level of a bachelor, has received a complete higher education, special skills and knowledge sufficient to perform professional tasks and duties (works) of an innovative nature of a certain level of professional activity, which are provided for primary positions in a certain type of economic activity.

In addition to participating in the Bologna Process, Russia has also signed the main conventions of the Council of Europe and UNESCO on reciprocal acceptance of diplomas. The attitude towards foreign certificates of higher education is quite tolerant, moreover, in most other countries they are valid for a longer time than in Russia.

Scientific potential of higher educational institutions in Russia.

2.1 The problem of the scientific potential of Russian universities.

University science, which is a key element of the country's scientific potential, largely determines the quality of training highly qualified specialists in the system of higher education. Therefore, it is not surprising that in recent years, more and more attention is paid to the problem of developing the scientific potential of the university, which implies the potential capabilities of scientific and pedagogical personnel, scientific and technical resources of universities, established scientific schools in carrying out scientific research along with the training of highly qualified specialists and scientific personnel; as well as the availability and balance of resources for scientific activity and the sufficiency of the level of their development for the implementation of effective scientific activity.

In particular, the problems affecting all components of the scientific potential of Russian universities:

1) "aging" of personnel; workload of teachers with work on teaching students; low demand for the scientific potential of teachers, according to their own estimates; the decline in the prestige of scientific work, especially for young and energetic people;

2) low material and technical level of support, insufficient funding of scientific work;

3) weak information interaction of the university sector with enterprises;

4) shortcomings and omissions in the regulatory framework, lack of a control system;

5) insufficient conditions for the effective use of the results of scientific research, their involvement in economic circulation, etc.

The world practice of the last decade demonstrates the strengthening of the contribution of universities to the development of innovations and economic growth. State funding of research in universities in industrialized and technologically developed countries is increasingly focused on specific socio-economic goals, projects and programs and is made dependent on the final results; the role of contract financing is growing.

In Russian universities in recent years, there has been a slight increase in patent activity (for the period 2002-2007 - 1.4 times); they account for almost 5th part of patent applications filed in Russia. Universities create 35% of fundamentally new production technologies.

Almost a third of advanced industrial technologies are created in the university sector. But at the same time, the university sector is poorly focused on the commercialization of its products, in addition, the industry itself is not always ready to accept new technologies.

The innovative orientation of the activities of universities is also ensured through the training of qualified scientists and engineers, the growing participation of teachers and graduate students in the implementation of research and development, the transfer of their results to industry.

2.2 Scientific potential of different types of universities in Russia.

The scientific potential of any higher educational institution is realized in a variety of ways:

a) the creation of various promotional structures in the field of the transfer of research results;

b) the output of scientific products of the university;

c) graduation of scientific and pedagogical personnel and forms of recognition of the university in the professional community;

d) accumulation of the results of intellectual activity drawn up in the established manner;

e) the accumulation of value results of research activities.

All types of universities also form the so-called human potential, and this applies primarily to specialists working in the university itself, and not only to the graduates of the institution.

As we noted in the first chapter, research work is carried out in all types of higher education institutions, but in universities it is usually more fundamental in nature.

Federal universities conduct fundamental and applied research in priority research areas. In addition, it is they who are entrusted with the task of integrating science, education and production. And first of all, it is solved by bringing the results of intellectual activity to practical application.

Thus, it is the federal universities that create the advanced educational, research and innovation infrastructure, which, in turn, should facilitate the introduction of new knowledge to solve the socio-economic problems of the region.

Universities also conduct fundamental and applied scientific research in a wide range of sciences represented in this institution. Scientific research at the university should be carried out in at least 5 branches of science. The amount of funding for these studies should be at least 10,000,000 rubles over the past 5 years.

Separately, it should be noted the possibility of opening at the university of small innovative enterprises, research and educational centers and other structures focused on the implementation of research results, their transfer to the educational process.

The Academy is a leading scientific and methodological center in the field of its activity. Thus, it is entrusted with the task of conducting fundamental and applied scientific research in the chosen field of science or culture.

Research work at the Academy in terms of funding should range from 5 to 10 million rubles over a period of 5 years. According to this parameter, the academy occupies an intermediate position between the university and the institute.

Since the institute prepares specialists for work in only one area of ​​professional activity, research in this type of universities should be carried out according to the declared profile. The amount of funding for these studies should be from 1.5 to 5 million rubles over the past 5 years.

Conclusion

In conclusion, it must be said that the tasks of modernizing the system of higher education, increasing the efficiency of integration processes in the scientific and educational complex of Russia, presuppose the solution of the problems of university science, which is the main part of the national scientific potential. The science of higher education in Russia, as in other leading countries, should become a powerful innovative resource for the country's development. It is designed to provide:

the relationship between the values ​​of fundamental education and the possibilities of flexible response to the needs for personnel in the most important scientific areas, science-intensive technologies and industries;

reproduction of scientific schools;

outstripping competitive level of production;

innovative ideas and projects.

And an important role in solving these problems is played by absolutely all types of higher educational institutions in Russia, each at its own level: federal universities - at the level of federal districts, institutes - at the level of specific areas of professional activity.

In this paper, we examined the types of higher educational institutions in Russia, the higher education systems implemented in the territory of the Russian Federation, as well as the scientific potential of various universities and the problems of realizing this potential. Thus, we can say that the goal and tasks set at the beginning of the work were fully achieved by us.

Bibliography:

Alifanova A.Yu., Chepyzhova A.S. Scientific potential of higher education. http://www.mami.ru/science/autotr2009/methodical/articles/m04/m04_26.pdf

Vladyka M.V. The innovative potential of universities as an actor of the competitiveness of economic development // Nauchnye vedomosti, 2009, no. 7 (62).

Gusinsky E.N. Building a theory of education based on an interdisciplinary approach - M., 1994.

Egorova Yu.A. The problem of developing the scientific potential of higher education // Successes of modern natural science, 2008, no. 3.

Emelin N.M., Shvedova E.A. Scientific activity and scientific potential. M., 2006.

Kaplyuk MA Problems of definition of the concept and types of higher educational institutions // Legal education and science, 2006, no. 3.

Letter of the Ministry of Education and Science of the Russian Federation On the development of a new generation of state educational standards and a phased transition to level higher professional education, taking into account the requirements of the labor market and international trends in the development of higher education dated February 1, 2007. No. PC-1.

Poberezskaya G.G. Russia: participation in the Bologna process and improving the quality of higher education // Problems of education: Scientific-method. Sat. / NMTSVO MES of Ukraine. - Kiev, 2005.

A.V. Sychev Forms of realization of the scientific potential of a non-state university: substantive and methodological aspects. http://teoria-practica.ru/rus/files/arhiv_zhurnala/2014/11/ekonomika/sychev.pdf

Federal Law on Higher and Postgraduate Professional Education of August 22, 1996, No. 125-FZ // Rossiyskaya Gazeta, 1996, 14 Feb.

Types of higher education institutions. Higher education specialization.

Higher education can be obtained by persons who have completed programs of secondary general, vocational or additional education. Citizens have the right to free higher education on a competitive basis. The Law of the Republic of Kazakhstan "On Education" (2007) was

the following levels and qualifications are approved:

1) Higher basic education - undergraduate program - with

duration of study 4 years;

2) Postgraduate education, including scientific and pedagogical

direction of training - program

magistracy- with the following training duration: based on

higher education - 2 years, and based on

higher special education - 1 year,

3) Program of preparation of doctors of philosophy (PhD) - doctoral studies- after the completion of master's programs. Duration of training is at least 3 years. Postgraduate medical and pharmaceutical education includes residency, master's and doctoral studies.

Residency is an in-depth medical education in

clinical specialties with a duration of study from 2 to 4 years,

depending on the specialization. For selected medical specialties, the duration of training is seven years, and the last year of training is organized in the form of an internship. Postgraduate education of the highest level (cycle) of continuous education

aims to prepare

4 highly qualified scientific and teaching staff. It is organized within the framework of clinical, postgraduate, internship programs, adjunct programs, doctoral programs, research internships, etc.

Types of higher education institutions Higher education institutions (universities)

function in the form of universities, academies or institutes. Conservatories, universities and colleges have

similar status. The type of university is determined at the licensing stage and depends on the number of higher and postgraduate programs being implemented, the orientation of research work and is confirmed by the state

certification and accreditation.

Institute- an educational institution that implements professional study programs of higher education one by one

two groups of specialties, carries out scientific and pedagogical activities, advanced training and retraining of personnel;

Academy- an educational institution that implements professional educational programs of higher and postgraduate education in one or two groups of specialties, carries out research and teaching activities, advanced training and retraining of personnel;

The university- an educational institution that implements professional educational programs of higher and postgraduate education in three or more groups of specialties (medical university - for two or more), carries out scientific and pedagogical activities,

qualifications and retraining of personnel and is a leading scientific and methodological center in the field of its activities.

The number of universities has grown dramatically since 1993, when the government allowed the establishment of non-state (private) educational institutions. Currently, there are 144 higher educational institutions (55 state and 89 private). The number of non-state (private) higher education institutions gradually increased until 2001, and since 2002 the number of

1. The following types of higher educational institutions are established in the Russian Federation: federal university, university, academy, institute.

(as amended by Federal Law of 10.02.2009 N 18-FZ)

(see text in previous edition)

1.1. Federal University is a higher education institution that:

implements innovative educational programs of higher and postgraduate professional education, integrated into the global educational space;

provides systemic modernization of higher and postgraduate professional education;

carries out training, retraining and (or) professional development of personnel based on the use of modern educational technologies for the integrated socio-economic development of the region;

carries out fundamental and applied scientific research in a wide range of sciences, ensures the integration of science, education and production, including by bringing the results of intellectual activity to practical application;

is a leading scientific and methodological center.

(Clause 1.1 was introduced by the Federal Law of 10.02.2009 N 18-FZ)

2. University is a higher educational institution that:

implements educational programs of higher and postgraduate professional education in a wide range of training areas (specialties);

carries out training, retraining and (or) advanced training of highly qualified workers, scientific and scientific-pedagogical workers;

carries out fundamental and applied scientific research in a wide range of sciences;

is a leading scientific and methodological center in its fields of activity.

2.1. With regard to universities under the jurisdiction of the Russian Federation, equally effectively implementing educational programs of higher professional and postgraduate professional education and performing fundamental and applied research in a wide range of sciences, the category "national research university" may be established. The category "national research university" is established by the Government of the Russian Federation for 10 years based on the results of a competitive selection of university development programs aimed at staffing priority areas for the development of science, technology, technology, economic sectors, social sphere, development and implementation of high technologies in production. The regulation on the competitive selection of university development programs (including the procedure and conditions for their financing) is approved by the Government of the Russian Federation. The list of indicators, criteria and frequency of assessing the effectiveness of the implementation of such programs are established by the federal executive body responsible for the development of state policy and legal regulation in the field of education. According to the results of assessing the effectiveness of the implementation of development programs, the Government of the Russian Federation may be deprived of the category "national research university".

(Clause 2.1 was introduced by the Federal Law of 10.02.2009 N 18-FZ)

3. Academy is a higher education institution that:

implements educational programs of higher and postgraduate professional education;

carries out training, retraining and (or) advanced training of highly qualified workers for a specific area of ​​scientific and scientific-pedagogical activity;

performs fundamental and applied scientific research mainly in one of the fields of science or culture;

is a leading scientific and methodological center in the field of its activity.

4. Institute is a higher educational institution that:

implements educational programs of higher professional education, as well as, as a rule, educational programs of postgraduate professional education;