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Education system in different countries. Education system in New Zealand

Have you met people who are completely satisfied with the way schooling is going? ..

Of course, there are problems in any business, and education is no exception. These difficulties are big and small, fundamental and such that you can survive, they lie in different areas of big school life.

Today we will focus on those that are important from the point of view of a psychologist. What do you think needs to be changed in the system? school education in your country? What needs to be changed immediately, and what - in the future?

And do you have a vision of how to change it?

They say that children who are completely satisfied with their school education now live in Finland. They radically changed the education system, which was quite good before. And now it has become generally close to the ideal and educates the "man of the future." Like it or not, we'll see.

But we do not live in Finland, so we will talk about the post-Soviet school. I was born and raised in the Soviet Union, and then lived in Kazakhstan, which inherited the Soviet education system.

Now I have been living in Canada for 4 years and I can compare these two systems. My eldest son graduated from the 5th grade in Alma-Ata.

Neither school is perfect. But I will say right away - I like Canadian more. And it is in this direction that I would suggest changing the modern Kazakh one.

What are the advantages of the Canadian system?

More respect for children, attention to their needs and needs. Children are not shouted at here, they are not humiliated. Any such case becomes an event and causes a lot of noise. In the post-Soviet school, the child is still far below in the hierarchy, they can not only yell at him, but also slap him on the pope, I myself have observed this more than once at the school where my son studied.
Instead of the depth of knowledge in individual subjects, they pay more attention to the practical orientation of knowledge and their relationship. For example, physics, chemistry and biology are integrated into a single course here. History goes hand in hand with geography. And in a Finnish school, all subjects have recently been removed altogether and a system for studying phenomena has been introduced. Any topic is considered comprehensively with the connection of different disciplines.
In the Canadian school, children are given more freedom of creativity. There is no cramming, little homework. But there are many projects, both individual and group, which the children then present to each other. More systematic and complex learning appears in high school(grade 8-12), in its structure it resembles a university one and prepares children for it. Here they already give both depth and profile, children choose a narrower specialization for themselves.
Much attention is paid to the development of communication skills and socially acceptable behavior in children. Classes are rotated every year - new classmates (70% percent) and always a new teacher. This forces children to adapt anew and establish new relationships each time.
There are no long and tedious parent-teacher meetings. All work with the family is carried out individually.
I won’t even talk about the lack of lessons on Saturday and the second shift. Classes are limited to 25 people. In the first grade, my son had 42 (!) people who sat on each other's heads.
A lot of time is devoted to games on fresh air and sports. Large in schools school grounds, where children run freely during a big break that lasts 40 minutes.
The kids here want to go to school!

All this, in my opinion, makes the Canadian school more effective and less traumatic for children.

And I am sure that Kazakh, Russian and any other post-Soviet school would only benefit from these changes.

In addition, it is necessary to change the status and position of the teacher in the school. Introduce decent pay, remove unnecessary paperwork and bureaucratic work. The teacher should bring positivity, confidence to the class and be a role model for children. And this is possible only when his status in society is sufficiently high and stable.

There are many male teachers in Canadian schools (and kindergartens). And it's great! Here, teachers are well paid and are part of the middle class.

These are my proposals for changing the system of school education, in particular, in Kazakhstan.

From the point of view of psychology, I am close to the concept of Carl Rogers, who came up with learning centered on the student. In short, the essence is this: a person cannot be taught anything, all people learn by themselves. For learning to take place, you need to create the appropriate conditions. Most important condition- accepting and trusting relationships between the student and the teacher, as well as between students if they are engaged in a group. These relationships relieve stress, evoke positive emotions, and facilitate learning.

What do we see in the Russian school? The new Minister of Education, Olga Vasilyeva, says that the main thing in the school should be a teacher. I want to say: "Hey, for whom is this all being done? Not for the students by any chance?"

Note that the Rogers concept came to replace teacher-centered learning as early as the 20th century. If we take the activity approach on which the current law on education is based, then the central link in it is educational activity student. In general, this law is based on scientifically substantiated and proven concepts (activity and competence approaches), the only problems are with their understanding and practical application. I know from personal experience that even employees of the Ministry of Education do not fully understand them, and some have not heard of them at all.

In general, there is a complete mismatch in education in Russia: between declarations and actions, between various official documents, between the work of practitioners, scientists, legislators, parents, and students. Everyone sees in their own way and pulls in their own direction. Therefore, the first step is to establish communication.

Create platforms for communication between politicians, teachers, pedagogy researchers in order to develop a common vision of the situation.
Research best practics locally, as well as to maintain and disseminate them.

Only after the participants in the process come to a common vision, it makes sense to plan further actions. And in any case, the changes should be native, i.e. based on best local practices, rather than one-size-fits-all measures.

In my opinion, the situation modern school since the 90s has changed only for the worse.

The quality of education has declined - textbooks in some subjects are simply disgusting, teachers' salaries do not at all correspond to the responsibility and workload, and therefore the attitude of teachers to their work is often unsatisfactory. The attitude towards students and the motto of the education system have remained unchanged since Soviet times - "the student exists for the education system and the state", and not vice versa - "school and knowledge - for the development of the child."

Everything needs to be changed drastically. First of all, raise the salaries of teachers. How? I don't think it's a secret. When people in power stop stealing and endowing themselves with endless benefits and privileges, money will appear for this.

It is simply necessary to change the system of training and SELECTION of teachers. In order to get the right to drive a car, a person must obtain a certificate from a psychiatrist, and in order to get a job in a school in St. diphtheria (I do not know if something has changed now).

For some reason, no one cares whether the teacher is mentally healthy, although this issue should be a priority in the selection. A serious diagnosis of the mental health and personality traits of a future teacher should be carried out at the level of university entrance exams. In addition to entrance exams, applicants must pass a psychological and psychiatric commission. It should weed out people with obvious mental disorders. Even without serious noticeable deviations, a person of an obvious schizoid, sadistic or paranoid warehouse, with a weak sense of humor, a low level of social intelligence and low stress tolerance simply cannot be a normal teacher.

The same diagnosis must be repeated when applying for a job in a school and, like the military, such a check should be regular. An unhealthy, unadapted person should not work with children! It is also necessary to create a system of psychoprophylaxis in schools so that teachers can receive timely support from a psychologist and are not afraid that personal information will come out.

Teacher training should include much more classes in the theory and practice of psychology. Now many teachers know very little about the psychology of children and adolescents, they don’t understand what ADHD is, that a child’s slowness is a feature of temperament, and not laziness, etc. Psychology classes in pedagogical universities should be more practice-oriented and cover specific issues:

How to achieve discipline?
How to behave with a child who likes to play the role of a clown?
How to deal with disgruntled parents?

Teaching such a useless subject as pedagogy can be reduced to a detailed acquaintance with the experience of outstanding teachers and a discussion of their books.

A higher level of salary implies a higher level of specialists in the school. If people with good experience or high motivation, the school principal will have the opportunity to hire a non-military pensioner or teacher as a teacher of mathematics primary school who has completed retraining courses, but is a highly qualified specialist. Maybe young, but with fresh knowledge and burning eyes. In the meantime, some schools are waiting for at least someone to come to the bet.

We can talk for a long time about changing curricula and textbooks. This is important, but secondary. Everything depends on the personality of the teacher.

If someday in our country it will be possible to change the system of training and selection of teachers, the teachers themselves will change everything else, including the attitude towards students.

When my child was in school, it was just a nightmare. And it was not the child, but rather the school. And to be more specific, in teachers.

Both in the lower grades and in the older grades, academic success directly depended on teachers who carried knowledge in this subject. There were many mistakes of teachers - from tactlessness to rudeness, from simple ignorance of their subject to abuse of official powers.

This is probably understandable, as some of my acquaintances say: low wages, little competition in place, the inability to get another profession, etc. Personally, I don't think so. The teacher is an important part of the education system. A good teacher is 90% of a student's success. Those whose children are going to go to the first grade or are already in elementary school will understand me.

The situation gets worse in high school. It is understandable - the children are no longer small, and they already have their own opinion and their views. And here comes the dissonance.

The teaching staff talks about development own opinion and the views that they cultivate in their students, but as soon as the wards show their opinions and their views, what begins here ... It turns out that our teachers are not able to listen, accept, and even more so work with this same teenage opinion and views. And God forbid someone stands out in style or ideologically - all under the comb.

I am writing this from my personal experience - it was in high school that I so often had to go and protect my child, defend her right to her opinion and her outlook on life. By the way, in elementary school with a teacher she (and me, of course) was lucky. We still remember her name - Elena Yurievna, and I have a good and warm memory of her.

To the question:
What, from your point of view, needs to be changed in the school system in your country?

I will answer like this:
school programs many - there are good ones, there are very good ones, there are just excellent ones. However, if the teacher is bad, then he will “screw up” even the most luxurious program. Therefore, I consider it an important factor -

teacher training, mandatory professional development,
payment,
and, of course, to reduce the number of students in the lower grades
and bring in more creative subjects in high school.

What I mean by creative subjects is the subjects of the course of public speaking, acting, etc. - something that will captivate a teenager in the present, and will definitely come in handy in the future.

What I will write about is still in the realm of fantasy. To date, these ideas have not been implemented. But when there are ideas and their supporters, progress moves in their direction, and one day it will become possible ...

So, the first is the time spent at school. Even in adults, in most cases, the schedule is 5-2. However, our children, starting from the 2nd grade, work 6 days a week - and on the remaining day off they prepare for the next week. As a result, colossal mental stress affects everything - vision, posture, vascular tone (and from there problems with pressure) - and all because children simply do not have time to rest.

The number of teaching hours is large, and a lot is put on memorizing the material, although according to all the standards of the Federal State Educational Standard, the leading goal of education should be not so much ready-made knowledge as the ability to obtain it and think quickly, focusing on the realities of a very rapidly changing world. It would be nice if that was the focus.

Further, these are the Unified State Exam, OGE, GIA. A standardized test system is undoubtedly convenient for admission to higher professional educational institutions. However, the usefulness of knowledge focused on these exams is debatable. Children do not know why, besides admission, this information is for them - there is no trace of practice orientation.

Further, in our country (and in most countries of the world) emphasis is placed on such disciplines as mathematics (I will take the liberty of combining algebra, geometry and physics into one group), a little humanitarian (languages) and natural sciences (biology, chemistry ). Subjects like physical education, drawing or music are very dismissive. These hours are few and their priority is always low. And this, in my opinion, is a fatal mistake.

There are people - mathematicians. And there are born athletes. And there are artists and dancers. And all of them deserve to be recognized in their profession.

Imagine for a moment primary classes in which the subjects of mathematics, languages, the world around us, dance and theater, music, physical education, drawing, and work would be given the same time.

A small lyrical digression. Gillian Lynn, director of the world-famous musical "Cats", did very poorly in all subjects. She was very mobile, spinning endlessly. Today she would have been diagnosed with Attention Deficit Disorder - at the same time she was simply considered incapable of learning. They wanted to expel her from school and brought her to a psychotherapist for diagnosis. After watching her for a bit, the therapist invited the girl's mother to go out, and he turned on the music, leaving the girl alone in the room. She immediately began to dance. "Your daughter is not sick. She is a dancer. Send her to a ballet school," the specialist said. And got a brilliant personality. Or they could close at home schooling ...

It is important to give each child the opportunity to develop in accordance with his natural talents, providing for this in equal measure and equal importance (that is, equal respect for the disciplines on the part of the teachers themselves) all directions of development.

In elementary school, the child is determined with his preferences (the opinion of teachers is also taken into account), and from the 5th grade there is a specialization - that is, all subjects, except for the leading ones, are held for 1-2 hours a week, and children study their main discipline daily.

With this approach, a child with artistic abilities at the end of school would enter a college of arts or an architectural technical school with developed drawing skills, a physics and mathematics - with a love for physics, and not because it is the least disgusting subject, and physical education is not valued.

Further, I consider it important to return the position (and more than one) of a psychologist to school, but to change the main direction of his activity. Shift the focus from diagnosis to prevention for all students. Introduce game practice.

The game is not only a way of learning, but also a great form of relieving neuropsychic stress, as well as increasing social adaptability and cohesion of the children's team. If at least 1-2 times a week children play together under the supervision of a psychologist, this will become a prevention of all forms of maladaptive behavior. In addition, it is much easier for a child to approach a good psychologist he knows for advice than to someone you see 2-3 times a year for diagnostics.

Let it be impossible in modern realities, but I would very much like to limit the number of students per teacher - a maximum of 25, preferably 20. Then there will be a chance to implement the principle of an individual approach. When there are 30 children in a class, and sometimes even 35, it is physically impossible.

Another observation concerns the role and status of the teacher. I will compare with Germany. Our teacher has a very strict framework appearance and behaviour. In the "foreign" these frames are much softer. The teacher can come in jeans and hang with the guys on the horizontal bar, baiting jokes, even if she does not conduct physical education, but English language and pulls up only one and a half times.

This does not determine the respect of children for the teacher. And his kind attitude, a great store of knowledge, honesty and openness, the ability to lure, fall in love with his subject. It is acceptable for German teachers to play with children at recess, even if the children are in the sixth grade. And praise the children not only for the results, but also for the efforts. By the way, there are almost as many male teachers there as women, and the salary is one of the highest in the country. But the selection is tough...

A year ago I was at the reporting concert of a music school in Germany. We started half an hour late (and where was the German punctuality praised?), and before that the entertainer was just playing for time. The children came out in an uneven formation, and the teacher placed them on the stage for a long time. In one place, the violinist boy went out of tune and became confused, then he stopped altogether. The whole hall supported with applause, the performance began from the beginning. They did not play perfectly - even I, not a professional, could hear false notes.

It was surprising that the teacher, the children, and the audience beamed with happiness. Did they know they didn't play well? Of course they did. But that was not the point. They worked for a whole year, learned new compositions, were able to go on stage and not be afraid of the crowd, it was all their personal growth - and everyone understood this, both on stage and in the hall.

This is not how everything happens with us ... A nervous teacher, well-trained, but twitchy children. A perfectly or almost perfectly played concert - and tears of fear that they will be condemned for a mistake.

Of course, this is an example from the field of additional education - but about the same thing happens in general education schools. Emphasis on mistakes, the desire to become ideal not out of a thirst for achievement, knowledge, development, but out of fear of condemnation. Of course, I am exaggerating a little - we have excellent teachers who know how to win over children, set up an exciting educational process, motivate them to work not out of fear, but out of conscience - but they are a minority. And they do it not because of, but in spite of the school system of education.

So, what would you like to change in the school system?

Make a five day. Reduce the amount of homework. Equally (especially in the primary grades) develop the humanities, creative and natural sciences. Required to enter outdoor games. Push the boundaries of what is permitted for the teacher. Create space for creativity, independent activity. Encourage the thirst for knowledge in every child. Allow to have an opinion - and discuss (and not condemn or prohibit) this opinion, arguing on an equal footing.

When? I would like to urgently, but even if we take up the development of such a system, it will be possible to implement it in the most rosy prospects not earlier than in 5 years. But you need to take it on immediately. The sooner the better, because the mental and physical health of children, their success and, finally, just happiness are at stake...

The issue of education in Germany is given great attention. The whole system is built in such a way that absolutely anyone can choose a school, university, profession and specialty at their own discretion, based on their preferences, inclinations and abilities. It is this state that is the heart of the most daring innovations in university education. All this suggests that entering a German educational institution promises an opportunity to gain knowledge in the most intellectual heart of Europe. An important milestone in the whole process is considered a school in Germany.

How is the educational system in the country as a whole

The entire learning process that young Germans go through in the first years of their lives has a clear three-stage structure, which is considered classical in world practice:

the initial stage;
average;
higher.

At all levels, educational institutions are divided into private and public. Although the share of the former is not too large - only 2% of the total.

The country's authorities guarantee their citizens compulsory education in primary and secondary schools, which they can receive free of charge.

Failure to attend classes can result in violators communicating with the police, and not just proceedings at the school level.

The management of the educational process is entrusted to the relevant departments in each region. Their area of responsibility includes determining all the components that make up the school system:

approval of textbooks;
drawing up a curriculum;
planning the internal schedule of schools.

Local laws on education are adopted exclusively on the basis of a federal law that is uniform for the whole country.

Pre-school education is not compulsory in Germany, and therefore is not included in the general system. are mainly represented by private institutions and are aimed more at organizing children's leisure than at classes preparing for school.

A visit to the kindergarten is most often possible only for half a day. The rest of the time the children are in the care of their parents. The German Kindergarten is a place where all the efforts of educators are aimed at developing figurative and consistent thinking in their pupils, the basics of musical perception, and physical abilities. Here, the smallest members of society draw, sing, solve logical problems, learn verbal communication and oratory, while, however, at the level of correct expression of thoughts. Teaching literacy is not the task of teachers at this stage.

The key criterion for a child's readiness for the transition to the next level, the German school determines not his ability to count, write and read, but social maturity, which corresponds to his age. If the child has not reached the desired level of development, he can catch up in school kindergartens (Schulkindergärten) or in pre-school classes (Vorklassen).

The next step is secondary education. The age at which children in Germany go to school is 6 years old. The first couple of years of study are waiting for complex subjects, but they begin to receive grades no earlier than the third grade. School institutions are mostly state-owned. Private accounts for only 5%.

Based on the marks and abilities of the students, the teacher in the last year of elementary school recommends to parents in which direction they need to direct their efforts in high school. At this stage, students will have to overcome two stages:

education up to grade 10,
11-13 grades.

School education in Germany at the first stage has several types of schools:

main,
real,
gymnasium,
general.

The latter is a combination of a gymnasium and a real school. Suitable for children who have not yet decided on the future direction of education and are not yet sure of their preferences.

The second level of secondary school is considered completed only after the end of the gymnasium, namely 11-12 grades at school. The 13th grade is intended for applicants who, at the end of it, take an exam and, based on the points earned, are enrolled in the university.

Thus, it is possible to complete secondary education, if you do not plan to enter a university, in various types of specialized schools. Here, children will receive not only a diploma of the mastered specialty, but also a certificate confirming the end of the school institution of the corresponding profile.

How many years German children study in school will depend on how exactly they plan their future.

The highest level of education involves two stages of the process:

basic - 3-4 semesters, after which the graduate receives a licentiate degree;
main - 4-6 semester. Graduates receive a master's degree, and students of technical universities - a specialist.

Today there are 440 universities in Germany. Given their popularity, it is possible to enter some of the universities through a specially created Uni Assist organization that performs all the preparatory work before entering.

Varieties of schools

Before entering a particular school, the parents of the baby have to solve a number of questions:

choose its type;
study the rating of educational institutions;
review the requirements.

But to begin with, it will be useful to know what types of schools are provided for young Germans.

the initial stage

The first school stage will take 4 years in the life of the younger generation. This does not apply only to schools in Brandenburg and Berlin, where there are 2 more classes than in other educational institutions.

By the time the classes begin, the child should already have a command of the official language of the country at the B1 level - a threshold indicator. Otherwise, the question of his enrollment in the Grundschule may be postponed for 1 year.

The initial stage proceeds separately from the middle. Studying takes place even in different buildings and is subject to dissimilar rules and principles of organization. Stay in the same school from first to last school year only those who are students of the Gesamtschule, a unified school that is quite rare in this country, will succeed.

At this stage, the main task of all participants in the process is to decide what the child is most inclined to. The further choice of the educational institution to which he will move at the stage of secondary school education will depend on this. Primary school assumes a load of 20-30 hours a week in the morning.

What are the features of the main school

The completion of the initial stage marks the adoption of an important decision for parents and the child. Those who receive recommendations for admission to the gymnasium will go to continue their studies there, the rest are given the opportunity to choose one of the following options:

basic school in Germany,
real.

These types of schools have a simpler program. Upon completion, a certificate is issued stating that the student has completed this stage. But he will not be able to enter Oberschule (high school) with her. To do this, you will have to continue learning.

Regardless of whether the child will study in a private or public school, boarding or regular type, the answer, at what age do they finish school in Germany, is individual: the duration of training will depend on its stages.

So, those who received the lowest grades in primary school will have to attend the Hauptschule (basic school). After its completion, there are two ways:

in a specialty with wages below the average level;
continue their studies at a vocational school - Berufsschule.

What is a real school

More capable children, whose level of knowledge at the end of the initial stage was assessed as average, can enter real school(grades 5-10). Here they will be able to gain knowledge based on the profession they plan to choose.

After they have been issued a matriculation certificate, they can move on to the senior classes. A further career, however, is also possible for them at the Fachoberschule, a vocational school. Here they are guaranteed a diploma already in a specific profession.

The main subjects at this level of study include:

German and another foreign language,
social Sciences,
natural Sciences,
music,
mathematics,
physical education, sports,
religion,
art.

Approximately in the 7th grade of the Realschule, a student can choose the direction he is interested in: linguistic, technical, socio-economic, musical and artistic and receive a certificate in this specialty. See more about art education in Germany.

Education at the gymnasium

Getting into a gymnasium is considered prestigious. The most successful and gifted children study here. These schools specialize in three courses:

technical,
humanitarian,
public.

The result of the training is Abitur. This is the name of a diploma, on the basis of which a candidate can be enrolled in a university without exams. That's just for this he will need a high school - 11-13th grades. Both the level of education and the quality of knowledge gained here are very high.

In fact, the real and mainstream schools provide the opportunity to remove most of the students from the university and leave them in the Fachschule. After all, only graduates of gymnasiums can get into the university.

And although this approach is very much condemned by the German public, it still gives a good incentive to both children and parents to make maximum efforts and diligence in the learning process.

private schools

Along with public schools, private schools are popular in the country. Their main feature is an individual approach to each student. The program of such institutions allows you to study several foreign languages at the same time and choose subjects at your discretion. At the same time, the entire course of study is divided into basic and intensive.

Each student who wants to get an abitur must choose for himself 2 subjects in two courses from the intensive program and 7-10 subjects in two courses of the main orientation. Here they can sign up for different kind electives, sports sections and interest clubs.

The difference from state institutions lies mainly in the fact that studying at a private school will be paid. But the subjects studied in German schools are the same - both in private and in federal schools.

Boarding type establishments

This type of school, in which education is based on the boarding principle, is also very popular. The child here not only receives knowledge, but is also provided with housing and food. Most often they are designed for children from wealthy families or for foreigners. Admission to boarding schools in Germany is based on passing exams, the main of which is the German language.

Such campuses are located most often in very picturesque places, which makes them even more attractive to students.

What is the German school

Of particular interest is the German school, not as an educational system, but as a place where children spend most of their time. The schedule is built so that the visit to the educational institution falls in the first half of the day.

Classes often start at 8 am, end at one in the afternoon. High school students may stay late for afternoon classes. Families where both parents work can send their child to an after-school group.

The first day of the school year in each region is set individually. But it never falls on September 1st. Usually this is the second week of the first month of autumn.

The vacation schedule is also in the department of the subjects of the Federation.

School attendance is not just an obligation, but also an administrative responsibility of German citizens. Parents cannot afford to leave their child at home simply because today there is no one to take him to school. Truants are handled by the police.

Taking a day or two off, because you managed to buy plane tickets at a good price and the departure date is slightly different from the beginning of the holidays, will also not work without agreeing this issue with the director. At the same time, you need to take the signed permission with you, otherwise the airport staff will definitely ask if the school knows that the student is absent. If the child is ill, this must be confirmed by a medical certificate.

Primary school kids do not have a strict division of the program into subjects. For example, at the NaWi lesson, they consider topics in the natural sciences - geography, chemistry, natural history, physics, biology. Assessment of knowledge in elementary school is not applied. The report card is issued 2 times for the entire academic year.

School education- an important element of education in modern society, which forms the child's basic knowledge and skills. Each person has been in school for about ten years. Each class has a textbook for each subject. Sometimes the same textbook is used in several high school classes. (For example, from 9th to 11th grade). The number of days a student studies depends on the charter of the school.

School education in Russia

Schools in Russia provide students with a so-called secondary education. Schools that provide only a standard course of general education are simply called “secondary schools”, and schools that provide in-depth knowledge in certain disciplines, or introduce their own disciplines in addition to the compulsory course, may be called differently (“school with in-depth study of subjects”, “lyceum ”,“ gymnasium ”).

Historically, elementary school has been one of the educational options for people who do not need a more complete education. Often it was visited by teenagers or even adult students who, in childhood, did not have the opportunity to attend school and learn to read and write. After graduating from school and receiving primary education, the student could enter low-skilled work. But for more than half a century, the vast majority of people finish primary school in childhood and then proceed to the next stage of learning.

Actually this is not true. In the 1960s and 1970s, elementary school was without fail 4 years. Then it was necessary to study for another 4 years in order to receive an incomplete secondary education, which gave the right to enter secondary specialized educational institutions that trained mid-level specialists, their graduates could be found in the positions of foreman, site manager, shop manager, technologist, designer, and etc. Then 2 years: 9th and 10th grades - complete secondary education, which in those years was not compulsory, but gave the right to enter a university. The right to enter a university was also given by secondary specialized education obtained, for example, in a technical school.

The main features of teaching a foreign language at this stage: 1) classes should be held on the basis of an individual approach in the conditions of collective forms of education. The comfort of children's interaction during communication in English largely depends on how various organizational forms of education are used. Along with the widely used frontal and individual work it is necessary to more actively introduce other forms into the educational process: group, collective, as well as project. It is very important to place children in the classroom as correctly as possible. The location of students in the classroom is determined by the tasks of communication and interaction. 2) the teacher should offer such a way of mastering knowledge that would be aimed specifically at development, and not to the detriment of it. And for this it is important that each child be the main character in the lesson, feel free and comfortable, take an active part in the discussion of the topics of the lesson. It is important that children are liberated. The effectiveness of the process of teaching a foreign language in junior school age is determined by the readiness and desire of children to participate in intercultural communication in the target language. 3) It is important that the main form of school activity is not listening, speaking, reading or writing in a foreign language, but live, active communication with the teacher and with each other. Formation communication skills, which are extremely necessary for a person, will help students to listen to the interlocutor, enter into foreign language communication and maintain it. In the process of interested communication, the student must clearly imagine the purpose of his speech (and non-speech) action, his final result - what exactly will be achieved if he pronounces a word, builds a statement, listens or reads the text. For the successful completion of the process of teaching English, it is necessary to create motives for each speech and non-speech action of children, both in teaching the means of communication and communication activities. Children should see the results of the practical application of the English language.

Main school

For five years, from the 5th to the 9th grade, students study in a basic school. The basic course of secondary school provides basic knowledge in the main areas of science. In the basic school, education is conducted according to the standard subject-office system: each training course is taught by a teacher - a specialist in this discipline, who is assigned his own office, and the class moves from office to office during the school day. In addition, the class is assigned classroom teacher- one of the teachers of the school (not necessarily leading any lessons in this class, and in some schools - exempted from academic work in general), which is officially responsible for the class, decides administrative and organizational issues related to the education of the class as a whole and its students.

The total number of disciplines studied in the basic school is about two dozen. Among them: algebra, geometry, physics, inorganic chemistry, biology, Russian language, literature, history, geography, foreign language, music, labor training, physical education. The teaching load is on average six lessons per day.

At the end of the basic school, students take the State (final) certification (GIA): algebra, Russian language and two more of their choice (by “passing” as a result, we mean getting a mark no lower than “satisfactory”). Based on the results of training, a document is issued - a certificate of basic general education- confirming the fact of training and containing grades in all studied disciplines. Upon completion of the main school, some of the students remain at school and go to the senior classes, some go to study in secondary specialized educational institutions.

senior classes

The main purpose of the senior classes is preparation for entering the university. In Russia, these are the last two years of study. 10th grade and 11th grade.

The curriculum includes further study of some of the subjects previously studied in the basic school, as well as a small number of new disciplines. Currently, another attempt is being made to transition in high school to specialized education, when the student chooses the direction of a more in-depth study of subjects, based on their own inclinations. The set of possible learning profiles provided by the school may vary. In addition to general education subjects, Primary Military Training (CMP) is being introduced, considered as preparing students for military service. This subject is usually taught by retired military men, it may have a separate day in the school week. The teaching load in the senior classes is up to seven lessons per day.

Upon completion of training, students take the Unified State Exam (USE). Students are required to pass mathematics and Russian. Passing the exam in other subjects it is voluntary, while students choose, as a rule, those subjects that are needed for admission to the chosen university.

Before the general introduction of the Unified State Examination (2009), senior graduates who received semi-annual, annual and examination marks "excellent" in all subjects were awarded a gold medal, and those with one "good" mark - a silver one, and medalists were entitled to benefits when entering a university for traditional form. With the introduction of the USE, these benefits lost their meaning and were canceled. The issuance of medals is still allowed (and practiced in reality), but only as a moral encouragement.

Successfully completed the last stage of education receives a Certificate of secondary (complete) general education - a document confirming the acquisition of knowledge in the amount of the state standard. The certificate indicates the final grades in all subjects studied.

The quality of secondary education in Russia

One of the most authoritative studies in the field of secondary education in different countries of the world is the PISA study, conducted by the OECD in collaboration with the world's leading educational centers. This study involves OECD member countries and countries cooperating with this organization, including Russia. In 2009, the Russian Federation ranked 41 out of 65 possible, falling below not only the average for the OECD, but also for Turkey and the United Arab Emirates.

Notes

The school system in the UK

The school system in the UK is significantly different from the systems of the CIS countries. At the same time, the differences begin as early as kindergarten. There it is called Pre-School, which translates exactly as “pre-school”. In preschools in Britain, the burden of reading, writing, drawing or any other type of learning is minimal. Everything there is mostly entertaining. But there are also private Pre-schools, in which, on the contrary, with early age educational games and activities are practiced.

From the age of 5 children go to school. Namely, in the Primary School ("Primary School"). Here the basics of the exact sciences like mathematics, teaching grammar and more are studied. Another small difference between primary schools in the United Kingdom and the CIS countries is that the names of subjects are not simplified there. If the students of our junior classes study "reading", "writing" and "nature" in England, these disciplines will be called the same as in the older classes.

The next step in education, starting from the age of 11, is the Secondary (middle) School. In turn, it can be divided into two more sections.

The first - up to 14 years. Everyone equally studies a number of compulsory disciplines, delving into what was passed in the elementary grades.

The second - up to 16 years. Students have 5 main compulsory subjects. Namely mathematics, biology, chemistry, physics and English. Moreover, their study of English is different from the study of native languages in our countries. There, much more attention is paid to reading and analyzing various works that did not live in writing. At this stage, for the first time, British schoolchildren are faced with an elective discipline. Thus, each student has the right to choose the direction of interest that they will need for the profession in the future. Among the subjects: history, foreign languages, production and cooking technologies, art and many, many others. If desired, the student can change their chosen directions at any time.

At the end of the course, everyone must pass a big exam for the GCSE (General Certificate of Secondary Education). Here, too, there are differences from the system familiar to us. If we have a final grade for each subject in the certificate and all of them have weight in determining the average score, then for the British, in most cases, only the result of the exams is important. There are some subjects for which, for example, 75% of the grade will be an exam and 25% a special essay in this area. Students prepare for these exams especially diligently, because, as a rule, two, three, and sometimes even four exams can fall on one discipline.

The education system in the UK is designed so that after the age of 16, teenagers have complete freedom of choice. They can already go to work, start a family, go to a specialized college or courses, and also stay at school for another 2 years and continue their education here. This last step in training is called A-Levels (Advanced Level, which translates into Russian as “advanced” or “ highest level”), an alternative to grades 10-11 of high school. Very often, foreign students start their studies in England with A-Levels. There are no required subjects at this level. Students independently choose 4 disciplines that they want to study. And in the 2nd year, only three of them are left. This is necessary for specialization and further admission to the desired university.

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The British edition of The Times recently published a ranking of the leading education systems in the world. The ranking data was compiled on the basis of the Program for International Student Assessment (PISA), which includes tests to study the level of literacy of students and their ability to apply their knowledge in practice.

During the tests, the level of education of students at the age of 15 is checked, testing is carried out every three years. The PISA ranking was first compiled in 2000, and then the Finnish education system took the first place in it. After 12 years, the situation has not changed much, and Finland still remains in first place. Oddly enough, the education systems of such exotic countries as South Korea, Hong Kong, Japan and Singapore took places from second to fifth.

UK schools ranked only 6th in PISA tests, followed by the Netherlands, New Zealand, Switzerland and Canada. Neither Russia nor the United States could even enter the top ten of the rating.

Let's try to figure out what precedes the success of education systems that have taken a leading position in the PISA ranking.

Finland

Upon reaching the age of 7, Finnish children are required to go to school. The year before, they may have completed pre-primary education in kindergarten or school, but this is not required.

For the first six years of school, Finnish students do not receive grades, so they do not have to sit up for hours on homework and take exams. At school, children study all together, regardless of their level of knowledge. In many ways, it is precisely for this reason that the difference between capable and mediocre students is not so tangible.

There can be no more than 16 people in each fiscal class. Thanks to this, the teacher can devote more time to a particular student, and the student, in turn, will be busy completing a specific task, and not asking the teacher about what he does not understand.

Compared to the United States, where children in elementary school spend an average of 29 minutes at recess, in Finland this time has been increased by almost 2.5 times and reaches 75 minutes a day. At the same time, the teacher's schedule includes no more than 4 hours of classes per day. Also, teachers are allocated time that is used exclusively for their professional growth, this is about two hours a week.

By the way, in Finland the profession of a teacher is one of the most respected, and a lot is also required of teachers. For example, every Finnish teacher must have a master's degree, and in order to get their first job, a teacher must be in at least 10% of the best graduates in their course.

The prestige of the profession is also evidenced by the number of applicants for the position of a teacher: for example, in 2006, the competition for one teacher's position in a primary school amounted to 100 people, while the level of earnings of teachers in the country on average is about 25 thousand euros per year.

South Korea

The school period for Korean children begins when they reach the age of six, before that they can receive primary education in kindergarten, where they can be sent from the age of three, but this is not necessary.

Children aged 6 to 12 attend elementary school, after which they move on to junior high. high school where education lasts until the child reaches 15 years of age. As a rule, children choose primary and lower secondary schools based on their proximity to home. Then, when the choice is between vocational and academic high school education, they can go to another institution.

During the period of the child's education in elementary school, one teacher is engaged in the class. The list of academic disciplines for children of this age necessarily includes mathematics, ethics, Korean, foundations of public and natural sciences as well as drawing and music. In addition to this, the teacher must necessarily convey to schoolchildren knowledge that will help children solve various problems, children learn the traditions and culture of the country, and they also lay down the basic life principles based on real production examples.

In an incomplete secondary school, where children move at the age of 12, they are subject to more stringent requirements. Thus, the schedule of classes for schoolchildren is designed for 14 hours a day for 5 days a week, and the total number of study hours annually reaches a thousand. At the same time, the number of students in one class can increase up to 35 people. Progression to the next grade in schools in South Korea is based solely on the age of the students, so there are no exams here. Entrance tests await schoolchildren only when they reach the age of 15, when they will need to enroll in senior secondary schools. Instead of exams, teachers assess each teenager's performance in individual subjects, their extracurricular activities, attendance, special achievements, and moral development. All this data is not used until the moment when the teenager makes a decision about his further education.

In South Korea, the profession of a teacher is quite honorable, which is primarily determined by the stability of work, good working conditions and high wages. For example, the national average salary of a teacher is up to 41,000 euros per year, and due to additional incentives, this amount can increase to 62,000 euros. To qualify for a position, a candidate for a teaching position must have a bachelor's degree and be in the top 5% of graduates at their university.

Hong Kong

The structure of the Hong Kong education system is in many ways similar to the South Korean version. In this country, future schoolchildren from the age of three can go to private Kindergarten, upon reaching the age of 6, the child goes to primary school, 12-year-old - goes to an incomplete secondary school, where he studies until the age of 15, and then spends another 2 years in senior secondary school.

Unlike South Korea, in Hong Kong, 50% of schoolchildren choose institutions not based on the geographical principle and proximity to their home. As a rule, about 60% of the places in each school are reserved for the children of teachers, as well as siblings of those students who are already studying in this institution.

In elementary school, children do not take any exams. Until 2012, only 2 exams were provided in the Hong Kong education system: the first - at the end of an incomplete secondary school, the second - after studying at a senior secondary school. But since 2013, changes have been made, and now the student will need to pass only one exam - after completing the entire training cycle.

Hong Kong students can choose one of several study programs for themselves: study in the morning, in the afternoon, or throughout the day. In most educational institutions, the latter option is the priority. In some programs, in addition to the main disciplines, attention is also paid to the success of the student outside the walls of the educational institution. Classes in schools are conducted in Chinese, as additional second language is English.

Hong Kong education system in last years significantly modernized, here, as in South Korea, much attention is paid to replacing paper media information digital.

Despite the fact that the number of students in one class can reach 40 people, the schedule of the teacher's classes is no more than 10-12 hours a week.

Japan

As in other schools in the Asian region, in Japan the structure of school education practically does not differ from those described above. The child is waiting for three years in kindergarten (optional), then 6 years in elementary school, after which he spends 3 years in junior high school and completes his studies with three years in high school. Moreover, the compulsory curriculum includes only primary and incomplete secondary school. After that, upon reaching the age of 15, he can completely stop his education. However, as statistics show, almost 95% of Japanese students still go to high school.

The curriculum in this country is practically no different from the usual one, it contains subjects aimed at studying the native language, mathematics, literature, social sciences, music and physical education. In addition to them, moral education and self-control can go.

Education in primary and incomplete secondary schools is carried out according to the principle of "integrity", when at each moment of time students are focused on solving the same problem. But, despite this, the classes are rarely lecture-based, they are more like a joint study and discussion of the issue being studied within the framework of individual projects and common tasks.

If until recently, schoolchildren were forced to study 6 days a week and do a huge amount of homework, devoting additional time to tutoring, especially during the preparation for exams, now thanks to new reforms they study 5 days a week. However, the amount of homework from this did not decrease.

In Japanese schools, two exams are mandatory: at the end of junior high school and at the end of middle school. Moreover, the results of such tests largely determine where the student will get at the next stage of education. Assessment of knowledge is carried out on the basis of various tests and homework. Moreover, the class teacher becomes a mentor who helps not only within the walls of the school, but also outside it.

In Japan, teachers are quite respected people, and it is very difficult to get such a profession. For example, out of the total number of those wishing to acquire this profession, only 14% actually receive a teacher's diploma, of which only 30-40% find work in schools.

A teacher with 15 years of experience in this country can receive about 38 thousand euros per year, and the time spent in front of an audience is almost 2 times less than that of their American colleagues (27% versus 53% in the USA).

Singapore

Schools in Singapore accept children from the age of six years. The structure of education here looks like in the following way: Compulsory is elementary school, where children spend 6 years, followed by secondary school, which has a lot of options, and completes the pre-university course.

In the basic school, children study until they reach the age of 12, here they are taught native language and without fail English, mathematics and many other small, but no less important subjects, such as music, physical education, aesthetic education and others. After completing their education in elementary school, children take a mandatory exam - Primary School Leaving Examination.

Having passed the exam, they, in principle, can finish their studies on this, but in the overwhelming majority of teenagers they still move on to the next level. In secondary school, the program is divided into several types, among them: a special course of 4-6 years, an express course of 4 years, a normal academic course of 5 years, a normal technical course of 4 years, and a pre-professional course that takes 1- 4 years.

After completing secondary school, students receive a General Certificate of Education, the type of which depends on the course studied (levels in ascending order N, O and A). Having received such a document, they can stop studying or continue it at the university, then receive a certificate of category "A".

Not everyone is accepted to the post of teacher in Singapore. As a rule, the selection is carried out from 30% of the best university graduates. However, they cannot always be accepted, since the competition for teaching places is always very large.

The average salary of a Singaporean teacher is at the level of 35 thousand euros per year, and there is a certain system of bonuses that allows you to increase earnings up to 30% of the salary. Bonuses are calculated annually and depend on the results of the performance review of the teacher, during which the teacher is evaluated. professional quality, existing potential and active participation in the life of the educational institution.

United Kingdom

PISA ratings have practically no effect on the British education system. In terms of education, this country has always been, is and will be popular because of the elitism of the local schools, especially when it comes to a boarding school with a century of history.

For the most part, such educational institutions belong to the elite class, since not everyone is accepted there, and in terms of finance, only well-to-do people will be able to study in them. On the other hand, boarding schools in the UK are often gender-segregated, either for girls or boys. A lot of arguments are given for separate education, as, indeed, for joint education, therefore, neither one nor the other is of decisive importance here.

In general, education in the UK starts at the age of 5. Children are in elementary school until they reach the age of 12. As a rule, there are no homework assignments at this stage of training. This was introduced only in 2012, when teachers were given the opportunity to decide for themselves whether to give children homework or not. At the stage of education in elementary school, progress in subjects is checked in the form of an essay or project, after completing the course of study, an exam follows - Common Entrance Examination. His successful delivery opens the door to high school for the student, after which (at age 16) the teenager takes the next GCSE exam for a Certificate of General Secondary Education. This certificate is mandatory for every teenager in the UK.

The main feature of British schools is a strong attachment to the traditions of education in this country. So, the essential attributes are school uniform, participation of students in charity events and regular social work. In classes with children until they reach the age of 8, one teacher is engaged, then teachers gradually appear in individual subjects, whose main task is to prepare students for the mandatory exam.

The curriculum in closed boarding schools can be developed individually for each student or for a group of students gathered according to their abilities. It often teaches additional subjects that may not be available in a regular school. This is not prohibited, since for private schools there is a separate training regulation that allows educational institutions to form their own program. So, a certain minimum is drawn up, to which the student can add the additional courses he needs.

Holland

In the Netherlands, a child can be sent to preschool from 3-4 years old, from 5 to 12 years old, he must go to primary school, after which he will have to pass an exam.

Depending on the results of the exam, a teenager can then choose preparatory secondary education (VMBO) for 4 years, general secondary or pre-university education (HAVO) for 5 years, or pre-university education (VWO) for 6 years. The programs of the first two years of study in these areas are almost identical, which is done so that the teenager can easily change his course if he suddenly changes his mind for some reason. Since 2007, studying in one of the programs described above for all students in Holland is mandatory.

Educational standards in this country are developed by the Ministry of Education, Culture and Science, however, any school can supplement the approved programs with any subjects at its discretion. In elementary school, children are taught three languages at once: Dutch, Frisian and English. In addition to these are mathematics, social sciences, as well as drawing and physical education. Education in elementary school ends with an exam in the form of a test, which is primarily focused on identifying the abilities of a particular student in certain disciplines. In addition, teachers, together with the director, draw up reports for each student, which are taken into account when a teenager enters a secondary school.

Students' knowledge is assessed in much the same way as in Russian schools: Dutch students receive marks for homework, classroom work and oral exams. Parents of students also take an active part in the life of schools, which allows them to delve into educational issues, monitor the progress of their children and, if necessary, direct them in the right direction.

However, despite all the successes of Dutch schools, they are experiencing a clear shortage of good teachers. And this is despite the fact that the average salary of a teacher in this country is about 60 thousand dollars a year. The government is following this very closely, and is constantly taking steps towards modernizing the system.

Schools in Cyprus

In Cyprus, the education system is represented by primary and secondary schools. There are also vocational training schools on the island, focused on training qualified personnel for production and the tourism business.

Usually, initial stage learning is a preschool educational institution. In Cyprus, this may be a public, private or public kindergarten (the latter organized and funded by parent associations). At 5.5 years old, the child is already expected in elementary school. Here, from grades 1 to 3, they are taught basic skills of writing, reading and counting, in grades 4-5, foreign language classes will be added to these subjects (this can be English, French, Arabic, Armenian, and some Limassol schools even teach Russian language), music, physical education and various humanitarian subjects.

After elementary school, children move on to the next level and for three years they study at the gymnasium. This is the second stage of the compulsory nine-year education adopted in Cyprus.

After the gymnasium, teenagers can stop their education or go to the lyceum of extracurricular activities with a certain subject specialization. Since such schools in Cyprus are excluded from the compulsory program, education in them is paid. Here, teenagers study three groups of subjects, among which are basic (they are mandatory for everyone), special and optional. The choice is possible from the classical sciences, disciplines of the humanitarian profile, subjects of physical and mathematical orientation, economics and foreign languages.

As an alternative to secondary education, there are private schools that accept students on a fee basis. Some of them in the curriculum focus on the study of foreign languages, the most popular of which are French, English and Italian.

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