Main problems of education
3.3 Problems coming from the teacher
But in education, problems come not only from the environment; sometimes the teacher himself creates problems for the teacher. These problems can be divided into several groups.
Household problems - Problems caused by the teacher’s living conditions. Overload, poor living conditions, family problems, lack of material opportunities. Many teachers in the 90s were acutely faced with these problems. Non-payment of wages was normal. This came back to the students in the form of poor quality of presentation of the material, sometimes teachers simply lost motivation to study. activities and quit their jobs.
Subjective-objective problems are problems emanating from the teacher, but initially caused by external factors. For example, a lack of motivation or experience that was not given in the right amount during their training.
Problems are subjective - caused by the qualities of the teacher himself. For example, the underdevelopment of any personal qualities. Or professional deformations.
Example: The teacher has very strong knowledge in his subject. He shines with erudition and, in principle, is a genius, but bad luck, he is an absolute zero in communicating with people. Has no communication skills. A very common occurrence in modern schools. Teachers are obsessed with their subject. They don't care about the students at all. Sometimes you come across personnel who receive psychological satisfaction from a higher level of knowledge than their students. Such problems are clearly subjective and need to be treated.
4. Research (sociological survey of teachers)
In the process of conducting the research, I decided to use a short sociological survey, with detailed responses from respondents, among primary school teachers. The research audience is diverse in terms of experience and age.
Questions:
What are the main problems in education?
What problems do you experience?
What are the possible solutions to these problems?
Analysis.
Question 1.
4 people noted that the main problems of education are poor provision and lack of quality young specialists.
1 person answered that the main problem is the lack of motivation for development and a poor-quality training program.
Question 2.
2 people responded that they felt obvious problems with housing and material support, although they added that the situation was beginning to improve.
3 people responded that they felt the training program was poorly designed and excessive bureaucratization.
Question 3.
3 responded that a radical reform is needed with the involvement of practicing teachers
2 people noted that it is necessary to improve the existing system.
Study conclusion:
According to the results of the study, it becomes clear that the majority of teachers are dissatisfied with the existing educational system and note that changes are necessary, others believe that changes are not necessary, it is only necessary to improve the existing system.
5. Conclusion
During the abstract, we examined the problems and causes of certain types of problems that arise on the path of the teacher, and we also tried to classify them using data obtained in live communication with practicing teachers.
Posted onAllbest.ru
In light of the ongoing modernization of education in Russia, the problem of pedagogical risk is especially relevant, because it affects all aspects of the application of innovations in teaching methods and methods at all stages of education.
Innovation means introducing something new into the goals, content, methods and forms of teaching and upbringing, and organizing the joint activities of teacher and student. Innovations do not arise on their own, but are the result of scientific research, practical experience of individual teachers and entire teams. Risk implies the experimental use of any technologies that are not widely used in practice, but, nevertheless, in theory, are promising from the point of view of learning.
In understanding the essence of these two concepts, there are two main problems of modern pedagogy: the problem of studying, generalizing and disseminating advanced pedagogical experience and the problem of introducing the achievements of innovative teachers. Thus, innovation and pedagogical risk should lie in the plane of combining two interrelated phenomena, usually considered separately, i.e. the result of their synthesis should be new knowledge that allows the teacher to use innovations in everyday practice, calculating the possible consequences.
Today, there are a huge number of methods, programs and methods that allow you to work with all categories of children, using the latest developments in the technological sector, original exercises, authentic, modern and interesting audio and video materials, as well as interactive learning tools. But the main reason for the constant monotony of life of an ordinary schoolchild is the reluctance to implement them.
In fact, what should an ordinary teacher, who has recently graduated from the university and came to school, do if his bold undertakings, in most cases, meet fierce resistance from the “old”, still Soviet-trained, team of teachers? So we have to be sophisticated, introducing tasks of our own design into the curriculum, approved “from above” and suppressed by years of practice of these same teachers, in order to at least slightly diversify the learning process for children.
The casket opens simply: the connection between the hardened thinking of the team and the reluctance to change something is the fear of risks. Yes, risks are always problems that need to be solved using modern methods, because children change and those methods that worked well in the 1980s are no longer effective or completely useless in 2012. Children’s consciousness, environment, moral values, and upbringing stereotypes have changed. in the family and public opinion, while the education system, like a sleepy turtle, tries to understand the changes happening around, but, due to its own helplessness, either goes the wrong way or lags even further behind.
Based on the above, I want to highlight several contradictions, which are, in fact, the main slowdowns in the progress of the existing education system:
- 1)
For many years, nothing fundamentally new and interesting was introduced into the education system; only the methods and methods of perception, which were emphasized when transmitting information, changed, which gave rise to a kind of “stagnation” in education. Textbooks developed in past years, in my opinion, are not sufficiently informative and suitable for teaching, due to the complexity of the narrative, some inaccuracies and the expression of one author’s opinion on controversial issues.
2) The existing educational system cannot cope with the amount of information and the demands of society placed on it. As a result, upon leaving an educational institution, a need arises for re-certification and advanced training of the graduate, which negatively affects both the position of higher education in society and the person’s personal attitude towards the knowledge acquired.
3) As is known, the process of introducing innovations, which, in most cases, are invented and promoted by young and energetic people, does not occur due to their absence in places of education, because The educational process is led by teachers of the old school, relying on their experience and proven books, rather than on the “crazy ideas” of the younger generation.
4) At the moment, the method of constructing a lesson and the knowledge invested in it are not an effective way of transmitting information, due to the extreme disinterest of children in acquiring knowledge in the traditional way. In this regard, the problem of increasing motivation for the learning process among pupils and students arises.
In connection with the above contradictions, which currently exist in the existing education model, the following problems arise that require close attention and solutions in the near future:
- 1)
The problem of stagnation is the lack of novelty in the learning process.
2) The problem of knowledge obsolescence, which consists in the insufficient speed of updating existing information in the process of its transmission from teacher to student, using traditional teaching tools.
3) The problem of a shortage of young specialists, which consists of insufficient staffing of schools with graduates of pedagogical universities due to low wages and the impossibility of self-realization.
4) The problem of student disinterest, which consists in the lack of motivation for learning among schoolchildren and students, caused by the invariability of the methodology for conducting each lesson.
I would like to give each problem an example based on personal experience:
The modern process of mass education in the form of a class-lesson system was first described in the 17th century. Y.A. Komensky. The classroom-based teaching system was further developed by K. D. Ushinsky. He scientifically substantiated all its advantages and developed a coherent lesson theory. Not much has changed since then. Students sit at their desks, listen to the teacher, who, in most cases, tells the material from the textbook in a boring, monotonous and muttering voice, solve examples in class, receive homework, do it and come to class again. And so on for 11 years. Of course, there is a small variety in the form of work in the lesson, TCO assistance and interactive tasks, but it cannot change the general state of affairs. Innovative techniques and methods of teaching a lesson, not finding a response in the souls of the head teachers, are cut down at the root, ultimately turning the entire educational process into eleven years of chewing gum.
Back at school, using Soviet textbooks and new editions, I noted that the manner of presentation of textbooks published in the USSR was more adapted for the understanding of the average school student, while modern publications were characterized by chaotic presentation, some points quite important for understanding the material were omitted, because for which teachers had to explain them themselves, using a lot of additional material. Of course, the level of knowledge in the new textbooks was higher, but still did not reach the level acceptable at that time, and their digestibility left much to be desired.
When I became a teacher, I was horrified to discover that the textbook year had changed by 1-3 years, whereas it had been just over 6 years since my last English lesson. There is a clear lag between the learning process and the development of society. By the way, about this very society.
They asked me: “Do you want to go to work at school after university?” I invariably agreed, because I thought that I could change something and bring fresh thought to such an important matter. But, having gotten to know the school better, I realized that if you are an ordinary teacher, then it is very difficult for you to move away from the program in your activities, at least at the initial stage: a step to the right, a step to the left - execution! Naturally, after this I didn’t want to go to school. But there is another, important factor: wages. It is no secret that a modern teacher receives crumbs, and the amount of work he performs can frighten an unprepared person even at the familiarization stage. This fact further aggravates the situation in schools, draining the already thin stream of new people entering educational institutions.
And finally, the motivational component. Each of us has at one time or another not wanted to go to a lesson or lecture because... it seemed that they were talking about “dregs” and “garbage”, and the time saved could have been spent with much greater benefit. The main problem is that students do not see the real benefit of their knowledge acquisition. The teacher fails to make it clear to the students why they need to know this and bam! – interest is lost.
Now that I have illustrated the problems with clear examples, we can come close to solving them step by step. No, I’m not offering a panacea, as you might think, but I’m showing one of the options for solving problems.
Firstly, you need to get rid of the monotony in teaching a lesson! No reading from books, boring tasks from textbooks and answers at the board. Children are tired of monotonous lessons - which means we need to give them something new and interesting. For example, add a little movement game to the lesson (believe me, such games, if done correctly, are relevant at any age). It is also useful to divide children into groups and change the environment - holding a lesson on the street, in the corridor, in the assembly hall, rearranging desks, new posters on the wall - anything will do.
What to do with old textbooks? As they say in Germany – “Kein Problem!” Additional material is what we need! Try to select interesting tasks for young people, related, for example, to reading a rap on the topic of vocabulary or tasks aimed at developing the child’s creative streak: draw an idea of an incomprehensible word, play out some action in a movement or a scene like “Crocodile”, etc. .
As for the shortage of young specialists, this, alas, is not a problem that a teacher can solve - this is a state problem, I would even say, an all-Russian one. As V.I. said Lenin: “Cadres decide everything.” I agree with him, because... indeed, somewhere, somewhere, but at school the teacher is the pillar of the entire system on which the future of our children rests. It is absolutely necessary to increase wages, open the door to new developments and promising personnel, providing the school with resources and solving the above problems.
And talk about lack of interest. Why is this happening? The answer is simple: children simply don’t want to learn! Not all, of course, but the majority. And this desire arises in them from the elementary grades, where knowledge, let’s say, is hammered into the heads of unlucky students, absolutely discouraging the craving for future knowledge. As in the joke: “For what?! For eleven years!” It is necessary to radically change the teaching methodology, moving away from direct rote learning and bringing the entire system to a simple and understandable idea: “I know why I need what I know”. In fact, if you clearly explain to a child that he needs this specifically for this and that, and this for something else, then the problem of motivation will disappear by itself - the children themselves will set a goal and will go towards it, and the teacher will only need to push and straighten the course.
As follows from what was written above, a modern teacher who monitors changes in the quality of his work and wants to become better is not afraid of any problems, because a solution can always be found. Having brought to light some pressing and long-standing problems of the modern education system, I tried to show that with due attention to them not from the state, from which, as we know, nothing good has long been expected, but from caring teachers, we can safely count on to improve the quality of knowledge children receive, as well as increase the level of student interest. Therefore, any teacher who has taken the “path of correction” gets a chance, with minimal effort and, importantly, minimal financial investment, to ensure a “happy childhood”, for which they will thank not Grandfather Lenin, Comrade Stalin or the Party, but him or her personally.
P.S. Initially, the article was written for the International Scientific Conference of Students, Postgraduate Students and Young Scientists “Lomonosov-2013”, but I decided that more people would see it here and, perhaps, you would leave useful comments.
Tags: education, pedagogy, innovation, society, children, school
The development of the Russian Federation, together with economic, political and administrative vectors, also presupposes the development of the country’s human capital. It is thanks to human capital that the implementation of any conceived, planned development projects is possible. In many ways, the low effectiveness of economic and political reforms of the late twentieth century in our state is due to an incorrect assessment of the human factor. Thus, the transition to market relations, initiated primarily by reforms “from above,” came across the problem of implementing and implementing the legislative initiatives of the early 90s. Thus, for the successful implementation of market relations, reforms had to be based on a person’s special psychotype. Classically, he was described in the works of A. Smith as an egoist, prone to exchange for the sake of personal gain. However, over the course of several decades, a different standard type of behavior has been formed in the country, based on the idea of equality, justice and self-sacrifice for the sake of public interests. Of course, in the Soviet state there were also individuals who shared the ideals of human behavior in the spirit of A. Smith, but at that time they were subject to public censure, and those who especially manifested themselves on the basis of economic activity were tried and sent to appropriate places of correctional character. Therefore, after the reforms of the early 90s, accompanied by an amnesty for economic crimes, we received a strong criminal bias in the introduction of market methods of economic organization of the state. That is, it was human capital that determined the low efficiency of market transformations.One of the most significant determinants of human capital accumulation is the education system. However, educational reforms initiated since the mid-90s of the twentieth century do not provide grounds for a positive assessment of human potential for achieving the development goals of the Russian Federation. The modern education system of our country is reminiscent of the mythological character “chimera” - a creature made up of parts of various animals. The combination of the Soviet educational tradition with the Bologna process makes such a product unsuitable for the needs of the country's modern society.
What was the strength of the Soviet education system? Firstly, it was integrated into both the political and economic systems of the state. That is, in educational institutions of the Soviet Union, from the preschool level to higher education, there was purposeful work to form a person with parameters pre-set by the state. The state knew what it wanted from the population and clearly formulated its request for education. Secondly, the need for unified educational programs throughout the USSR was aimed at creating a single ideological space, a single system of values. Thanks to this, it did not matter in which part of the state a person received his education; his behavioral patterns and train of thoughts were understandable in any part of the country. This element of the system was called general education accessible to all. Thirdly, the system of planning the number of specialists in each industry and distribution to places of work made it possible, on the one hand, to saturate lagging regions with the necessary specialists, and on the other hand, it gave young people a guaranteed place of work and a starting point for starting a professional career.
Positive achievements of this system include the fairly reliable operation of social elevators up to a certain point (whose work was little effective in the Russian Empire), the emergence of scientists and representatives of the creative intelligentsia, recognized internationally, and the presence of colossal scientific breakthroughs significant for the entire world community (for example, flight man into space, etc.).
Such an education system also had negative aspects for the formation of social reality, which until the early 80s of the twentieth century were not of decisive importance. Among them are the destruction of intergenerational ties, the weakening of the importance of the institution of family, and the revival in a new way of communal and class models of behavior in society. For example, the destruction of intergenerational ties was provoked by the rules of the educational system. From the first years of life, children were given to specially trained people to be raised among their peers. That is, from year to year, most children live without the direct participation of their parents.
First, kindergarten from 8:00 to 20:00 (and there are also night groups where children spend the night in kindergarten), then school main shift + additional clubs (and there are also boarding schools). It turns out that the processes of transferring experience from parents to children are disrupted, since the child, at best, has the opportunity to communicate after a day of work with the tired older generation in the evening or on weekends. They spend most of their time with their peers and teachers. The importance of family education is declining, as is the role of the family in society. Communication with peers involves developing your own internal rules of behavior, code and values. This overlaps with archetypal models of communal behavior and class. As a result, by the 80s of the twentieth century, we get the isolation of labor communities to their corporate interests (including informal and criminal groups of youth), blat (we studied together at school, university), encouragement of labor dynasties (transition to estates) and the emergence of a party class nomenklatura (new estate). In my opinion, these problems of the era of late socialism could have been avoided if the ideological development of the state had not stopped after 1956, when at the 20th Congress of the CPSU, along with the exposure of the cult of personality, the creative message of this work for new generations was lost. This led to the fact that old slogans did not inspire young people to new achievements, economic growth slowed down and the need for social, political and economic reforms arose.
Now, probably, few people remember that the education reform in the mid-90s began under the slogans of humanizing education, introducing a personal approach to overcome the “impersonality and leveling” of the Soviet system. In 1999, the Bologna Declaration was adopted and Russia acceded to its provisions in 2003. A restructuring of the entire educational system of the state is taking place. However, this restructuring is essentially a superstructure of the collapsing Soviet education system. The collapse began with the cancellation of the state order for the training of specialists and the system of distribution to places of work. The cancellation of the state order led to a decrease in demand and degradation of education in the regions. Of course, this cancellation was associated with the cancellation of the five-year economic development plans. Thus, the involvement of the education system in the interests of the state was eliminated. But at the same time, the principle of universal education, the same for everyone, has been preserved. These decisions laid the foundation for the migration processes of the new Russia. Following the Bologna Declaration structured and intensified this migration. At the same time, the assessment of students and schools based on the results of passing the Unified State Exam in test form led to the destruction of the educational and developmental functions of education and neutralized the ideas of humanization of the mid-90s.
The modern education system fails to implement the main idea of education that we inherited from the Enlightenment. This idea can be formulated as follows: “Education should acquaint the younger generation with the image of the world in which they will live.” Education should tell young people where to put their efforts, what problems are relevant in the present, and provide them with the necessary (or accumulated) knowledge and skills, and create motivation. The central subjects that introduce schoolchildren to social, political and economic problem areas are history and literature.
What does history teach? Here is a community of people living in a certain territory. He has this list of problems. It solves these problems in these ways and gets the following results and consequences. And so, from century to century, the younger generation becomes familiar with the problem field of the region. If we are talking about Siberia, then geographically the territory of Siberia and the Far East occupies more than two-thirds of the territory of the Russian Federation. A reasonable question arises: “What can we learn about the problem field of this region from modern school (and university) history textbooks?” Most of the story concerns the history of the central region of the Russian Federation. Literature, in turn, introduces schoolchildren to the customs of the region. The second question arises: “Why can’t some literary works of similar themes be replaced with works by Siberian writers?”
This is of enormous importance for the development of the regions of our state. Since a capable student who masters the school curriculum well at a regional school finds himself disoriented by the end of his studies. At school they teach him about one problem area, but other problems are relevant in the region.
This becomes even more important in the system of higher professional education after joining the Bologna Declaration. Ask a graduate of a regional university who has studied in enterprise economics, management, municipal administration or entrepreneurship: “Where do you plan to implement your professional knowledge? In what region? 90% of the answers will be in Russia or in the region where he currently lives. Ask the second question: “Do you know at least one domestic economic theory, theory of motivation or management?” Over the past 7 years of teaching at an economics university, no one could remember even one. Once again, these are capable students who perform well in almost all the disciplines taught. It turns out that an excellent student after graduating from a university does not have the knowledge and skills necessary for independent professional activity. And when he, even if he gets a job in his specialty, receives the phrase from his employer: “Forget everything you learned at university and start over,” a serious discord occurs in his mind. Its essence is simple: he is the owner of knowledge that is not very suitable for life in a given society, on which he spent about 20 years of his life, a lot of time, nerves and effort.
From this situation, there are three ways for an excellent student to resolve this conflict. The first is to do as the employer advises and start all over again. Accompanied by strong psychological costs. The second is to get a job in a different specialty: you still have to retrain. This is psychologically easier to do. Therefore, a significant part of the modern economy is built by non-professionals. That is, the state spends a significant amount of resources on the education of a specialist, and his economic return for the state is several times lower than expected. The third way is this: If the knowledge does not correspond to the place of work (region of work), then I will go where this knowledge will coincide with the problem field and demands of the region. That is, the education system itself lays the foundation for migration processes. Moreover, they begin not with the “region-center” antithesis, but rather with the “village-city” antithesis.
Smart children in villages receive knowledge that will be in demand in the city or regional center. People tend to leave these small towns for regional centers. From there to the federal center, and then abroad. Moreover, it is the most active and capable who leave, precisely the contingent that their small homeland needs for its development.
Without a doubt, the idea of such an education was formulated and implemented at the dawn of the formation of the USSR. But the outflow of intellectual resources from the region to the center in Soviet times was compensated by the distribution of specialists among the regions. Now the return flow of specialists from the center to the region is negligible. Usually, citizens from other cultural environments arrive in the regions, undermining the social stability of the region and slowing down the possible pace of development of the region, since those who come need time to adapt, immerse themselves in the cultural traditions of living together and the problem field of the place where they came.
Thus, education reform should begin with an answer to the question: what kind of population and with what set of qualities does the state want to see in 15-20 years. In turn, the answer to this question must be decided from the state’s strategic development plans, which still do not exist. At the same time, the idea of a uniform education for all lays the foundation for migration trends from less developed regions to more developed ones. Therefore, government mechanisms are needed to compensate for these processes. Either we abandon the idea of a unified education and create an education system with a regional problem field, which will allow us to retain part of the active and well-educated population in the regions. In any case, the choice of one option or another presupposes the determination of the ideological guidelines of the state. The lack of choice and letting the situation take its course slows down the possible pace of development of the Russian Federation. And from a certain point, this may lead to a situation where the lack of targeted work with the human capital of the regions will become a source of destruction of statehood in these territories.
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Elena Sergeevna Chugaeva
Essay “Current problems of modern education”
Essay
« Current problems of modern education»
Currently, not only the living conditions, the social space of human existence and functioning, the system of his relationships have changed in the world, he himself has changed.
Problems in modern education There are so many that can be listed.
Family plays an important role. Today there are a large number of single-parent families raising children. A parent often does not have time to take care of his child due to being busy at work, and he grows up on his own. Because of this, the majority modern Parents do not have time not only to cooperate with the preschool educational institution, but also to communicate with their child. Without the cooperation of parents and preschool educational institutions, the full development of the child is impossible. It is necessary to influence parents in this way way so that they try to be with the child throughout preschool age.
There are also families where parents stubbornly teach their children to read and write at an extremely early age, sending them to all sorts of clubs, citing insufficiency education of their children in preschool educational institutions. This leads to many problems in child development, since all the processes a child needs for skills and learning to write and read are formed throughout the entire period of preschool childhood. In this case, parents need to understand the patterns of age and individual characteristics of children’s cognitive development. After all, it is in preschool age that all the basic personality traits are formed in a child, and the quality of his further physical and mental development is determined.
There are cases when children for years "standing in line" for admission to kindergartens and so they do not have time to get into the kindergarten before entering school, then the fate of his preschool education falls entirely on the shoulders of the parents.
Children are our future and the future of the country. We all want children and youth to become pride for their families and friends, a driving force for the development of the city and our country. Only dialogue, communication and the interconnection of all social institutions influence the proper development of children.
Publications on the topic:
On October 27, 2015, a regional scientific and practical conference for educational psychologists was held in the city of Rostov-on-Don.
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Preschool education in modern conditions. Actual problems PRESCHOOL EDUCATION IN MODERN CONDITIONS. CURRENT PROBLEMS The study of this topic is caused by a number of circumstances. Currently.
Methods of family activation in the conditions of modern preschool education Methods of family activation in the context of modern requirements of preschool education. The interaction between kindergarten and family is always a problem.
Solving the problem of literary education through literary games The reading experience of many generations shows that interest in books begins in early childhood. And the earlier it appears, the more original it is.
1. Changing the goals of education.
For many years, the main goal of education has been to develop in students a strong and broad system of knowledge and related skills. Now there is a transition from such a knowledge-centric orientation to an orientation towards the student’s personality. The new goal is the versatile, harmonious development of the individual, the goal of creating conditions for the self-realization of a person’s essential powers, abilities, and talents. This is a humanistic, person-oriented goal of education. Today it is necessary to structure the education process in such a way that a school graduate is, first of all, a humane and tolerant person, capable of self-determination and responsible independent choice. At the same time, the formation of a system of knowledge, skills and abilities remains as the basis of the educational process and one of the means to achieve a new goal. Unfortunately, the change in the purpose of education, declared by modern scientific research, is not yet supported by educational standards and programs, and therefore is poorly implemented in practice in modern schools.
2. Expanding the content base of education.
Changing the goal of education towards the development of a harmonious personality of students is associated with a change and expansion of the content of education.
In addition to the traditional system of diverse knowledge and skills, the content of education today also includes the experience of creative activity and the experience of an emotional-volitional, value-based attitude towards the world. The basis of the content of education becomes the entire world and domestic culture: eternal human values (life, freedom, health, family, peace, Fatherland, work, etc.), scientifically generalized, meaningful knowledge, knowledge reflected in art and religion, traditions, creative activity. The modern content of education should contribute to the formation in the human mind of a holistic, unified picture of the world, which consists of three main components: a view of the world from the position of science, from the position of art and from the position of religion. The school content of education usually included only a scientific view of the world, the position of art was extremely weakly included in the content, and the religious component was not represented at all. Considering the secular nature of education in Russia, it is still necessary to at least acquaint students with the diversity of religions and beliefs of the peoples of the Earth, developing tolerance towards people of other faiths, because today Orthodox, Baptists, Muslims, Buddhists and non-religious students can study together in the same class. At the same time, mastering a unified picture of the world helps to form multidimensional views and teaches one to make life choices, choose a position, which person will adhere to in the future. In schools in England in the mid-twentieth century, both the law of God and Darwin's theory of evolution were taught. Any student, knowing these two models of the origin and development of life on Earth, has the opportunity in the future to adhere to the view that is closer to him, comparing parallel views and being informed on several sides of the issue.
Changing and expanding the content of education leads to the problem of developing new criteria for selecting the necessary information that should be included in the content of education.
3. Changing the start dates and duration of training.
Expanding the content base of education invariably leads to the problem of changing the start dates and duration of education, since the new broad content simply does not “fit” into the usual 10 years of education. Today, the duration of education in primary school has been increased from three to four years, admission to the first grade is carried out from six and a half years. Complete secondary education has thus increased to 11 years, and the option of switching to twelve-year education is being discussed, which, by the way, is completely normal for many European member states of the Bologna Declaration. The Bologna Declaration was adopted in 1999. Its main provisions are: admission to higher education institutions after 12-13 years of general education, a multi-level system of higher education (bachelor's, master's degrees), the development and development of criteria and methodology for assessing the quality of education at all levels, the introduction of a credit system for disciplines of higher education programs . However, Russia's transition to 12-year full-time education is fraught with a number of difficulties. It is well known that general education in the USSR and Russia was fundamental; in terms of the quantity and quality of knowledge generated, domestic education is still recognized by UNESCO as the best in the world. Acceptance of the terms of the Bologna Agreement may lead to the loss of the traditions of the fundamental nature of our education, which threatens a decline in the level of education of school graduates. In addition, one cannot lose sight of the fact that a graduate of a 12-year school immediately falls under military conscription and actually loses the opportunity to enter higher education institutions. And the abolition of deferment of conscription for non-budgetary students will generally negate the chances of studying at universities for the majority of young men. Therefore, the reform of the duration of secondary education must be coordinated with the reform of compulsory military service in the armed forces.
4. The transition of Russian education to a position of variability.
This problem lies in the fact that today there is a variety of types of educational institutions (schools, gymnasiums, lyceums), a variety of educational trajectories within schools (regular and specialized classes, classes with in-depth study of individual subjects), schools use various training programs (traditional, developmental ). Students and their parents today have the opportunity to choose the educational path that is most suitable for a given child, taking into account his mental and personal characteristics, his educational level. But variable educational trajectories must be coordinated and limited by state educational standards in order, if necessary, to ensure a painless transition for the child from one educational option to another.
5. Focus on regional and ethnic characteristics in combination with the introduction of psychological and pedagogical diagnostics and the active use of new methods in teaching.
Focus on national-regional characteristics can be manifested today in the emergence of national educational institutions. There are now two national schools in Bryansk: Jewish and Armenian. The Jewish school operates as usual, the Armenian school is a Sunday school. In these schools, children study their native language, culture, history, traditions, and creativity of their people. The emergence of national educational institutions is typical for diasporic nations living outside their historical homeland. In many foreign countries, for example, Russian schools are opened for children of Russian emigration.
Psychological and pedagogical diagnostics help to timely identify problems in the learning and development of schoolchildren, organize students’ adaptation to new stages of education (for example, in the first, fifth grade), and overcome difficult and conflict situations that arise at school or in the students’ families.
New goals and learning conditions require the teacher to use new teaching methods, such as discussion and debate, role-playing and business games, modeling, design, analogy, immersion, etc.
6. Modernization of modern education.
The modernization of education is laid down in the “Concept for the modernization of Russian education”. All stages and levels of education, from preschool to higher professional, are subject to modernization. The main changes in secondary school are the introduction of a foreign language and computer science from the second grade, an increase in hours of physical education to 3 hours per week, the creation of specialized classes starting from the 10th grade, and the introduction of a unified state exam in test form.
The solution to these problems depends both on scientists and educators, and on officials in the field of education, and on practicing teachers. The study of learning theory provides guidelines and helps determine areas of work for a faster and better solution to these problems at the level of an educational institution or governing bodies of the education system.
