Accessibility of higher education for persons with disabilities and people with disabilities within the framework of inclusion. The problem of accessibility of higher education for people with disabilities Higher education is a problem of accessibility in the region

sulfur retention, gasoline with lead additives, some types of paints, varnishes, solvents, etc. A payment for emissions of pollutants into the environment can also be considered a type of environmental tax.

7. Environmental pledge. Thus, since 1991, Germany has had a system that involves the inclusion in the price of goods sold in packages of a deposit premium, which is returned after the packages are delivered to their collection points. In a number of countries, such a system applies to cars, batteries, glass containers, etc.

S. Markets for the purchase and sale of saved resources. Their effect is expected in the event that some enterprises exceed the planned standard for electricity consumption and thereby receive the right to sell the saved surplus to other enterprises that failed to meet the standards established for them. Let us note that here the principle of combining directive planning with indicative planning manifests itself quite clearly. The plan for the sale of energy by energy companies appears as a directive; the planned volumes of energy consumption by industrial companies and institutions are indicative.

The expansion of the considered practice of combining plan and market puts Western countries at a qualitatively new level of development, characterized as sustainable.

It is obvious that their experience is especially necessary for Russia until its economy has completely turned into a raw materials appendage of developed Western countries. This need is intensified by the growing resource consumption of production, its high material and energy intensity. The remaining scientific and human resources potential in the country makes it possible to make the transition to target planning.

Notes

1 See: Selin S., Chavez D. Developing a Collaborative Model for Environmental Planning and Management // Environmental Management. 1995. No. 2. P.23.

2 Weizsäcker E., Lovis E., Lovis L. Factor four. Costs are half, returns are double: New report to the Club of Rome. M.: Academia, 2000. P.220.

CRITICISM AND BIBLIOGRAPHY

S. S. Smirnov

WHO IS NOT AVAILABLE TO HIGHER EDUCATION?

(About the book by V.N. Kozlov, E.N. Martynova, L.P. Maltseva and others.

“Higher education: the problem of accessibility in the region.” Chelyabinsk, 2000)

Published by the Chelyabinsk State University Publishing House, the book is undoubtedly relevant and interesting. It is based on a specific sociological study conducted in 1999 by the Laboratory of Applied Sociology together with employees of the Center for Education of People with Disabilities of ChelSU. It is dedicated mainly to two categories of youth - disabled people and university students, that is, precisely those with whom the university is conducting targeted work in the field of organizing accessibility to education. This choice is quite justified both in applied and general theoretical terms, since, indeed, scientific research presupposes not only good knowledge

his technique and methodology, but also, no less important, excellent knowledge of the object and subject of study. Both conditions are met, and therefore the book “turned out.”

It consists of three independent parts. The first reveals the methodology and methodology of the study. The second examines from a sociological perspective the importance of education for young people with physical and social disabilities, as well as preparation for entering a university in university classes. In the last part, the authors propose some ways to solve the problem raised.

At the same time, the book is somewhat overloaded with non-core material. It, for example, says a lot and correctly about the role of education in modern social life, about which university is and is not classical, and that the future belongs to the classical university. It contains information about modern information technologies. There is also a retelling of the Law of the Russian Federation “On Education”. All this, of course, the future student needs to know, but it is not directly related to the survey conducted, and therefore seems something foreign, unnecessary and, in our opinion, only spoils the impression of a really good specific study.

Let’s make a reservation right away: no sociological survey can give a complete picture of the problem being studied, if only because it is impossible to ask an infinite number of questions. Their number is always limited, so we have to select the most significant ones. In addition, the human mind is structured in such a way that any of our questions, even if not in an explicit form, contains the answer or one of its options. What we ask about is what they answer. In this regard, the selection of questions asked is no less important than the calculation and interpretation of the answers received. So what did the researchers ask the respondents?

Considering the specifics of the problem, it would probably be logical to first of all ask how they understand the term “accessibility of higher education,” what its criteria are, what factors strengthen or weaken the accessibility of education for Russian youth in general and for young disabled people in particular. The questions, of course, are not simple; one might say they are fundamental and methodological. The result of the entire survey essentially depends on what the answer is to them. But they were never asked.

Not trusting future applicants and their parents to answer the main question, the authors decided to do it themselves, or rather, “survey” the Committee of Ministers of Education of the European Union. Referring to the latter, they meticulously listed as many as eleven factors that make higher education inaccessible. Among them are various types of discrimination based on ethnicity, age, gender, and insufficient awareness of the government “about the preferences of the population in relation to higher education,” and the archaic nature of forms of education. They “forgot” the truth about one “trifle” that makes everything, including higher education, accessible or inaccessible in a market state (depending on the presence or absence of this “trifle”).

It is absolutely clear that if respondents had been asked about this directly, they would have received one direct answer, and not eleven indirect ones.

If the authors had followed this path, many questions could have been omitted. Why, say, ask what place higher education occupies in the system of life values ​​of young people from rural areas if this does not directly affect the degree of accessibility of education? Probably, the question should be posed much more broadly, for example, how do young people feel about the commercialization of education, would they like to receive educational loans, what do they think about the content of vocational education?

The significance of any scientific work is determined not only by what facts and phenomena have become clearer and more understandable to us, but also by what thoughts and questions arise in the reader after reading this work. The book under review was no exception in this case. The study clearly showed that during the years of bourgeois reforms, the accessibility of higher education was transformed from a predominantly intellectual and pedagogical problem into a social and even political factor.

The authors quite rightly point out that education is part of the socialization process, and that it creates favorable opportunities for “vertical mobility.” “... A diploma of higher education becomes evidence of social status, and education becomes a means of struggle of social groups for the acquisition of wealth, power, and prestige. All this gives rise to powerful incentives to obtain and expand it” (p. 3).

However, this is only one part of objective reality. Its second side is that a higher education diploma can also indicate the social status of an unemployed teacher, doctor, or military serviceman who is unemployed or living below the poverty line. It is well known that an “educated” teacher earns four times less than an “uneducated” trolleybus driver and tens of times less than the owner of a trade stall. So, is vocational education or not “a means of struggle of social groups for the acquisition of wealth”? This question, due to its problematic nature, would probably also be useful to ask respondents.

What does the desire of young people, especially those with serious health problems, to enter universities indicate?

Unfortunately, the questions on this topic in the questionnaire are not formulated quite clearly. The answers sound accordingly: “I want to become a specialist” (52%), “I want to have an interesting job” (42%), etc. At the same time, the answer “Education is a value” was given by only 17% of respondents. What happens? Being a specialist and having a good job is not a value for most?! (p.52).

It may seem strange, but not only many disabled respondents and their parents, but also the authors of the survey themselves do not consider education to be an independent value. This is indirectly confirmed by the fact that both of them consider the study of a disabled person at a university mainly from the standpoint of his rehabilitation. Undoubtedly, studying at a university is one of the important ways for young people with physical health problems to reintegrate into society. But what kind of specialist will turn out in the end, in fact, few people are interested in. Yes, apparently, few people expect to get a job in their specialty (about 30% of parents, slightly more than young disabled people themselves). How many of them will be able to find a job in practice in conditions of fierce competition in the labor market, the researchers thoughtfully kept silent about this.

The majority of respondents would like to receive a legal or economic education. Now it is prestigious, fashionable, but therefore the least accessible, especially for a disabled person (meaning, first of all, employment). “Families with low incomes are more oriented towards medical, pedagogical and agricultural fields,” they agree, and towards humanitarian and even “liberal” professions. The rich are only interested in the first two (p.85). Why is that? Is this related to accessibility issues? (Whoever is richer chooses better goods?) There is no answer. One can only guess. However, it is not so difficult to guess. One must think that the poorest have no access to any education at all, since scholarships have long since lost their economic content.

As you can see, after reading the book, the questions did not decrease, perhaps even more. But, unlike a reference book, the task of a good book is to awaken the reader’s thoughts, to force him to think for himself, and not to formulate ready-made answers. One can and should not agree with all the provisions and conclusions of the authors. But the fact that they were able to prepare good material for reflection is undeniable.

REVIEW

based on the book by Academician of the Russian Academy of Sciences A.G. Granberg "Fundamentals of Regional Economics", approved by the Ministry of Education as a textbook for students

universities studying in economic areas and specialties

Currently, the scientific direction and practice of organizing and developing the regional economy are rapidly developing. The number of publications is growing, scientific and practical conferences are being held on the problems of development of territories at various levels. The number of economic specialties, and accordingly, the number of students studying regional economics, is increasing. Therefore, the publication of this book, summarizing the Russian experience of creating a regional economy, is necessary.

Before the publication of the textbook under review, works were published in Russia devoted to certain issues of regional economics, and, above all, in the direction of economic geography. Academician A.G. Granberg, in our opinion, considers these problems at a qualitatively different level.

The book is undoubtedly a great contribution to the successful study of regional economics; it is built on the use of modern theoretical achievements in this area. In subsequent editions, the author can be recommended to expand the issues of regional efficiency and institutional development of regions.

The book is of great theoretical and practical interest not only for students, but also for specialists involved in teaching and research activities.

A.Yu. Davankov, Director of the Institute of Socio-Economic and Regional Problems of ChelSU T.A. Vereshchagina, Dean of the Faculty of Economics of ChelSU A.A. Golikov, professor of the Department of World Economy of ChelSU

FIRST PUBLICATION

I.A. Komarova REPRODUCTIVE HEALTH OF STUDENTS AS A MEDICAL AND SOCIAL PROBLEM

The reproductive health of students deserves attention due to the high social expectations from this group of youth. The need to realize oneself in the role of a spouse and parent is one of the basic needs of a person at the age of student. Young people nowadays often begin to be sexually active quite early and do not look back at what they consider to be outdated moral conventions. Sexual behavior and reproductive attitudes are often at odds with each other, however, they cannot but be considered in a single complex when talking about the reproductive health of the population.

The general socio-economic and demographic situation in the republic has recently led to an exacerbation of problems of access to quality education and subsequent employment of young people living in rural areas.

They say and write a lot about rural schools. The content of both scientific works and pseudo-scientific studies of the network of rural secondary schools is far from clear. However, events in our republic are inexorably developing in the direction that schools are being cut. The economy must be economical, and the costs of maintaining rural schools are considered ineffective.

Optimization of rural schools in order to develop education in rural areas and create conditions for ensuring accessibility and high quality of rural education is one of the priority areas for modernizing education in the PMR. From the analytical reports of the heads of rural schools it follows that, thanks to the opening of specialized classes, over the past two years the quality of education of graduates has improved, and the percentage of admission to higher and secondary vocational educational institutions has increased. But, as school directors note, the vast majority of rural school graduates who enter universities do not return to their native village. Therefore, no matter how paradoxical it may seem, more accessible higher education contributes to the fact that the village remains without an influx of young personnel.

The main problem of rural society: lack of life prospects

for most village residents. Depression and the burden of collapsed economic problems isolate the family, leaving it alone with its troubles. There is a sharp decline in the living standards of many families, a deterioration in the social well-being of adolescents and young people, and parents with minor children. The consequence is the collapse of spiritual values, manifested in the loss of ideals, confusion, pessimism, crisis of self-realization, lack of trust in older generations and official government structures, which gives rise to legal nihilism. But at the same time, the only stable functioning social institution in the village remains the school: “For us, the very presence of a teacher in the village, a rural intellectual who sets the cultural level of the environment, is very important. Remove the teacher from the village and you will get a degraded environment. A rural school, without a doubt, is a means of cultivating the environment and social stability of rural society.”

The rural teacher also finds himself in this same environment of spiritual vacuum. Today there is a need to include in the work of the Pridnestrovian State Institute for Educational Development the most effective of the many ways to preserve teacher culture in rural areas, namely a system of advanced training for teachers on a cumulative basis. Such a system of activities includes:

Systematic seminars with visits to individual general education organizations;

work as part of the teaching staff, ensuring the involvement of rural teachers in the organizational and technological support of seminars at the republican level on an equal basis with representatives of urban general education organizations, organizations of primary and secondary vocational education (conferences, exhibitions, presentations, etc.).

A society under conditions of general modernization requires teenagers to be able to quickly adapt to new conditions of existence. A teacher working in rural conditions faces a problem: how to preserve the moral qualities of a growing person in conditions of fierce market competition, a shift in the value vector of the individual from high ideals to the ideals of material wealth, and profit.

During the school period, children, adolescents, and youth are not consistently included in the sphere of social activity, do not participate in the discussion of the problems that adults live with - labor, economic, environmental, socio-political, etc. And this leads to infantilism, selfishness, and spiritual emptiness , to acute internal conflict and artificial delay in the personal development of young people, depriving them of the opportunity to take an active social position. The teaching staff considers special forms of school self-government to be the most effective means of forming and developing the active social position of growing village residents. The specificity of these forms is that they combine, on the one hand, the active participation of students in traditional events for our territory (for example, in the days of school self-government), on the other hand, they include them in the social life of their native village. Among the non-traditional means of forming an active life position of growing villagers is the functioning of Children's Services that take part in village gatherings, work organizing creative exhibitions of joint family works of students and their parents, and much more.

Another problem is the failure to take into account the gender, age, individual and other characteristics of students. Not all types of activities organized by rural schools contribute to the development of spiritual culture in children and adolescents. Often the emphasis is on the quality of knowledge, rather than on the mental and spiritual development of schoolchildren. However, teachers of rural educational organizations initiating modernization processes note a number of important aspects:

• · the school, being in most cases the only cultural center of the village, has a significant influence on its development; it is important to establish close interaction between the school and the social environment in order to use its potential in educational work;
• · limited opportunities for self-education for rural schoolchildren,
• · the lack of institutions of additional education, cultural and leisure institutions determines the need to organize the cognitive activities of students during extracurricular hours on the basis of the school and the advisability of using circle and club-type associations for this, which include schoolchildren of different ages, teachers, parents, social partners (representatives of the village administration) depending on their interests and abilities;
• · in a rural school, favorable conditions are created for the use of the surrounding nature, traditions preserved in the village, folk art, and rich spiritual potential in educational work;
• · in the life of a rural schoolchild, labor activity occupies a significant place, which, with irrational organization of changes in the types of activities of a teenager, affects the decrease in the importance of education in general in the village.

Rural teachers admit that the school’s work with families is insufficient, which largely determines the civic passivity of parents in relation to the fate of their children. Unfortunately, at this stage, in most rural general education organizations, work with parents is one-time events. The effectiveness of these events is indisputable, but it is not possible to assess their systemic effectiveness in promoting civic engagement among parents.

It also seems problematic that parents, teachers and educators consider health to be the leading values, while in real life in rural areas, studies note an increase in drug trafficking, smoking, and drunkenness. It seems interesting to develop a value attitude towards the health of future defenders of the Fatherland, which involves organizing a field camp in the summer. The idea of ​​paramilitary camps is certainly not innovative. However, this approach to the conditions, factors, and details of the implementation of this idea makes it truly effective. For the camp director, educators, and leaders of basic military training, each shift in such a camp is a carefully simulated business game. Boys living in a militarized environment learn to act in emergency situations, learn the basics of first aid, and learn interesting information about new military equipment. Feeling the elbow of a friend, realizing their responsibility for his life in an emergency situation, teenagers acquire a different outlook on their own life and health.

Unfortunately, the majority of teachers from rural educational organizations consider their main task to be the transfer of knowledge, skills and abilities to students. However, the question of how to effectively apply the knowledge, skills and abilities acquired at school in life remains for graduates and their parents to decide independently.

One of the most important factors for success in modern life is access to modern information. It is no secret that residents of many rural settlements are deprived of the ability to connect to information networks. This fact causes the greatest damage to that part of the rural population that is capable and ready to educate themselves. The implementation of distance learning becomes impossible.

In overcoming the education crisis in the context of socio-economic changes, we understand that this is only possible on the basis of a detailed strategy that takes into account both the real situation in the field of education, the trends and relationships operating in it, and the individual affairs of each school.

In our time, the educational capabilities of rural society have decreased.

The school becomes the only means of spiritual revival of the village. Of course, one school cannot resolve all crisis situations, but a rural school can help a growing person implement the principle of free civil choice, ready for a reasonable choice of life positions. It is such a graduate who will be successful in life and work.

Problems of accessibility of general education in modern Russia

Problems of access to education concern almost the entire Russian society. These problems are discussed not only by scientists and officials from the education system, but also by teachers and parents. The reason is that education is increasingly considered by both the population and the governments of most countries of the world as an important economic resource that ensures successful self-realization, social mobility and the material well-being of the individual in the modern world. At the same time, the requirements that were and are presented to those wishing to receive an education are not always the same, which creates a problem of inequality, primarily associated with the accessibility of education and its quality for people of different socio-economic status, nationality, gender, physical abilities, etc. Principle equality of opportunity in education is about giving everyone, regardless of background, the opportunity to achieve the level that best matches their potential. Lack of equal access to education effectively perpetuates economic, social and cultural inequalities, preventing children from moving from the bottom to the top. There are several concepts of unequal access to education. This is legal inequality, which is considered as inequality of rights enshrined in law and socio-economic inequality due to the socio-economic characteristics of various population groups.

The right to education (along with the right to vote) is one of the freedoms for which all peoples of the world have fought throughout their history. The right to education is enshrined in the International Convention on the Rights of the Child. In European countries, the right to education is part of the value system of a modern democratic state. Mass public schooling has become a fundamental condition for ensuring social justice, national prosperity, economic and social progress in society.

According to Russian legislation (Article 43 of the Constitution of the Russian Federation), the state guarantees citizens universal access and free primary general, basic general, as well as secondary (complete) general education in state and municipal educational institutions within the limits of state educational standards. Formally, these guarantees are observed. According to the 2002 All-Russian Population Census, the proportion of children aged 10–14 years studying in general education institutions in cities and towns was 97.4%, and in rural areas – 97.9%. The proportion of the illiterate population aged 10 years or more in 2002 was 0.5%. These indicators indicate a fairly high degree of accessibility to education in the Russian Federation. For comparison: in India, the enrollment rate for children of the age in question is 65%, in China - 80.7%, in Canada - 97.2%, in the UK - 98.9%, in the USA - 99.8%, in France and in Australia – 100%. Structural changes in the political and economic life of Russia in the 1990s. affected all spheres of state activity, not leaving aside the sphere of education. The transformation of the country's economic structure has led to a change in the structure of demand for educational services. In recent years, demand for higher education services has increased significantly, which was accompanied by a reciprocal increase in supply. Both according to sociological surveys and statistics, the volume of educational services provided is expanding. The number of universities increased by 108%: from 514 in 1990 to 1068 in 2005 (of which 615 are government institutions and 413 are non-state institutions). The number and enrollment of students increased by 150% over the same period. These trends are typical for both state and non-state universities, and non-state universities have developed even more actively. The number of students studying on a paid basis at universities of various forms of ownership is increasing. In the 2004/2005 academic year, more than half (56%) of students studied on a paid basis (in the 1995/1996 academic year this figure was only 13%). Based on the above, one could draw an optimistic conclusion that education in Russia has become more accessible and in demand in recent years. In terms of the share of people with higher and postgraduate professional education in the economically active population, Russia is in third place after Norway and the United States; in Russia this figure is 22. 3, in Norway and the USA - 27.9.

For Russia, experts note discrepancies between the declared goals and real facts, indicating the inability of the education system to meet these goals. The formation of the economy of the new Russia was accompanied by a sharp and significant reduction in government spending on education. This led to the degradation of institutions at all levels of education. The deterioration of the material and technical base and human resources had a negative impact on the accessibility and quality of education.

The Russian education system does not ensure social mobility of the population, there are no conditions for an “equal start”, quality education today is virtually inaccessible without connections and/or money, and there is no system of social (grant) support for students from low-income families. The introduction of market relations into the field of education causes a growing degree of inequality among educational institutions, primarily higher education. Political and social changes, the development of democracy create favorable conditions for reforms, including in the field of education, but these same changes cause an increase in corruption, crime and other negative consequences.

The development of the non-state sector in the field of education and the official provision of paid educational services (including the use of paid forms of education in state educational institutions) in the context of ensuring equality and accessibility is ambiguous. In 2006, paid educational services were provided to the population for 189.6 billion rubles, or 10.4% more than in 2005. On the one hand, the development of a system of paid educational services expands access to vocational education through the introduction of paid vocational education, which has brought Russia to one of the leading places in the world in terms of the relative number of students in higher education institutions. But on the other hand, paying for education reduces its accessibility for the poor.

In the context of constant underfunding of the education system and the increase in its fees, the income and disposable resources of parents are a significant factor influencing the accessibility of education for children from different social strata of the population. The subjective side of the problem of accessibility is that almost all social groups are confident that education has become paid. Consequently, in public opinion we have lost one of the most important gains - access to high-quality free education for trained and capable children. Recently, problems associated with obtaining education have become more acute in the public consciousness - people increasingly believe that this important socio-economic resource is becoming less and less accessible. According to VTsIOM surveys conducted in 2007, half of Russians cannot afford paid education, 40% cannot afford paid medicine. In case of emergency, 42% of our fellow citizens will be able to use paid medical services, and 27% will be able to use educational services. Only 16-17% of Russians systematically have the opportunity to pay for such services.

The problem of its availability in modern Russia ceases to be exclusively a problem of socially vulnerable segments of the population; it affects almost the entire population. The social differentiation of modern Russian society creates unequal conditions for the social mobility of young people. The growth of differences in income and material security is inevitable during the transition to a market economy and plays the role of a stimulus for labor and business activity, but in Russia it turned out to be excessive, provoking an increase in social tension in society. The gap between the narrow rich minority and the poor majority grew from 4.5 times in 1990 to 14.5 times in 2003. Due to this factor, youth crime in the country has increased significantly. Young people who saw no other ways to take a place in the sun joined the ranks of criminals. Access to education services should alleviate the problem of poverty. The goal of equal access to education in the development of the modern Russian education system, despite the general increase in the educational level of the population, has not yet been implemented in practice.

We can say that, in fact, the public education system is developing in such a way that it ensures the reproduction and even strengthening of social imbalances in society. This inequality arises at the level of preschool education and subsequently persists and intensifies at all further stages of education.

In the course of monitoring the economics of education in the Russian Federation, estimates of the population's funds entering the system of general and vocational education were obtained. Analysis of family expenses, which include officially unregistered expenses, makes it possible to assess the processes leading to inefficient use of resources in the education system. Research results demonstrate how social inequality manifests itself in school and then in vocational education. This is most clearly manifested in the system of higher education, as the most competitive area, which accumulates all the shortcomings and problems of previous educational levels, and subsequently leads to deepening social differentiation and creates the preconditions for its reproduction.

The constitutional guarantees of providing all children of our country with free general education are mainly implemented in practice. However, parents who have a strong desire for their children to receive higher professional education and further social growth prefer, from the first grade, to send their child not to just any school, but only to a good school that provides a high level of socialization, i.e., the sum of knowledge, skills and target settings.

Unfortunately, schools of this kind are a scarce resource (the demand for high-quality general education services from the population exceeds the supply of these services by general education institutions). Therefore, children are admitted to them mainly on a competitive basis. The competition is a special filter at the transition stage “kindergarten - primary school” and is ideally designed to provide access to quality education for the most gifted children. In reality, the competition for access to a scarce resource involves not only the child’s abilities, but also the “advantages” of his parents - their high position in society or a high level of material well-being, combined with a willingness to use one or the other for the benefit of the school or its administration. This circumstance has an objective economic basis. A shortage of a good on the market due to the fact that the official price for it is lower than the equilibrium market price always leads to the emergence of a parallel existing “shadow” market for the good in question and the formation in this market of a “shadow” price higher than the officially established one.

Thus, despite the formal availability of general education in Russia, there is inequality of opportunities in obtaining high-quality school education, due to the socio-economic stratification of society. The main danger of this phenomenon is that, arising at the preschool filter stage, it can be preserved and subsequently reproduced at all further stages of education.

To estimate the expenses of Russian households associated with preparing a child for school and his enrollment in school, we use data from a representative survey of the Public Opinion Foundation conducted in 2004. As mentioned above, about 25% of families with preschool children of the appropriate age bear these types of costs. At the same time, approximately 21% of households purchase books, stationery and other supplies needed for school. The expenses of Muscovites in this case are 3,200 rubles per year, the expenses of a non-Moscow family are 1,300 rubles per year. Another 2.4% of families spend money on the necessary medical examination of the child (1,900 and 300 rubles, respectively); 0.3% of respondents pay for testing or an entrance exam to school (1,500 and 500 rubles, respectively).

As the child grows up, parents begin to seriously think about which school to send him to. Let's consider some of the results of a sociological survey of parents of preschool children, conducted in 2003 in 4 pilot regions. It is characteristic that if for children under 3 years of age about 30% of the parents surveyed say something specific about the characteristics of the school, then for children over 5 years of age almost 100% of parents express their preferences. Moreover, if for parents of younger children only such characteristics of the school as a convenient location and good teachers are important, then for parents of children in the older age category, the opportunity to enter a good university after this school begins to acquire almost the same importance.

The territorial factor influencing the availability of quality education plays an important role. The existing economic differentiation between large cities (primarily Moscow) and regions, with limited mobility, leads to inequality in access to education. Many Moscow families begin to build educational strategies for their children from a very early age. 17% of capital residents invest in their child’s educational preparation for school. Of these, 12% pay official fees to various educational institutions (an average of 5,500 rubles per year) and 5% pay for the services of private teachers (an average of 9,400 rubles per year). In other regions of Russia, only 8.2% of respondents make similar investments. Of these, 6.7% pay official fees to various educational institutions (an average of 2,200 rubles per year) and 1.5% pay for the services of private teachers (an average of 3,200 rubles per year). Analyzing this segment of the educational services market, it is impossible not to note that in the capital there is not only more demand for the services in question. Compared to other regions, their offer is larger and more diverse.

As it turned out during the survey, some of the parents (3.4% in Moscow and 1.2% in Russia) pay an official entrance fee when their child enters school. In the regions it is quite insignificant - 400 rubles, in Moscow it is significantly higher - 12,300 rubles. The practice of bribes and gifts for admission of a child to a good school continues, as such schools are becoming an increasingly scarce resource. According to indirect estimates, 8.7% of Moscow families and 1.7% of other Russians gave bribes for admitting a child to a school educational institution during the school year. At the same time, the average bribe for Muscovites was 24,500 rubles, and for residents of other regions – 6,600 rubles. Almost half of families (45%) are aware of the practice of informal payments for a child’s admission to a good school. Most of those who are familiar with this practice are in Moscow and St. Petersburg (67%). In small towns the share of such families is 40%, and in villages – 27%. From 40 to 50 percent of families are ready to pay in order for their child to enroll in a good school, while the shares of those who are “rather ready” in different types of settlements are almost the same, and the share of those “definitely ready” in Moscow and St. Petersburg is doubled higher than in villages (30% versus 15%, respectively)

In Russian general education institutions in 2003, the number of students per 1 personal computer was 46 people. And for 1 personal computer with Internet access, there were 400-440 schoolchildren. The PISA results, which are unpleasant for our national self-awareness, are explained, in particular, by this lag in the field of modern educational technologies.

In 2003, during a sociological survey of teachers in 4 “pilot” regions, the degree of provision of teaching staff with the subjects necessary for work was studied. As follows from the teachers' answers, the provision of the educational process in general education institutions with the necessary means for normal work is insufficient. The most scarce resource is free Internet access: on average, 16% of the surveyed teachers are provided with it. Only 30% of respondents receive computer floppy disks and office supplies (notebooks, pens, etc.) at their place of work. But teachers need fountain pens every day to check students’ homework and give grades. Only half of teachers are provided with computers and professional literature at their place of work; 40% of the teachers surveyed are not provided with textbooks.

Moscow school teachers are best provided with the supplies necessary for work. In other regions, no significant differences are observed. Noteworthy is the fact that for most items the level of provision in rural schools is higher than the average for all types of schools. Apparently, this is explained by the fact that the total number of teachers in rural schools is significantly less than in urban ones. Therefore, each rural teacher receives a larger number of textbooks, stationery and copies of professional literature provided by the institution.

Only 20% of the teachers surveyed did not buy things necessary for work with their own money. The percentage of purchases of computer equipment and related products (floppy disks, CDs, Internet cards) is very small - from 2 to 13%. Combined with an insufficient level of provision of information resources at the place of work, this is an alarming symptom, signaling the unpreparedness of at least half of the teaching corps to teach schoolchildren in accordance with the requirements of modern information technologies. The reasons for this are the lack of computer literacy among many teachers (especially older ones), as well as the lack of financial resources from schools and teachers themselves to purchase modern office equipment (computers, printers), the cost of which is not comparable to the average salary of a school teacher. Most often, school teachers purchase stationery, professional literature and textbooks, spending almost 2/3 of their salary at their main place of work on this.

We have already mentioned above the existing trend towards a decline in the quality of general education in Russia. One of the reasons explaining this trend is the low level of wages. Although in recent years there has been a significant increase in the wages of school employees, it still remains quite low.

Low wages force teachers to look for additional sources of income. For the majority, this is either working in another institution, or tutoring, or sometimes increasing the workload by combining subjects. Then what quality preparation of schoolchildren for life in society, about mastering professional educational programs can we talk about if the majority of the teaching staff increases their income by increasing their working hours?

Consequently, today there is a developing trend of turning a school teacher into a technical school teacher, since he is increasingly becoming only a translator of a certain set of knowledge, gradually losing the educational function necessary for primary and secondary schools. Finally, more than 40% of part-time teachers give private lessons. Tutoring is another way to increase the cash income of school teachers.

According to the results of a sociological survey of teachers in 6 pilot regions, conducted in 2004, the average salary of a school teacher at his main place of work is almost 9,300 rubles per month in Moscow, about 3,900 rubles in the regions, approximately 3,700 rubles in incomplete and rural schools. Thus, in 2004, teachers' salaries increased compared to 2003. 36% of teachers work part-time, most often through private tutoring. This additional work makes it possible to earn about 6,800 rubles per month in Moscow and 2,200 rubles in the regions. Employees of rural schools have the least amount of additional income (10%) and the least amount (600 rubles per month).

Uncompetitive income levels lead to an aging teaching staff. According to sociological surveys in pilot regions, the average age of teachers is 41-43 years. According to state statistics, in 2003, among 5th grade teachers, 15.7% were people over working age. Among teachers in grades 1-4, teachers over working age accounted for 10%. There are practically no young people in the system of general education institutions. The school is supported by middle-aged and retired teachers, as a result of which there is a certain conservatism in the knowledge of schoolchildren. Young professionals do not go to school to work. In the labor market in the education sector, there is a steady trend towards an outflow of workers from the industry.

The low level of income of employees of educational institutions gives rise to the practice of unofficial payments and gifts. Corruption relations in the school education system distort signals in the educational services market. An analysis of the monitoring results showed that approximately every thirtieth family in Russia (except Moscow) and approximately every twentieth family in Moscow unofficially paid at school for special treatment of their child. Underfunding of school teachers and their low motivation lead to the fact that there is no one to deal with the moral education of the younger generation.

The deterioration in the quality of the material and technical base and staffing of the general education system is largely a consequence of the insufficiency of its budget funding. Budget expenditures per student in the general education system in 2004 amounted to 16.65 thousand rubles.

Budget funds received by general education institutions account for approximately 50% of all budget expenditures on the educational system. At the same time, general education is almost entirely financed from the budgets of the constituent entities of the Russian Federation and local budgets. Expenditures on general education institutions from the consolidated budget amounted to 1.8% of the country's gross domestic product in 2004 and 1.5% of GDP in 2000. The share of budget expenditures on general education in the total volume of budget expenditures of the Russian Federation in 2004 was equal to 6.4% compared to 6% in 2003. But speaking about budget expenditures, it should be said that visible growth is not a qualitative indicator of an improvement in the situation with the financing of the general education system, since in real terms the volume of invested funds has remained almost unchanged. During the period under review, the Russian economy experienced fairly high inflation rates.

In addition, the volume of public funds flowing into the general education system is not always used effectively. For example, computerization and Internet connection of rural schools will not be used properly without appropriate qualified service. It is clear that each such school will require an increase in staff, and therefore a significant increase in costs. To attract qualified specialists to rural schools, it is necessary not only to pay high wages, but also to provide housing and other guarantees of social well-being. And at the moment, budgetary capabilities do not allow us to properly operate modern technology.

A considerable portion of budget funds is allocated to the implementation of programs in high schools, the goals of which are not achieved. The heavy workload required to complete academic programs in high school almost becomes a burden for students. As a result, they ignore courses that are not related to their chosen major. Consequently, public finances are being spent for other purposes. It would be better to increase the efficiency of using budget funds by creating specialized areas in high schools and corresponding redistribution of finances.

Today, given the extreme stratification of property, Russians find themselves unequal, including in the ability to exercise the fundamental rights proclaimed by the Constitution, equal for all - to education or medical care.

Thus, the school education market needs regulation - both from the state, and from the professional community, and from consumers. The school system lays the foundation for the overall process of developing future qualifications. And here, from the perspective of the needs of the economy, several general tasks are visible. One of the tasks of the school system is the availability of quality teaching, which in turn must meet the realities of life, modern technology and social needs and which depends on the prestige and status of teaching work, its remuneration, conditions, and the level of training of the teachers themselves. Independent quality control of the services provided is necessary.

Creating a competitive level of wages for workers in this field of education, increasing the authority of teaching, organizing quality control of services, and redistributing resources allocated to the general education system by households and the state will reduce losses to society. If the school continues to develop by inertia, then by 2010 school graduates will receive “pseudo-education,” which will contribute to the further development of corruption. In this case, it will be difficult to talk about ensuring equal access to education based on ability rather than financial opportunity.

Literature:

1. Education in the Russian Federation. Statistical Yearbook. - M.: State University-Higher School of Economics, 200 p.

2. Federal State Statistics Service, 2006

http://www. /scripts/db_inet/dbinet. cgi

3. Monitoring the economics of education. “Social differentiation and educational strategies of students and schoolchildren.” Newsletter No. 6, 2007

4. Economics of education in the mirror of statistics. Information bulletin, No. No. / Ministry of Education of the Russian Federation, State University - Higher School of Economics. – M., .

5. Monitoring the economics of education. “Economic strategies of families in the field of children’s education.” Newsletter No. 4, 2007

UDC 338.26:373.1

N.M. Shashlova, graduate student, (Russia, Moscow, RAKO APK)

RURAL EDUCATION IN RUSSIA AND WAYS TO ITS MODERNIZATION

Issues related to the current state of rural education in Russia and ways of its modernization through the Internetization of education are considered. Problems of the socio-economic sphere of the village, the situation of youth are presented within the framework of sustainable development of rural areas.

Key words: rural education, rural youth, socio-economic problems of rural areas, sustainable development of rural areas, information technologies in education, priority national project “Education”.

The modern village, as an economic and social space of human activity with its own specific living conditions, is a special living environment characterized by a low standard of living of the population, low incomes of most families, often not providing a minimum of consumption, which forces people to live on the brink of poverty or destitution.

The village has an underdeveloped social and engineering infrastructure. This refers to the shortage of comfortable housing, services, and the extremely low level of comfort and improvement of the housing stock. Here the social conditions of life, work, everyday life, and leisure are very unfavorable; the population's access to prompt qualified medical care, social, cultural, and educational services is limited; the concentration of intelligence is low, the educational and cultural level of the population is lower compared to urban ones; limited adaptation capabilities in terms of secondary employment of the population, its labor and professional activities.

Opponents of the rural lifestyle still believe that Russia should not produce its own agricultural products, pointing to the West, where the rural population makes up 3 to 6% of the total and this population copes with the task of not only feeding people in their own country , but also sell products abroad. Such arguments were made by numerous foreign advisers who poured into the country, and at first glance such arguments are logical. On the one hand, this is fair. At the same time, in Russia the rural population today accounts for up to 20% of the total population and, before the disastrous reforms, could not cope with the task of food security. Without getting drawn into a discussion on this issue, we will note only one thing - the specificity of Russian reality in dozens of parameters has no analogues.

Today, the role and place of education and its importance in reforming the country’s agricultural sector are increasing. We are talking about Russian education as a sphere of formation and enrichment of life values ​​and ideals of a person and society; as a fairly rigid system for the formation of personal qualities that not only live, but also constantly participate in the improvement of the rural environment; as a system that ensures the normal and constant development of the state and society.

Just two decades ago, almost all settlements where children lived had schools. Of course, rural schools for the most part did not provide education of the same quality as urban ones, but capable students, as a rule, entered universities without any problems. The ongoing education reform, “shock therapy” of the 90s, the liquidation of collective and state farms led to the closure of many schools in the countryside.

In the Russian Federation, rural schools have a special place, this is due to the role that is traditionally assigned to them in the social life of the village

In raising a hard worker who knows how to rationally manage the main national property - the land. Rural school always predetermines the formation and development of personality. The village has its own specifics, which inevitably leaves an imprint on educational and educational activities. The rural school is the main, and sometimes the only, cultural and intellectual center of the village, and therefore the solution to many issues is directly dependent on its activities. The national project “Education” should be aimed at creating conditions for increasing the accessibility and quality of education, reducing the gap between rural schools and urban schools, and introducing new methods of educating and training the younger generation. This will help solve pressing problems of the economic, social and spiritual revival of the village.

Today's graduates of rural schools are forced to compete on equal terms with urban schoolchildren when entering higher and secondary educational institutions, must be able to quickly adapt to dynamically changing socio-economic conditions, and have a stable motivation for highly productive work in the agricultural sector of public production.

The current education system in rural society is poorly focused on meeting the growing needs of various age and socio-professional groups and ensuring continuity of education.

In recent decades, there has been a noticeable reduction in secondary rural and urban schools and the network of preschool institutions. In rural areas of the Russian Federation, there are approximately 46.4 thousand daytime comprehensive schools, which educate 6.5 million schoolchildren. The reduction in the number of rural schools makes it difficult

efficiency in organizing the transportation of schoolchildren from remote settlements to educational institutions for classes.

The existing structure of education does not meet the expectations and needs of the rural population, since parents express a desire to obtain a complete secondary education for their children, and in rural areas the largest share of educational institutions is in primary and secondary schools. So, if in the city secondary (complete) schools make up 84% of the total number of schools, then in rural areas it is only 47%. The share of basic schools is large - 25% (in urban settlements - only 7% of the total number of schools).

The level of qualifications of teaching staff in rural schools is somewhat lower than in urban settlements. Thus, 70.8% of teachers have higher professional education, secondary vocational education

28% (in urban educational institutions - 83% and 16.7%, respectively).

In rural areas, 70-75% of primary schools have up to 20 students, 70-75% of basic schools have up to 100 children, and 30-35% of secondary schools have up to 200 students. The poor demographic situation has led to a decrease in the number of students in rural schools and an increase in the number of small primary, basic (nine-year) and secondary schools. The scale of the spread of this phenomenon is so great that small schools today are the predominant type of schools in rural areas of a number of Russian territories. It has become common in rural areas for a basic school to have fewer than 100 students.

In rural areas, the process of differentiation of the network of educational institutions is developing less rapidly than in the country as a whole. Only 73 rural secondary schools (30 thousand students) had the status of gymnasiums, 47 lyceums (16 thousand students).

The material base of rural schools continues to deteriorate, more than one third of them are in need of major repairs. Almost 3.0 million children (44.5%) study in these schools. About 500 thousand rural schoolchildren study in buildings recognized as unsafe. Only 1/3 of rural schools have all types of amenities.

Pre-school education in rural areas in the pre-reform period was supported by the collective and state farm system and, with its transformation, practically disappeared in most settlements. Consequently, the current state of affairs with the education of young people in the village really encourages parents to leave this territory or have not two or three children, but one, and do everything so that he does not remain in the village.

The surviving system of boarding schools separates parents from children, and the education of the latter follows the model of orphanages, the army and even prisons, which ends disastrously for most teenagers and their parents.

During the crisis, secondary vocational and higher education has become difficult for graduates of rural schools to access. Rural residents, especially young people, need knowledge in the field of organizing business activities, effective management of peasant (farmer) and personal subsidiary plots. Therefore, today the ideas of bringing primary and secondary education closer to the place of residence, obtaining secondary vocational and higher education on the job, and various methods of advanced training are becoming especially relevant.

In general, the educational opportunities of rural youth are significantly lower than those of their urban peers. This leads to the formation of migration sentiment among young people, since most of them associate the possibility of improving their lives with obtaining a high-quality and higher education. At the same time, the transition to a two-stage system of higher education will, in essence, completely close access to knowledge for rural youth.

The comprehensive school occupies a special place in rural life. Often this is the only social institution in the village that has the highest level of concentration of intelligence and has an organized, intelligent, cohesive team. All this allows us to consider the rural school as an engine of social transformation, which is capable of putting forward ideas, proposing new projects and programs, and which is focused on the socio-economic development of the village.

The traditional, historically conditioned sociocultural proximity of the teacher to the local community, his involvement in social needs and ideals is a strong basis for transforming the school into an active force that most effectively influences the position and opinions of rural residents. For the inhabitants of remote settlements, where the center of life has moved to the school, it remains the only culture-forming center of the village, this turns the school into the most powerful sociocultural factor.

We can highlight the main position of the modernization of rural education - the creation of continuous education for children and adults directly in the place of their residence, the main characteristics of which are accessibility, openness, flexibility, stability, integrity, adaptability, dynamism.

Modernization of education involves improving teaching potential; increasing the cleanliness of the ecology of the habitat; humanization of life in rural areas. All this can be achieved by organizing, based on the principle of continuity, the education system in rural areas, through the opening and development of secondary schools in small settlements, which will be engaged in the continuous education of children and adults, the development of all social institutions of the village (churches,

public organizations, healthcare, culture, physical education and sports, preschool institutions, secondary schools, additional education, agricultural enterprises).

There is a block in the national education project that can significantly transform education in rural areas and alleviate many problems - the internetization of schools.

Isolation from the objects of education forces children to take a special look at the pre-school and school preparation of children in such families. First of all, the option of educating children away from their parents is excluded, and married couples know this in advance. Other options are also excluded, except for one - distance learning using the Internet resource, when the student has the opportunity to communicate with teachers in real time, gain access to all educational programs across the entire range of disciplines being studied or mastered. All textbooks for children from such families should be created, and examples in mathematics, physics, and chemistry should be borrowed from the processes taking place in a given farmstead or in its environment.

What are the benefits of using information technology in school?

For students. A variety of methods increases interest in the study of physics, mathematics, biology, etc., and makes the learning process attractive. Using a computer allows introverted students to open up and share their knowledge with others, increases independence in the learning process, helps develop creative abilities, increases the level of communication and culture, and develops written language. Gives you the opportunity to participate in various competitions, quizzes, and olympiads.

To the teacher. By solving new methodological problems, deepening knowledge on the subject, he improves his professional level. Increasing authority among students, colleagues, and parents. Stimulates the process of joint creativity with teachers of other subjects (joint creation of small programs for lessons and extracurricular activities). The computer allows you to create a database for monitoring student progress, which makes it possible for both the teacher and the student to more effectively monitor the dynamics of their results. The computer allows you to create a set of test tasks, independent work and tests in a more convenient form.

To parents. Gives confidence that their children develop harmoniously and receive a quality education that meets the requirements of the time. Increases respect for teachers' work. Changes relationships with their own children for the better: parents listen to their child, appreciating his knowledge and skills.

The reality of this approach has been confirmed many times. The advent of the Internet has significantly changed teaching methods, making them easier and enriching. Knowledge of the basics of distance learning and control functions for it must be mastered by one of the parents. Even higher education can be

be acquired remotely, and it cannot be ruled out that some grown children will not leave their parents’ home because they will acquire a specialty related to agriculture. In order not to interrupt continuity, the state must encourage large families both financially and morally.

It is education that can become the “locomotive” that can “pull” the Russian village out of a protracted systemic crisis. It is absolutely obvious: only educated people are capable of modernizing the production and social spheres of the village. Only specialists in the field of education can improve the cultural and educational level of rural residents, thereby creating conditions for their transformation into subjects of the process of transformation in rural areas. Through education, primarily distance education, organized taking into account the specifics of the village, young people can obtain professions that are in demand locally. By means of education, in particular school education, it is potentially possible to solve the problem of life and professional self-determination of young people with the choice of the sphere of self-realization in rural conditions.

Bibliography

1. Bocharova V.G. Strategy for the modernization of rural educational society / V.G. Bocharova, M.P. Guryanov. 2007. Access mode: www.portalus.ru.

2. Kiselev N.V. Problems of organizing educational

process in rural educational institutions. Pedagogical science and practice: problems and prospects: collection. scientific articles/

N.V. Kiselev, E.I. Vlasova. Vol. first. Moscow: IOO MES RF, 2004.

3. Knyazev D.A. Information and communication technologies in secondary schools. ICT in the organization of the school educational process / D.A. Knyazev // Bulletin of St. Petersburg University, 2005.

Education and the ways of its modernization in a village in Russia

In the article are considered questions concerning modern condition of rural education in Russia and the ways of its modernization by means of education via the Internet. Social and economical problems of village and the young’s role are presented within the realms of sustainable development of rural territories.