State educational standard(purpose, structure)

Federal state educational standards are one of the main tools for implementing the constitutional guarantees of the human and citizen’s right to education. With the adoption of the standard, not only the state can demand an appropriate educational result from the student. The student and his parents also have the right to demand that the school and the state fulfill their obligations. Regarding European and world standards of education, it should be noted that “blurring of boundaries” leads to certain obligations on the part of the educational institution, which guarantees not only the successful completion of training, but also obtaining high paying job. On the other hand, the student has certain guarantees, but also the need to constantly and qualitatively replenish his knowledge, demonstrating himself, which is very important, constantly as a qualified worker. This involves constant improvement of the student’s qualifications and the desire to constantly be in demand. In this context, a standard is a means of ensuring the planned level of quality of education. Being stable over a certain period of time, the standard of education is dynamic and open to change, reflecting changing social needs and the ability of the education system to meet them.

It is obvious that nowadays human activity is increasingly becoming fundamentally innovative. Human activity is growing in all areas of his activity. Processes of continuous growth in educational sphere may receive further effective development only in the conditions of formation innovation system education - a system focused on new educational results. In this regard, the transition to the Unified State Exam is a certain significant stage towards improving state educational standards Russian Federation.

Federal state educational standards must ensure:

1. unity educational space Russian Federation;

2. continuity of educational programs of primary general, basic general, secondary (full) general, primary vocational, secondary vocational and higher vocational education.

Federal state educational standards include requirements for:

1. the structure of basic educational programs;

2. conditions for the implementation of basic educational programs;

3. results of mastering basic educational programs.

Purpose and functions of new generation state educational standards

Today, the developing potential of educational standards is becoming increasingly significant, ensuring the development of the education system in the context of the changing needs of the individual and family, the expectations of society and the requirements of the state in the field of education.

1. a tool for organizing and coordinating the education system, serving as a guide for its development and improvement, a criterion for assessing the adequacy educational activities new goals and values ​​of education;

2. a means of ensuring the unity and continuity of individual levels of education in the conditions of transition to continuous system education;

3. a factor in regulating the relationships between subjects of the education system (students, their families, teachers and heads of educational institutions), on the one hand, and the state and society, on the other;

4. one of the guidelines for creating a modern education infrastructure.

At the same time a new version standard should create conditions for more effective implementation of the traditional functions of standards as a means of legal regulation of the activities of the education system.

1. ensuring the right to a full-fledged education, which consists of ensuring through the standard guaranteed by the Constitution of the Russian Federation " equal opportunities"for every citizen" to receive quality education", i.e. the level of education representing necessary basis for the full development of personality and the possibility of continuing education;

2. ensuring the unity of the country’s educational space, which represents a transition to the diversity of educational systems and types of educational institutions, requires the presence of a regulatory mechanism designed to stabilize the education system in the country. Education standards should fulfill this stabilizing and regulating role. Without limiting the development of specific regional approaches, the availability various types schools, variable programs, educational standards fix the requirements for the results of mastering basic general education programs. The actual educational programs of a particular educational institution in their content may vary significantly in both the volume and depth of training they offer to students, but all of them are required to ensure the implementation and achievement of the requirements of the standards. This will ensure within the country a guaranteed quality of training for school graduates, which can be relied upon when organizing subsequent training. The standard is a critical factor in addressing many demographic and social problems in conditions of possible population migration, will become the basis for recognizing the equivalence of educational documents obtained in different regions, and so on.;

3. ensuring the continuity of the main educational programs of primary general, basic general, secondary (complete) general, primary vocational, secondary vocational and higher professional education;

4. criterial-evaluative, which stems from the essence of the standard as a guideline against which the education system develops. Separate components of the system of documents that ensure the functioning of the standard carry requirements for the content of education, the volume of teaching load, procedures for assessing the educational results of graduates, are integral part assessment of the educational activities of teachers, educational institutions, and the education system as a whole;

5. increasing the objectivity of assessment, the implementation of which is associated with the possibility of radical restructuring existing system control and assessment of the quality of educational results based on a criterion-oriented approach to assessment and the use of a system of objective measures of the quality of graduate training and the effectiveness of educational institutions, the education system as a whole, determined by the standard.

Obtaining reliable information about the real state of affairs in the education system will create conditions for making informed management decisions at all levels - from the teacher (selection of optimal methods, timely correction, differentiation and individualization of training, etc.) to managers public education(development and adoption of measures to improve the state of education at the regional and federal levels, making changes to programs and textbooks, improving the organization and management of education).

At the same time, the Concept of Federal State Educational Standards is being developed general education: project / Ros. acad. education; edited by A. M. Kondakova, A. A. Kuznetsova. - M.: Education, 2008., p. 19:

1. approximate (basic) educational plans and programs;

2. systems for assessing the compliance of the content and quality of students’ training with federal state educational standards in the process of certification of graduates in various forms;

4. examination of textbooks, educational equipment and teaching aids for secondary schools;

5. certification systems teaching staff;

6. control measurement materials for objective assessment and monitoring of educational achievements of students within the framework of the all-Russian system for assessing the quality of education;

7. approaches and methods for calculating mechanisms for budget financing of the education system, tariffs for teaching staff.

Thus, the State Educational Standards in the system of the existing legislative field of the education system become the most important normative legal act, establishing on behalf of the Russian Federation a certain set of the most general norms and rules governing the activities of the general secondary education system Senashenko V. S. O conceptual framework federal state educational standards of higher professional education / V. S. Senashenko / / Alma mater. - 2008. - N 9., p. 14.

The introduction of state educational standards into the system for ensuring the development of education is provided for by the Law of the Russian Federation “On Education”. In accordance with the legislation of the Russian Federation, state educational standards act as the most important regulatory legal act of Russia, establishing a system of norms and rules that are mandatory for execution in any educational institution that implements basic educational programs.

Existing state educational standards at the federal, regional and educational institution levels, in accordance with the document, are replaced by a federal state educational standard, which will include requirements for the results of mastering basic educational programs carried out by the educational institution.

At the same time, the implementation of higher vocational education programs can be carried out on the basis of educational standards and requirements independently established by federal-level universities, the list of which is approved by the President of the Russian Federation. At the same time, the right of the educational institution to form curriculum, as well as the ability of educational authorities to influence its content, taking into account regional and national characteristics.

The new structure of the standard includes:

1. requirements for the results of mastering basic educational programs (general, social, professional competencies, as well as knowledge, skills and development personal qualities students ensuring the implementation of relevant competencies);

2. requirements for the structure of the main educational programs, including requirements for the ratio (volumes) of the components of the main educational program (humanities, natural sciences, mathematics, etc.), as well as for the ratio of the mandatory part of the main educational program and the part that is formed by the participants educational process;

3. requirements for the conditions for the implementation of basic educational programs (i.e. requirements for ensuring the implementation of the main educational program).

The fundamental difference between the educational standards of the second and third generations should be their focus on the outcome of education. Educational results, which essentially express the goals of education, are inextricably linked with the conditions in which the educational process is carried out. Goals reflect the needs of the individual, society, and state in education. The conditions reflect the capabilities of society (the state) in providing education.

The law also stipulates government requirements x to the conditions for the implementation of the educational process

1. staffing - characteristics of the necessary qualifications of teaching staff;

2. financial and economic support - parameters of relevant standards and mechanisms for their implementation;

3. logistics - General characteristics infrastructure of general education (including parameters of the information and educational environment);

4. Information Support includes the necessary regulatory legal framework for general education and characteristics of the expected information connections of participants in the educational process.

Thus, the introduction of the federal state educational standard will allow the Concept of federal state educational standards of general education:

1. ensure the unity of federal requirements for educational programs and the conditions for their implementation throughout the Russian Federation, the continuity of educational programs at various levels of education and continuity in the historically established culture of the formation of educational programs;

2. increase the demands on the development of educational content by educational institutions at all levels, as well as create the prerequisites for more objective control over their activities;

3. promote the development of academic freedom in educational institutions and take into account the peculiarities of the formation of educational programs for the training of scientific and scientific-pedagogical personnel.

All of the above will ultimately contribute to improving the quality of education and competitiveness Russian education at the international level and, as a result, the quality of life and well-being of Russians.

An important feature of the development of education in our time is its globality. This feature reflects the presence of integration processes in modern world, intensive interactions between states in different areas public life. Education is moving from the category of national priorities of highly developed countries to the category of world priorities.

Modern civilization is entering a fundamentally new information (post-industrial) stage of its development, when the globalization of social and cultural processes on the ground. However, globalization, along with its positive aspects, has also given rise to a number of serious global problems: social, economic, environmental and spiritual-moral. In accordance with the sustainable development strategy modern civilization, adopted at the UN conference in 1992 in Rio de Janeiro, is required new concept education ahead of prospects XXI century. The global mission in the field of education is carried out by the UN University (headquarters in Tokyo), founded in 1975 and part of the UN system. The University is a unique educational research structure, representing a community of scientists and serving as a forum for the search for new conceptual approaches to the development and solution of world problems.

To transition to the European level of education, the State Educational Standards are undergoing rethinking and significant changes. Educational results, which are also the goals of education, are inextricably linked with the conditions in which the educational process is carried out. Goals reflect the needs of the individual, society, and state in education. The conditions reflect the capabilities of society (the state) in providing education. The result of education is determined by the following directions of formation of personality qualities:

1. personal development;

2. social development;

3. general cultural development;

4. intellectual development;

5. communicative development.

Thus, the State Educational Standards become the most important normative legal act, establishing on behalf of the Russian Federation a certain set of the most general norms and rules governing the activities of the general education system.

Federal State Educational Standards (FSES)- a set of requirements mandatory for the implementation of basic educational programs of primary general, basic general, secondary (full

d) general, primary vocational, secondary vocational and higher vocational education by educational institutions that have state accreditation. For educational standards adopted before 2009, the name “State Educational Standards” was applied. Until 2000, before the adoption of state standards for eachth stagegeneral education And specialties (areas of training) , within the framework of the general state educational standard, state requirements were applied to the minimum content level of graduate training at each level of education and specialty.

Federal state educational standards provide:

• unity of the educational space of the Russian Federation;
• continuity initial general , basic general , secondary (full) general , initial professional , secondary professional And higher professional education .
• spiritual and moral development and education

Federal state educational standards establish deadlines for obtaininggeneral education And vocational education taking into account various forms of training,educational technologies and characteristics of individual categories of students.

The standard is the basis for:

• development of approximatebasic educational programs ;
• program development educational subjects, courses, educational literature, control and measuring materials;
• organization of the educational process in educational institutions implementing the basic educational program in accordance with the standard, regardless of their organizational and legal forms and subordination;
• development of standards for financial support of educational activities of educational institutions implementing the main educational program, formation of state (municipal) assignments for educational institutions;
• exercising control and supervision over compliance with the legislation of the Russian Federation in the field of education;
• conducting the state (final) and intermediate certification students;
• building a system of internal monitoring of the quality of education in an educational institution;
• organizing the activities of methodological services;
• certification of teaching staff and administrative and managerial personnel of state and municipal educational institutions;
• organization of training, professional retraining and advanced training of education workers.

Each standard according Federal law No. 309-FZ dated December 1, 2007 includes 3 types of requirements:

• requirements for the structure of the main educational programs, including requirements for the ratio of parts of the main educational program and their volume, as well as the ratio of the mandatory part of the main educational program and the part formed by participants in the educational process;
• requirements for the conditions for the implementation of basic educational programs, including personnel, financial, material, technical and other conditions;
• requirements for the results of mastering basic educational programs.

For implementation each Federal State Educational Standard educational institution should developbasic educational program (OOP), including syllabus, calendar training schedule, work programs of academic subjects, courses, disciplines (modules), other components, as well as assessment and teaching materials.

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Types of lessons according to Federal State Educational Standards

Types of lessons: lessons of “discovery” of new knowledge; reflection lessons; lessons of general methodological orientation; lessons of developmental control.

New formulation Old formulation Lessons on “discovering new knowledge” Lesson on the formation of knowledge Lessons on reflection Lesson on improving knowledge Lesson on consolidating and improving knowledge Lessons on methodological orientation Lesson on generalization and systematization of knowledge Lessons on developmental control Lesson on control of knowledge, abilities, skills Lesson on correction of knowledge, abilities, skills

Lessons for “discovering” new knowledge: Activity goal: developing in students the skills to implement new ways of action. Content goal: expanding the conceptual base by including new elements.

Lesson structure: stage of motivation (self-determination) for learning activities; stage of actualization and trial educational action; the stage of identifying the location and cause of the difficulty; stage of constructing a project to get out of a difficulty; stage of implementation of the constructed project; stage of primary consolidation with pronunciation in external speech; stage independent work with self-test against a standard; stage of inclusion in the knowledge system and repetition; stage of reflection of educational activities in the lesson.

Reflection lessons: Activity goal: developing in students the ability to reflect on a correctional-control type and implement a correctional norm (fixing one’s own difficulties in activities, identifying their causes, constructing and implementing a project to overcome the difficulty, etc.). Content goal: consolidation and, if necessary, correction of the learned methods of action - concepts, algorithms, etc.

Lesson structure: stage of motivation (self-determination) to correctional activities; stage of actualization and trial educational action; stage of localization of individual difficulties; stage of constructing a project for correcting identified difficulties; stage of implementation of the constructed project; stage of generalization of difficulties in external speech; stage of independent work with self-test according to the standard; stage of inclusion in the knowledge system and repetition; stage of reflection of educational activities in the lesson.

A distinctive feature of a reflection lesson from a lesson of “discovery” of new knowledge is the recording and overcoming of difficulties in one’s own educational activities, not in educational content.

Lessons of a general methodological orientation: Activity goal: the formation in students of activity abilities and the ability to structure and systematize the subject content being studied. Content goal: building generalized activity norms and identifying theoretical foundations development of content and methodological lines of courses. Forming in students an idea of ​​methods that connect the concepts being studied in unified system; about methods of organizing educational activities themselves, aimed at self-change and self-development. Thus, these lessons organize students’ understanding and construction of norms and methods of educational activities, self-control and self-esteem, and reflexive self-organization.

Lesson structure: These lessons are cross-curricular and are conducted outside the scope of any subject. classroom hours, extracurricular activities or other lessons specially designated for this in accordance with the structure of the activity method technology.

Developmental control lesson: Activity goal: developing students’ ability to implement control function. Content goal: control and self-control of the studied concepts and algorithms.

Lesson structure: students writing an option test work; comparison with an objectively justified standard for performing this work; student assessment of the comparison result in accordance with previously established criteria.

It should be emphasized that the partition educational process to lessons different types in accordance with the leading goals, it should not destroy its continuity, which means it is necessary to ensure the invariance of the teaching technology. Therefore, when organizing lessons of different types, the activity-based teaching method must be maintained and an appropriate system of didactic principles must be provided.

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Approximate structure of each type of lesson according to the Federal State Educational Standard

1. Lesson structure for learning new knowledge:

1) Organizational stage.

3) Updating knowledge.

6) Primary consolidation.

7) Information about homework, instructions on its implementation

8) Reflection (summarizing the lesson)

2 The structure of a lesson on the integrated application of knowledge and skills (a lesson on consolidation) .

1) Organizational stage.

2) Checking homework, reproduction and correction background knowledge students. Updating knowledge.

4) Primary consolidation

in a familiar situation (typical)

in a changed situation (constructive)

5) Creative application and acquisition of knowledge in a new situation (problem tasks)

6) Information about homework, instructions on how to complete it

3. Structure of a lesson on updating knowledge and skills (repetition lesson)

1) Organizational stage.

2) Checking homework, reproducing and correcting the knowledge, skills and abilities of students necessary for creative solution of assigned problems.

3) Setting the goals and objectives of the lesson. Motivation for students' learning activities.

4) Updating knowledge.

in order to prepare for the test lesson

in order to prepare for studying a new topic

6) Generalization and systematization of knowledge

4. Lesson structure of systematization and generalization of knowledge and skills

1) Organizational stage.

2) Setting the goals and objectives of the lesson. Motivation for students' learning activities.

3) Updating knowledge.

4) Generalization and systematization of knowledge

Preparing students for general activities

Reproduction at a new level (reformulated questions).

5) Application of knowledge and skills in a new situation

6) Monitoring learning, discussing mistakes made and correcting them.

7) Reflection (summarizing the lesson)

Analysis and content of the work results, drawing conclusions based on the studied material

5. Structure of a lesson on monitoring knowledge and skills

1) Organizational stage.

2) Setting the goals and objectives of the lesson. Motivation for students' learning activities.

3) Identification of knowledge, skills and abilities, checking the level of development of students’ general educational skills. (Tasks in volume or degree of difficulty must correspond to the program and be feasible for each student).

Control lessons can be written control lessons, lessons combining oral and written control. Depending on the type of control, its final structure is formed

4) Reflection (summarizing the lesson)

6. Structure of a lesson for correcting knowledge, skills and abilities.

1) Organizational stage.

2) Setting the goals and objectives of the lesson. Motivation for students' learning activities.

3) Results of diagnostics (monitoring) of knowledge, skills and abilities. Definition typical mistakes and gaps in knowledge and skills, ways to eliminate them and improve knowledge and skills.

Depending on the diagnostic results, the teacher plans collective, group and individual ways training.

4) Information about homework, instructions on how to complete it

5) Reflection (summarizing the lesson)

7. Structure of a combined lesson.

1) Organizational stage.

2) Setting the goals and objectives of the lesson. Motivation for students' learning activities.

3) Updating knowledge.

4) Primary assimilation of new knowledge.

5) Initial check of understanding

6) Primary consolidation

7) Control of assimilation, discussion of mistakes made and their correction.

8) Information about homework, instructions on how to complete it

9) Reflection (summarizing the lesson)

A certain level or direction of training, specialty and profession. It is approved by the authorized executive body. We knew the standards adopted before 2009 as GOS. Until 2000, standards and minimum levels of graduate training were applied for each level and specialty. Let us further consider what the Federal Educational Standard is today.

Development history

In 1992, the concept of an educational standard first appeared. was recorded in the industry Federal Law. Art. 7 was entirely devoted to state educational standards. In the original version of the law, the standards were adopted by the Supreme Council of the country. However, in 1993 the Constitution was adopted, in connection with which the action this provision was discontinued. The functions of adopting state standards were assigned to executive bodies in the manner prescribed by the government. At the same time, it is worth saying that the Supreme Council, for all the time it had the right to approve the standard, never used it.

Structure

The educational process with the introduction of new standards and minimums was initially proposed to be built on 5 components. This:

1. Goals pedagogical activity at every step.
2. Standards for the basic content of basic programs.
3. The maximum permissible volume of classroom teaching load.
4. Standards for preparing students at different school levels.
5. Requirements for training conditions.

However, supporters of the subject-methodological approach insisted on changing this structure. As a result, the federal component of the standard was reduced to a three-part form:

1. Minimum OOP content.
2. Maximum volume of study load.
3. Standards for the level of training of graduates.

At the same time, children graduating from primary school. Thus, from the mentioned Art. 7, several elements disappeared, and a number of others were replaced:

1. The target block has been eliminated.
2. Requirements for the main content of OOP were replaced by “mandatory minimums,” that is, in fact, the same standard list of topics. As a result, the educational standard was, in fact, an ordinary set of subject plans.
3. The concept of the ultimate has disappeared permissible load, which is not equivalent to the concept of maximum load.
4. Requirements for training conditions have been removed.

Criticism and changes

Former Minister of Education E.D. Dneprov spoke out that “three-dimensional” state standard- this is an insufficient, inadequate scheme. She didn't meet the needs teaching practice. In addition, such a system did not correspond to the development needs of the legislation itself. In this regard, already in 1996, after the adoption of the Federal Law “On Higher and Postgraduate Vocational Education,” there was a partial return to the original plan. In paragraph 2 of Art. 5 of this law, standards appeared on the minimum content of PDO, as well as on the conditions for their implementation. Normative act Thus, he paid attention to the order in which the educational process takes place.

Stages

Between 1993 and 1999 temporary standards and federal components of state standards were developed and applied. In 2000, the standards of the first - for general education, the first and second generation - for GPs were approved. In general, the development went through 4 stages: from 1993 to 1996, from 1997 to 1998, from 2002 to 2003. and from 2010 to 2011 At each stage, the motives for the approval and goals of the standards themselves, as well as the focus of the work of teachers during their implementation, changed. The adjustments in the first two stages were minor and were within the limits of general education policy. In the third and fourth stages, the changes were dramatic. They were introduced in line with activity-developmental and personality-oriented pedagogy. A new educational standard began to be developed in 2009.

Formation of a system of standards

Federal State Educational Standards requirements can be developed according to:

1. Levels.
2. Steps.
3. Directions.
4. Specialties.

Replacement (revision) of standards must be carried out at least once every 10 years. State educational standards for general education are developed by level. Vocational training standards are also established for specialties, areas, professions in accordance with the level at which the student is located. The requirements of the Federal State Educational Standard are determined in accordance with the current and future needs of the individual, the development of the state and society, defense and security of the country, engineering and technology, science and culture, social and economic spheres. The development of standards is carried out in the manner established in the legislation regulating the placement of orders for the performance of work, the supply of goods, and the provision of services for municipal and state needs. Educational standards higher education are determined by the educational and methodological departments of universities in the relevant specialties (areas of training).

Coordination and examination

The basic educational standard is approved after the project is sent to the Ministry of Education and Science. The Ministry posts the received materials for discussion on its own official website. It involves representatives of interested executive structures, public and government associations working in the field of education, advanced scientific and pedagogical institutions, communities, associations and other organizations. After discussion, the project is sent for independent examination.

Stakeholders

An independent examination is carried out within 14 days from the date of receipt of materials from the Ministry of Education and Science. As stakeholders performing the check are:

1. Institutes for citizen participation in education management, executive structures regional authorities - according to draft standards of public education.
2. The Ministry of Defense and other bodies in which the law provides military service, - according to the standards of full vocational education in terms of preparing students to remain in the ranks of the Armed Forces.
3. Associations of employers, legal entities operating in the relevant economic sectors- according to draft standards for secondary and primary vocational training and v/o.

Adoption

Based on the results of the independent audit, a conclusion is sent to the Ministry of Education and Science. It is signed by the head of the body or organization that conducted the inspection, or another authorized person. Expert opinions, comments, and draft Federal State Educational Standards are discussed in the council of the ministry. He makes a decision on recommending the project for approval, revision or rejection. The resolution is sent to the Ministry of Education and Science. The Ministry makes its own final decision on the Federal State Educational Standard. Amendments, additions, and changes to the approved standards are carried out in the same manner as their adoption.

Goals

The key task performed by the educational standard is the formation of a unified pedagogical space in the country. The regulations also have the following objectives:

1. Spiritual and moral education and development.
2. Continuity of educational programs in preschool, primary, basic, full school, as well as primary, secondary and university vocational education.

The standards establish training periods taking into account its various forms, pedagogical technologies, characteristics of certain categories of students.

Application

The federal educational standard serves as the basis for:

1. Organization of teaching activities in educational institutions implementing OOP in accordance with the approved standards, regardless of the organizational and legal form and subordination.
2. Developments sample programs on subjects and courses, test materials, educational publications.
3. Carrying out control and supervisory activities aimed at verifying compliance with legislation in the field of teaching activities.
4. Development of standards for financial support of educational activities of institutions implementing educational programs.
5. Formation of municipal or state assignments for educational institutions.
6. Certification of teachers and employees of the administrative and managerial apparatus of municipal and government agencies.
7. Organization of internal monitoring of the quality of teaching activities.
8. Conducting intermediate and final certification of students.
9. Organization of training, advanced training, professional retraining of teaching staff.

Introduction into teaching activities

How are Federal State Educational Standards implemented in practice? Programs that operate in educational institutions must be drawn up in accordance with approved standards. Their development is carried out directly by institutions. Programs formed according to the Federal State Educational Standard include:

1. Syllabus.
2. Calendar schedule.
3. Working subject programs.
4. Plans for courses, modules (disciplines), and other components.
5. Methodological and evaluation materials.

Generations

The first general education standards were introduced in 2004. The second generation of standards was adopted:

1. For 1-4 grades. - in 2009
2. For 5-9 grades. - in 2010
3. For 10-11 grades. - in 2012

They were aimed at the result, formation and development of students’ learning skills. The first generation of higher vocational education standards was approved in 2003. The following standards were introduced in 2005. They were focused on the acquisition of knowledge, skills and abilities by students. The third generation of standards has been approved since 2009. In accordance with them, higher education institutions must develop professional and general cultural competencies in students.

EGS VPO

Until 2000, a unified state standard for higher professional education was in force. It was approved by government decree. This standard defined:

1. The structure of university vocational training.
2. Documents about the military office.
3. General requirements for basic vocational education areas and conditions for their implementation.
4. Volume and standards of student workload.
5. Academic freedom of the university in determining the content of higher education.
6. General requirements for the list of specialties (directions) of vocational training.
7. The procedure in accordance with which standards are developed and approved for the minimum content and level of training of students in specific professions.
8. Rules for state control of compliance with the requirements of the state standard of higher professional education.

Since 2013, in accordance with Federal Law No. 273, more progressive standards must be established. New standards are being introduced, among other things, for areas of university education related to the training of scientific and pedagogical workers. Standards are also being developed for preschool education and development. Previously, state federal educational minimums were in effect for them. The standards applied directly to the structure of the preschool education program.