Collective Education

There is a growing alienation of youth from promoted social values, school, and family. One child, conflict, often incomplete family is no longer fully perform educational functions. Young people are more acutely felt nt society of knowledge and talent. The gradual erosion, “thinning” of the cultural layer cultural traditions, intelligence – these and other similar factors significantly impede effective implementation of educational policy. In the mid-80’s found that a number of parameters, our school is seriously lags behind overseas.

We have significantly lagged behind the developed countries on the scale of higher education. There has been a tendency to clot, and the volume of upper secondary education. Significantly ahead of our foreign colleagues the extent and depth of differentiation and individualization of education. Behind our school and duration of education. Our average length of education was 10.5 years. In the U.S. and Japan – 12-13,5 years.

For a long time in school dominated setting to unify, to uniform standards, the overwhelming priority of the collective began, which led to a certain leveling of the individual student, inadequate disclosure of its identity, activity, initiative, creativity. Our school and to this day remains largely isolated in relation to the social environment, trying to solve all the problems on their own. The school still lags behind the formation of youth social adaptability and mobility, life stability, independence, enterprise, initiative, ie, precisely those qualities that are essential in the transition towards a market economy. Showed up, despite the beautiful slogans and a few positive examples, the scarcity of material support and the weakness of human resources due to the “brain drain” from the education system in other, more attractive, more prestigious and financially lucrative fields of activity. One manifestation of this trend – the feminization of the school. In the early 90’s in connection with the restructuring of the economy and social life, the attempt to force the transition to a market economy, it has emerged a system of socio-economic crisis, which could not affect education. In connection with the new socio-economic conditions of the greatest losses in the initial link of education and education – pre-school institutions. Many departmental nurseries have been abandoned, were closed or converted into other types of educational institutions. About this loss is regrettable. There is also a very significant loss – the disintegration of the old system of education. The former system of education have failed, and in connection with the change of ideological orientations, and in connection with its authoritarianism, , ” character, and also because of its and weak use of pedagogical possibilities of the medium. On the breakup of the old educational system is unlikely to regret, but to preserve the best of accumulated, to fill the vacuum necessary. These processes are gaining momentum as requiring the search initiatives, thoughtful analysis. However, despite all the difficulties, the Russian education system has survived and maintained their high global status. Moreover, our education, not only survived but also gained a new quality: it became more mobile, more democratic and variability. A real opportunity to choose the type of institution, level of the studied programs, the extent and nature of assistance. It should be emphasized that education has survived precisely because it is updated, which was carried out persistent and productive search for new options, new content and of training and education.

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