Stages of education at the institute. Educational levels of higher education. Quality of higher education
Basic education
Basic education for higher education teachers
If a university teacher does not have an academic degree or academic title (for example, an assistant or a senior teacher), then the higher education received by the teacher earlier (confirmed by a diploma) is considered as basic education, taking into account attestations in postgraduate education or advanced training. The award of an academic title (associate professor or professor) - in a certain specialty or department - if there is an appropriate certificate, can be considered as the receipt of basic education by a teacher for further education or in the process of working professional activity (for example, in the position of associate professor or professor).
Wikimedia Foundation. 2010 .
See what "Basic education" is in other dictionaries:
Basic education- this is the minimum of general education, which is legalized in the state as universal, compulsory and free. At present, this is a 9-year education given to children in a secondary general education school. Basic education… … Fundamentals of spiritual culture (encyclopedic dictionary of a teacher)
BASIC EDUCATION- a set of attitudes, knowledge and skills that form the basis for their further increment and enrichment. The term is used in two meanings: 1) education, focused on the development of knowledge and skills, the minimum necessary for life in ... ... Professional education. Dictionary
Basic education- a socially necessary level of general education, providing for the versatile development and value-ethical orientation of the individual, the formation of a general cultural basis for her further education, civil and ... ... Pedagogical terminological dictionary
BASIC EDUCATION- socially necessary level of general education. training, providing for diversified development and value-ethical. orientation of the individual, the formation of a general cultural basis for her further education, civil. and prof. becoming. In conditions… … Russian Pedagogical Encyclopedia
Basic education- a socially necessary level of general education, providing for the versatile development and value-ethical orientation of the individual, the formation of a general cultural basis for his further education. A basic level of… … Correctional pedagogy and special psychology. Dictionary
Basic education- a set of abilities, attitudes, knowledge and skills that form the basis for their further increment and enrichment ... Glossary of terms on general and social pedagogy
Compulsory eight years of basic education in the Republic of Croatia. Most schools in Croatia are public. The basic school includes two stages: the first stage is four years old, where only one teacher conducts training, and ... ... Wikipedia
Young Egyptians reading ... Wikipedia
Young Egyptians reading Mansura University The education system in Egypt is highly centralized, it is divided into three stages:
Contents 1 Secondary education in Bhutan 1.1 The history of the development of the secondary education system ... Wikipedia
Books
- Algorithms. Introductory Course, Kormen Thomas H. , This book is written by the recognized authority in the field of computer algorithms, professor of computer science Thomas Kormen, whose work Algorithms: Construction and Analysis, co-authored with ... Category: General informatics. Theory of computer science Series: Publisher: Dialectics - Williams,
- , V. M. Bely , The article presents the experience of undergraduate preparation and defense of diploma projects in the specialty "Applied Informatics in Economics" of the full-time faculty of the State Royal ... Category: Computers: other Series: Applied Informatics. Science articles Publisher:
The following levels of higher professional education have been established in the Russian Federation:
higher professional education, confirmed by the qualification (degree) "bachelor" (the term of study is not less than 4 years);
higher professional education, confirmed by the qualification "certified specialist" (training period of at least 5 years);
higher professional education, confirmed by the qualification (degree) "Master" (the term of study is not less than 6 years).
The main professional educational program that provides master's education consists of a bachelor's degree program in the relevant field of study and at least two years of specialized training (master's degree).
Persons who have mastered the bachelor's program enter the master's program by competition.
Persons who have received a state document on higher professional education of a certain level have the right, in accordance with the received area of training (specialty), to continue their education in the educational program of higher professional education of the next level.
Obtaining education for the first time in educational programs of higher professional education at various levels is not considered as obtaining a second higher professional education.
From the Federal Law "On Higher and Postgraduate
vocational education" dated 22.08.96 No. 125 - FZ
The introduction in 1992 of a multi-level system of higher professional education solved the problem of entering the education system adopted in many countries of the world. Previously, we only graduated graduates with a training period of 5-6 years, i.e. It was a one step plan. And now the scheme is multi-stage: the first 2 years - incomplete higher education, after 4 years of study in a certain "direction" - qualification (degree) "bachelor", another 2 years of specialized training - qualification (degree) "master". At the same time, a "specialist" is studying in parallel with bachelors and masters for 5 - 6 years.
It must be said that there is no complete unity in accordance with the degrees of "bachelor" and "master" in different states - a bachelor can be a graduate of a higher school, and a holder of a first academic degree, or even just a graduate of a secondary school. And the master is in some countries an academic degree between a bachelor and a doctor of science.
Be that as it may, but applicants need to decide which path to take. We will tell you about the main features of each "component" in the multi-stage scheme of education in universities.
What is the difference
So, for specialists: five years - and a diploma of a specialist practitioner ("engineer", "agronomist", "economist", "mechanic", etc.), then work on the profile of the received specialty. For bachelors: four years - and a diploma of general higher education, after which you can continue studying for a master for another two years. Admission to the master's program is competitive and accounts for approximately 20% of the graduates of bachelors. Master's programs do not exist in all Russian universities, and you can enter it only with a bachelor's degree. The first two years of training for specialists and bachelors are the same (basic education). If you change your mind about continuing to study at this university, get a diploma of incomplete higher professional education. From the 3rd year, the training programs for specialists and bachelors already differ. Therefore, the transition from a bachelor to a specialist is associated with the elimination of the difference in the disciplines taken and passed, which has accumulated over four years of study. By the way, a new concept has appeared: "the direction of training a graduate".
The difference between a specialist and a master: masters are trained for scientific work, and specialists for professional activities in a separate industry.
Having a bachelor's degree from one university, you can enroll in a master's program at another university. True, again there may be a problem with the difference in curricula in different universities.
Subtleties of the transition
Any innovation requires some time for its "shaking", because there are always some inconsistencies between the new and the old. A lot of time has passed since 1992, but there are still some problems in our multi-stage system of higher professional education. For example, in the division of areas and specialties in the first four years. Many state universities both trained and train only specialists. Some universities, in addition to the traditional scheme, also have a multi-level one. In non-state universities, as a rule, only bachelors are trained.
There is still tension over the prestige of a bachelor's degree: employers are not always inclined to hire bachelors. There are several reasons. One of them is psychological. Namely: today's employers most often received their higher education in Soviet times, when we had only specialists, and the word "bachelor" was "not ours", Western. Moreover, there is a difference in training programs - a specialist is trained in a specific specialty, as it were, in a narrow profile, and bachelor's programs are wide-profile, they have general scientific and general professional character. Those. the bachelor receives fundamental training without any narrow specialization, because. studied only 4 years. The law, of course, states that a bachelor has the right to occupy a position for which the qualification requirements provide for higher professional education. But! He has the right, but this right is not always granted to him. They prefer to take "specialists" and "masters".
Do not be upset - over time, the question "What can a bachelor do?" will not occur. In the meantime, if there are problems, we can only advise you to continue your studies at the next level and get the qualification "certified specialist" or "master".
Still, there are advantages to choosing a bachelor's degree. Let's list them.
- This type of qualification is accepted according to the international classification and is understandable to employers abroad. They often invite bachelors there, without even specifying the direction of training, because for office work you just need an educated person who knows how to work with information, with people, who is able to prepare all kinds of documents.
- The fundamental nature of training, its "non-narrowing" makes it easy to change profession if necessary. The fact is that, in accordance with the state educational standard, bachelor's training programs in areas are structured in such a way that they allow one to move to one of the whole "fan" of compatible professions in 1 year. And after 5 years of training, a specialist will have to get a new profession (if necessary) in 2-3 years, and even on a commercial basis, because. this will already be a second higher education. For a bachelor, however, studying in a master's program is classified as a continuation of education at the next level, and therefore it is free (for state-funded places).
- Within 4 years after entering a university, a person receives a diploma and gains economic independence.
What to choose? What educational trajectory to build for yourself?
First of all, think about the direction of your professional training. If there is no conscious desire to engage in scientific activities in the future or work in a narrow specialty, then you can stop at a bachelor's degree. In addition, find out the real situation on the labor market in your place of residence. Those. try to understand how competitive the specialty and qualification you like will be in your region, whether you can quickly find a prestigious job with a bachelor's degree.
Higher education can be obtained in full-time, part-time, part-time, evening or free forms of education, as well as in the form of an external student. Moreover, in some countries, depending on the form and objectives of education, the number of disciplines studied, the level of training, etc., students are divided into “regular”, “conditional”, “special”, “casual”, “free” and etc.
Depending on the form of study, country, system and profile, the period of study for higher education ranges from 4 to 9 years.
History
The separation of the highest level of education occurred in the countries of the Ancient East more than a thousand years BC. e. Then, at this stage, young people studied philosophy, poetry, as well as the laws of nature known at that time, received information about minerals, celestial bodies, plants and animals.
Medieval higher education primarily pursued the goal of substantiating theological dogmas. Only in the XIV-XVI centuries. there is a gradual liberation of science and education from scholasticism. This was facilitated by major scientific discoveries and advances in medicine during the Renaissance in Italy. Among the prominent representatives of science of that time were Leonardo da Vinci, N. Copernicus, I. Kepler, G. Galileo, R. Descartes, I. Newton, G. Leibniz. The scholastic school was sharply criticized by the English philosopher F. Bacon. Humanist writers and teachers of that time - Vittorino da Feltre, Erasmus of Rotterdam, L. Vives, F. Rabelais, M. Montaigne - opposed the Catholic Church's monopolization of the field of education. They proposed new teaching methods based on the development of independent critical thinking.
Of exceptional importance for the development of higher education and education as a whole was the invention of printing in the c.
Mikhailovsky - Engineering castle. Where, since 1823, one of the first higher engineering educational institutions in Russia, the Nikolaev Engineering School, was located, now the Military Engineering and Technical University is located near it at the site of its foundation.
The first higher engineering educational institutions began to be created only after the radical innovative turning point of 1810, which occurred at the Main Engineering School of the Russian Empire, when officers began to continue to finish their education for an additional two years. The first higher engineering educational institution in Russia, after the addition of senior officer classes, unlike all other cadet corps, was in 1810 the Main Engineering School, and now the Military Engineering and Technical University, which made the training program for engineers a five-year one and gave rise to the system that still exists two-stage division of engineering education between senior and junior courses. As the famous mechanical scientist Stepan Timoshenko wrote in his book “Engineering Education in Russia”, it was this system of the Main Engineering School that made it possible to provide high-quality theoretical training during junior years in order to later proceed to a deeper study of engineering disciplines in senior courses. Later, throughout the nineteenth century, the transition of the most advanced engineering and technical educational institutions of the Russian Empire to the system of higher engineering education continued, accompanied by its further qualitative development, primarily due to the fact that almost every educational institution created a program of its own new one that did not exist before. directions or specializations of higher engineering education, positively borrowing the best practices of others, collaborating fraternally, exchanging innovations and mutually enriching each other. The outstanding organizer and symbol of this process was Dmitri Ivanovich Mendeleev.
Main building of Kazan University
On November 17, 1804 Kazan University was established in Kazan. Already in the first decades of its existence, it became a major center of education and science. It formed a number of scientific directions and schools (mathematical, chemical, medical, linguistic, geological, geobotanical, etc.). The university is especially proud of its outstanding scientific discoveries and achievements: the creation of non-Euclidean geometry (N.I. Lobachevsky), the discovery of the chemical element ruthenium (K.K. Klaus), the creation of the theory of the structure of organic compounds (A.M. Butlerov), the discovery of the electronic paramagnetic resonance (E. K. Zavoisky), the discovery of acoustic paramagnetic resonance (S. A. Altshuler) and many others.
In 1861, the Commonwealth of Massachusetts approved a charter by William Burton Rogers establishing "the Massachusetts Institute of Technology and the Boston Society of Natural History" (now ). William Burton Rogers wanted to create a new form of higher education that would meet the challenges of the rapidly developing science in the middle of the 19th century, to which classical education was pathologically unable to adequately respond. After the adoption of the charter, Rogers began to seek funds, develop the curriculum and select a suitable location for the institute. Rogers' plan, as it is now known, was based on three principles: the educational value of useful knowledge, the need for learning by doing, and the integration of the professional and human sciences. MIT pioneered the use of instructions for laboratory work. His philosophy is "learning not in the manipulations and instantaneous details of science, which can only be applied in practice, but in the knowledge and understanding of all basic scientific principles with their explanations." Due to the civil war that began a few months later, the first classes at MIT took place only in 1865 in a rented premises of a trading house in the suburbs of Boston.
A big impetus to the development, convergence and harmonization of higher education in Europe was given by the so-called. Bologna process. Its beginning can be traced back to the mid-1970s, when the EU Council of Ministers adopted a Resolution on the first cooperation program in the field of education. The official start date of the process is considered to be June 19, 1999, when in the city of Bologna, at a special conference, the Ministers of Education of 29 European states adopted the declaration "European Higher Education Area", or "Bologna Declaration". Subsequently, intergovernmental meetings were held in Prague (2001), Berlin (2003), Bergen (2005), London (2007) and Louvain (2009). Currently, the Bologna Process brings together 46 countries.
Russia joined the Bologna process in September 2003 at the Berlin meeting of European ministers of education. In 2005, the Minister of Education of Ukraine signed the Bologna Declaration in Bergen. Universities of Russia, Ukraine, Kazakhstan and all CIS countries and Europe are participating in the implementation of the main directions of the Bologna process.
Higher education by country
Russia
Austria
Main article: Higher education in Austria
Higher education in Austria has three levels and lasts from 3 to 9 years.
The University Education Act 1966 and the Universities Act 1975 laid the foundation for higher education. The Federal Ministry of Science and Research finances and supervises university education. 23 public and 11 private universities have a high degree of freedom and offer a wide range of educational programs. Studying at universities in Austria is free. But there are also paid educational institutions.
University graduates can continue their education and receive postgraduate education by enrolling in graduate school and then in doctoral studies. In addition, it is possible to take retraining courses and receive a second higher education. Education is free.
Bulgaria
Higher education is based on the Higher Education Act 1995 and consists of four levels. The network of higher schools in Bulgaria includes universities, specialized higher schools and colleges.
Great Britain
After completing a two-year A-levels course, students can receive either professional or higher education.
Vocational education (Further education - FE) includes vocational training courses and some courses for higher education (bachelor's degrees). The term "vocational education" is used to refer to courses for those who left school at the age of 16. There are over 600 public and private further education colleges in the UK. These institutions offer various programs of study, including English courses, General Certificate of Secondary Education and A-levels, professional courses.
Higher education (HE) includes undergraduate degree programs, postgraduate programs (master's degree, doctoral degree) and MBA. The term "tertiary education" refers to studies at universities, colleges and institutes that offer academic or doctoral degrees.
Germany
The German system of higher education is distinguished by the variety of types of universities. In total, there are 409 universities in Germany, of which 104 are universities and 203 universities of applied sciences. Getting the first higher education in almost all universities until recently was free for both Germans and foreigners. The tuition fee and its amount are set by the federal state, for example, in Bavaria even the first higher education is paid, and in Berlin higher education is free. In other states, fees may be charged to students who exceed the prescribed period of study by several semesters ("several" again, in each state differently) or who make a second higher education. The total number of students in Germany is almost 2 million, of which 48% are women, 250,000 are foreign students. The teaching staff is about 110 thousand people. Approximately 69,000 Germans study abroad. Until 2010, in the course of the Bologna process, German universities had to restructure their curricula according to a new model.
A significant number of universities are state-owned and are subsidized by the government. There are relatively few private universities - 69.
Egypt
Egypt has both private and public institutions of higher education. Public higher education in Egypt is free, students pay only the registration fee. Private education is more expensive.
The main universities in Egypt: Cairo University (100,000 students), Alexandria University, Ain Shams University, Al-Azhar University (the oldest university in Egypt with 1000 years of history).
Leading private universities in Egypt: American University in Cairo, German University in Cairo, French University of Egypt.
Ireland
Higher education in Ireland is called Third Level education. Upon graduation from the university, the graduate is awarded a bachelor's degree (Bachelor Degree). Higher education is possible at state universities, various colleges.
Italy
The Italian higher education system is represented by universities, technical universities, university colleges and academies. The education system is three-tiered.
Cyprus
Young people attend universities, other public institutions of higher education and colleges offering various programs of study.
Malta
Higher education in Malta is provided only by the University of Malta, which has a huge number of branches, branches and representative offices.
Monaco
There is only one institution of higher education in Monaco, the International Institute of Monaco.
The Republic of Korea
High schools (고등학교, 高等學校) of the Republic of Korea enter at the age of 17 and graduate after the third grade at 19. Schools can be divided into specialized departments that correspond to the interests of a particular student and coincide with his career path. For example, there are “scientific” higher schools (Science high school), schools for studying foreign languages and art history schools. All of them require quite difficult exams for admission. Higher schools can also be divided into public (public) and private. Such schools do not give any specialty, but simply prepare their students for college. For students who, for whatever reason, do not want to go to college, there are vocational schools that specialize in technology, agriculture or finance, where students can enroll immediately after graduation. High school schedules are often designed so that after an intense session of "self-study" at such a school, students return home after midnight. The curriculum, which includes about eleven subjects, is often considered very difficult, so some students choose to enroll in private academies called "hagwons" (학원, 學院 ) to increase their academic knowledge. The list of core subjects includes Korean and English, mathematics, various social and natural sciences. Specific subjects and the level of their teaching may vary from school to school, depending on the specialization of such educational institutions.
Unlike secondary school, higher education is not compulsory. However, the OECD estimated that in 2005, 97% of young Koreans graduated from high school. Obviously, this is the highest percentage among all countries.
USA
Despite many problems in the field of secondary education, higher education in the United States is considered one of the best in the world. There are more than 3,000 institutions of higher education of various types in the United States. They had 515,000 international students out of a total of 17.5 million, of which 60% were from Asia. Recently, however, education in universities, both private and public, is becoming more and more expensive. Fees for a year of tuition range from $5,000 at State University to $40,000 at Harvard, and while generous scholarships are given to poor students, these are often insufficient for middle-class students whose families lose proportionately the most of their income. From the 2002-2003 to the 2003-2004 academic year, tuition in state universities increased by 14%, and in private universities by 6%, which is still more than the inflation rate at the same time.
In American colloquial speech, all universities are usually called college, even if they are not colleges, but universities.
US universities can be divided into three types, representatives of which, as a rule, differ greatly from each other, mainly in size and atmosphere.
France
In France, higher education is represented by 87 universities, of which five are non-state Catholic institutions and three are national university-type polytechnics. Specialized institutes have been opened at universities: 113 technological, 66 professional and 30 pedagogical ones. Higher education in France is free. Except for the content. .
Japan
There are about 600 universities in Japan, including 425 private ones, with about 2.5 million students on a permanent basis. The most prestigious are public universities in Tokyo, Kyoto and Osaka and private universities in Chuo, Nihon, Waseda, Meiji, Tokai and Kansai. In addition, the practice of "dwarf" higher education institutions is widespread in Japan, in which 200-300 students study at 1-2 faculties. Entrance examinations to higher educational institutions in Japan are paid.
42% of the population of Japan have higher education.
see also
Notes
Literature
- Gretchenko A.I. Bologna process: Russia's integration into the European and world educational space. - Knorus. - ISBN 978-5-390-00364-0
- Review of National Education Policy. Higher education and research in the Russian Federation. - The whole world . - ISBN 5-7777-0110-8
- Novikov A. M. and others. History of professional education in Russia. - Professional education. -
1. The main educational programs of higher professional education can be implemented continuously and in stages. 2. In the Russian Federation, the following levels of higher professional education are established: higher professional education, confirmed by the assignment to a person who has successfully passed the final certification, the qualification (degree) "bachelor"; higher professional education, confirmed by the assignment to a person who has successfully passed the final certification, the qualification "certified specialist"; higher professional education, confirmed by the assignment to a person who has successfully passed the final certification, the qualification (degree) "master". 3. The education of persons who have not completed their studies in the main educational program of higher professional education, but who have successfully passed intermediate certification (for at least two years of study), is recognized as incomplete higher professional education and is confirmed by the issuance of diplomas of the established sample. Persons who have not completed the development of the main educational program of higher professional education are issued academic certificates of the established form.
4. The terms for mastering the main educational programs of higher professional education are: to obtain a qualification (degree) "bachelor" for at least four years; to obtain the qualification "certified specialist" for at least five years, with the exception of cases provided for by the relevant state educational standards; to obtain a qualification (degree) "Master" for at least six years.
5. Persons who have received state documents on higher professional education of a certain level, have the right, in accordance with the received direction of training (specialty), to continue their education in the educational program of higher professional education of the next level.
6. Obtaining education for the first time in educational programs of higher professional education at various levels is not considered as obtaining a second higher professional education. 7. Mastering by a person of the educational program of higher professional education of the corresponding level in a higher educational institution that has state accreditation. is the basis for him to occupy a certain position in a state, municipal organization, receive an official salary and allowances for it.
For persons who have mastered the educational programs of higher medical and higher pharmaceutical education, the basis for their employment in these positions is the primary one-year postgraduate training (internship), confirmed by certificates of the established form. The qualification "bachelor" when applying for a job gives a citizen the right to occupy a position for which the qualification requirements provide for higher professional education. Occupation of positions of state and municipal employees is carried out in the manner established by the relevant federal law. 8. The main educational programs of higher professional education by students can be mastered in various forms, depending on the volume of compulsory classes of a teacher of a higher educational institution with students: full-time, part-time (evening), part-time, in the form of an external student. A combination of various forms of obtaining higher professional education is allowed. The list of areas of training (specialties) for which the receipt of higher professional education in part-time (evening), part-time forms of study or in the form of external study is not allowed, is established by the Government of the Russian Federation. 9. External study - independent study of disciplines by students in accordance with the main educational program of higher professional education in the chosen area of training (specialty) with subsequent certification (current and final) in a higher educational institution. 10. Persons studying in higher educational institutions that do not have state accreditation or who have successfully completed them are entitled to current and final state certification in higher educational institutions that have state accreditation, on the terms of an external student. § 1.4 Documents on higher and postgraduate professional
education 1. Persons who have completed training in educational programs of higher and postgraduate professional education and have passed the final certification are issued documents on the relevant education. 2. A state-accredited higher education institution shall issue to graduates state-recognized documents on the relevant education with the official symbols of the Russian Federation. The form of a state standard document is approved by the federal (central) governing body of higher professional education. 3. The following types of documents are established, which certify the completion of higher professional education at various levels: bachelor's degree; diploma of a specialist with higher professional education; master's degree; a diploma of incomplete higher professional education (in accordance with paragraph 3 of Article 6), a standard certificate of incomplete higher professional education. 4. The decision of the state attestation commission on awarding a qualification (degree) to a graduate and issuing a state-recognized document on higher professional education may be canceled by the state education authority that approved the chairman of the state attestation commission only if the established procedure for issuing documents is violated through the fault of the student state standard on higher professional education. 5. Based on the results of defending a dissertation, a diploma of a candidate of science or a diploma of a doctor of science is issued in accordance with the established procedure.
§ 1.5 Higher education institution, its tasks and structure 1. A higher educational institution is an educational institution established and operating on the basis of the legislation of the Russian Federation on education, having the status of a legal entity and implementing educational programs of higher professional education in accordance with a license.
2. The main tasks of a higher educational institution are: 1) meeting the needs of the individual in intellectual, cultural and moral development through higher and (or) postgraduate professional education;
2) the development of sciences and arts through scientific research and creative activities of scientific and pedagogical workers and students, the use of the results obtained in the educational process; 3) training, retraining and advanced training of workers with higher education and scientific and pedagogical workers of higher qualification; 4) the formation of a civic position among students, the ability to work and live in the conditions of modern civilization and democracy; 5) preservation and enhancement of the moral, cultural and scientific values of society;
6) dissemination of knowledge among the population, raising its educational and cultural level.
3. Higher educational institutions are independent in the formation of their structure, with the exception of their branches.
Structural subdivisions of a higher education institution may be vested with the full or partial powers of a legal entity by proxy in the manner prescribed by the charter of the higher education institution. The status and functions of a structural subdivision of a higher education institution are determined by the regulation approved in the manner prescribed by the charter of the higher education institution. Structural subdivisions of a higher educational institution may implement educational programs of primary general, basic general, secondary (complete) general, primary vocational and secondary vocational education, as well as educational programs of additional education if the higher educational institution has an appropriate license. Branches of higher educational institutions are separate structural subdivisions located outside its location. Branches of state and municipal higher educational institutions are created by the founder (founders) in agreement with the federal (central) governing body of higher professional education, the relevant executive authorities of the constituent entities of the Russian Federation and local governments at the location of the branch. A model regulation (regulation) on branches of state and municipal higher educational institutions and the procedure for their organization are developed and approved, respectively, by the federal (central) governing body of higher professional education, the executive authority of the constituent entity of the Russian Federation and the local government. Branches of higher educational institutions undergo licensing and certification independently, and state accreditation - as part of a higher educational institution.
§ 1.6 Types and names of higher educational institutions 1. The following types of higher educational institutions are established in the Russian Federation: university, academy, institute. 2. University - a higher educational institution that: implements educational programs of higher and postgraduate professional education in a wide range of areas of training (specialties); carries out training, retraining and (or) advanced training of highly qualified employees, scientific and scientific-pedagogical workers; carries out fundamental and applied scientific research in a wide range of sciences: it is a leading scientific and methodological center in its fields of activity.
3. Academy - a higher educational institution that: implements educational programs of higher and postgraduate professional education; carries out training, retraining and (or) advanced training of highly qualified employees for a certain area of scientific and scientific-pedagogical activity; carries out fundamental and applied scientific research mainly in one of the areas of science or culture; is a leading scientific and methodological center in the field of its activities. 4. Institute - a higher educational institution that: implements educational programs of higher professional education, as well as, as a rule, educational programs of postgraduate professional education; carries out training, retraining and (or) advanced training of employees for a certain area of professional activity; conducts fundamental and (or) applied scientific research.
5. The status of a higher education institution is determined depending on its type, organizational and legal form, the presence or absence of state accreditation. The status of a higher education institution is included in its name. 6. The name of a higher educational institution is established upon creation and is changed without fail when its status changes. If a special name (conservatory, higher school and other names) is used in the name of a higher education institution, the type of higher education institution shall be indicated along with it.
§ 1.7 Admission to a higher educational institution and training of specialists with higher and postgraduate professional education provided for by the legislation of the Russian Federation on education. The procedure for admission of citizens to higher educational institutions in the part not regulated by this Federal Law is determined by the founder (founders) of the higher educational institution. The conditions of the competition must guarantee the observance of the rights of citizens in the field of education and ensure the enrollment of citizens who are the most capable and prepared to master educational programs of the appropriate level and (or) stage. A higher educational institution has the right to announce the admission of citizens only if it has a license. A higher educational institution is obliged to familiarize the applicant with the specified license, as well as with a certificate of state accreditation for each of the areas of training (specialty), giving the right to issue a state document on higher professional education. Familiarization of an applicant with a certificate of state accreditation in the field of study (specialty) chosen by him or the fact of the absence of this certificate is recorded in the admission documents and certified by the personal signature of the applicant.
2. Directions of training (specialty) are determined by the license. The content of the educational process for each area of training (specialty), the terms for mastering the educational program of higher or postgraduate professional education are determined by the higher educational institution in accordance with the legislation of the Russian Federation on education and the relevant state educational standard. The total number of students admitted for study at the expense of the federal budget, and the structure of their admission are established annually by the federal (central) higher professional education management body in accordance with the standards established by this Federal Law. The number of students accepted for study at the expense of the federal budget, and the structure of their admission to higher educational institutions administered by the federal executive authorities are established by them annually in agreement with the federal (central) higher professional education management body. 3. Persons who graduated with medals from educational institutions of secondary (complete) general or primary vocational education that have state accreditation, as well as persons who graduated with honors from educational institutions of secondary vocational education that have state accreditation, are admitted to a higher educational institution based on the results of an interview , with the exception of entrance examinations of a professional orientation, which may be established by a higher educational institution. The indicated persons who have not passed the interview are given the right to pass entrance examinations on a general basis. Out of competition, subject to the successful passing of entrance examinations, orphans and children left without parental care, disabled people of groups 1 and 11, who, according to the conclusion of the medical and labor expert commission, are not contraindicated in higher educational institutions, as well as citizens of other categories provided by law.
4. Citizens of the Russian Federation with a higher professional education are admitted to postgraduate studies at higher educational institutions, scientific institutions or organizations on a competitive basis in accordance with this Federal Law. Postgraduate studies at these institutions and organizations can be carried out in full-time or in absentia forms. Postgraduate studies at state and municipal higher educational institutions cannot exceed three years in full-time form, and four years in absentia form.
5. Citizens of the Russian Federation who have the academic degree of Candidate of Sciences are admitted to doctoral studies at higher educational institutions, scientific institutions or organizations. The period of stay in doctoral studies at the indicated institutions or organizations may not exceed three years. 6. Admission of foreign citizens to postgraduate and doctoral studies at higher educational institutions, scientific institutions or organizations is carried out in accordance with international treaties of the Russian Federation and intergovernmental agreements of the Russian Federation, as well as in the manner prescribed by paragraph 2 of Article 29 of this federal law. Admission of stateless persons to postgraduate and doctoral studies at higher educational institutions, scientific institutions or organizations is carried out in accordance with the procedure established by the Government of the Russian Federation.
7. For persons with secondary vocational education of the relevant profile, by decision of the academic council of a higher educational institution, it is allowed to receive higher vocational education under an abbreviated or accelerated educational program of higher vocational education. Education in a higher educational institution under a reduced or accelerated program is also allowed for persons whose level of education or whose abilities are sufficient grounds for this. The decision to educate persons under this program is made by the academic councils of higher educational institutions.
8. A higher educational institution creates the necessary conditions for students to receive a quality education. It is forbidden to use inhumane, as well as dangerous to the life or health of students, teaching methods. 9. Educational and work practice, provided for by the state educational standards of higher and postgraduate professional education, is carried out on the basis of agreements between higher educational institutions and enterprises, institutions and organizations, in accordance with which these enterprises, institutions and organizations, regardless of their organizational and legal forms, are obliged provide places for internships for students of higher educational institutions with state accreditation, and is financed from the appropriate budget.
10. Requirements for the state final certification (final work, state exams, dissertations) are determined by the state educational standards of higher and postgraduate professional education. Control over the fulfillment of these requirements is carried out in accordance with the procedure established by law.