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Fgos - what is it? educational standard requirements. Federal State Educational Standard for Preschool Education Federal State Educational Standard for

11.02.2021

Federal state standard preschool education was developed for the first time in Russian history in accordance with the requirements of the federal law "On Education in Russian Federation". In accordance with the federal state educational standard for preschool education, exemplary educational programs for preschool education are being developed.

Educational programs of preschool education are aimed at the versatile development of preschool children, taking into account their age and individual characteristics, including the achievement by children of preschool age of the level of development necessary and sufficient for their successful mastering of primary educational programs. general education, based on an individual approach to preschool children and activities specific to preschool children.

federal state educational standard includes requirements for:

1) the structure of the main educational programs (including the ratio of the mandatory part of the main educational program and the part formed by the participants in educational relations) and their scope;

2) conditions for the implementation of basic educational programs, including personnel, financial, logistical and other conditions;

3) the results of mastering the main educational programs.

Unlike other standards, the GEF of preschool education is not the basis for assessing compliance with established requirements. educational activities and training of students. The development of educational programs of preschool education is not accompanied by intermediate certification and final certification of students.

Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013 N 1155 Moscow “On approval of the federal state educational standard for preschool education

Registration N 30384

In accordance with paragraph 6 of Part 1 of Article 6 of the Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326; N 30, art. 4036), subparagraph 5.2.41 of the Regulations on the Ministry of Education and Science of the Russian Federation, approved by Decree of the Government of the Russian Federation of June 3, 2013 N 466 (Collected Legislation of the Russian Federation, 2013, N 23, art. 2923 ; N 33, art. 4386; N 37, art. 4702), paragraph 7 of the Rules for the development, approval of federal state educational standards and amendments to them, approved by Decree of the Government of the Russian Federation of August 5, 2013 N 661 (Collection of Legislation of the Russian Federation , 2013, N 33, item 4377), I order:

1. Approve the attached federal state educational standard for preschool education.

2. Recognize as invalid the orders of the Ministry of Education and Science of the Russian Federation:

dated November 23, 2009 N 655 "On the approval and implementation of federal state requirements for the structure of the main general educational program of preschool education" (registered by the Ministry of Justice of the Russian Federation on February 8, 2010, registration N 16299);

dated July 20, 2011 N 2151 "On approval of federal state requirements for the conditions for the implementation of the main general educational program of preschool education" (registered by the Ministry of Justice of the Russian Federation on November 14, 2011, registration N 22303).

Minister

D. Livanov

Appendix

Federal state educational standard for preschool education

I. General provisions

1.1. This federal state educational standard for preschool education (hereinafter referred to as the Standard) is a set of mandatory requirements for preschool education.

The subject of regulation of the Standard are relations in the field of education arising from the implementation of the educational program of preschool education (hereinafter referred to as the Program).

Educational activities under the Program are carried out by organizations engaged in educational activities, individual entrepreneurs (hereinafter collectively - Organizations).

The provisions of this Standard may be used by parents (legal representatives) when children receive preschool education in the form of family education.

1.2. The standard was developed on the basis of the Constitution of the Russian Federation 1 and the legislation of the Russian Federation and taking into account the UN Convention on the Rights of the Child 2 , which are based on the following basic principles:

1) support for childhood diversity; preservation of the uniqueness and intrinsic value of childhood as an important stage in general development of a person, the intrinsic value of childhood - understanding (consideration) of childhood as a period of life significant in itself, without any conditions; significant by what is happening to the child now, and not by the fact that this period is a period of preparation for the next period;

2) the personality-developing and humanistic nature of the interaction between adults (parents (legal representatives), pedagogical and other employees of the Organization) and children;

3) respect for the personality of the child;

4) implementation of the Program in forms specific for children of this age group, primarily in the form of play, cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child.

1.3. The Standard takes into account:

1) the individual needs of the child related to his life situation and state of health, which determine the special conditions for him to receive education (hereinafter referred to as special educational needs), the individual needs of certain categories of children, including those with handicapped health;

2) opportunities for the child to master the Program at different stages of its implementation.

1.4. Basic principles of preschool education:

1) full living by the child of all stages of childhood (infant, early and preschool age), enrichment (amplification) of child development;

2) building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of education (hereinafter referred to as the individualization of preschool education);

3) assistance and cooperation of children and adults, recognition of the child as a full-fledged participant (subject) of educational relations;

4) supporting the initiative of children in various activities;

5) cooperation of the Organization with the family;

6) introducing children to socio-cultural norms, traditions of the family, society and the state;

7) the formation of cognitive interests and cognitive actions of the child in various activities;

8) age adequacy of preschool education (correspondence of conditions, requirements, methods to age and features of development);

9) taking into account the ethno-cultural situation of children's development.

1.5. The standard aims to achieve the following goals:

1) increasing the social status of preschool education;

2) ensuring by the state of equal opportunities for each child in obtaining a quality preschool education;

3) ensuring state guarantees of the level and quality of preschool education based on the unity of mandatory requirements for the conditions for the implementation of educational programs for preschool education, their structure and the results of their development;

4) maintaining the unity of the educational space of the Russian Federation regarding the level of preschool education.

1.6. The standard is aimed at solving the following problems:

1) protection and strengthening of the physical and mental health of children, including their emotional well-being;

2) ensuring equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities);

3) ensuring the continuity of the goals, objectives and content of education implemented within the framework of educational programs at various levels (hereinafter referred to as the continuity of the main educational programs of preschool and primary general education);

4) creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child as a subject of relations with himself, other children, adults and the world;

5) combining training and education into a holistic educational process based on spiritual, moral and socio-cultural values ​​and rules and norms of behavior accepted in society in the interests of a person, family, society;

6) the formation of a common culture of the personality of children, including values healthy lifestyle life, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of the prerequisites for educational activities;

7) ensuring the variability and diversity of the content of the Programs and organizational forms of preschool education, the possibility of forming Programs of various directions, taking into account the educational needs, abilities and health of children;

8) formation of a socio-cultural environment corresponding to the age, individual, psychological and physiological characteristics of children;

9) providing psychological and pedagogical support for the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of the health of children.

1.7. The standard is the basis for:

1) development of the Program;

2) development of variable exemplary educational programs for preschool education (hereinafter referred to as exemplary programs);

3) development of standards for financial support for the implementation of the Program and standard costs for the provision of state (municipal) services in the field of preschool education;

4) an objective assessment of the compliance of the educational activities of the Organization with the requirements of the Standard;

5) content formation vocational education and additional professional education of pedagogical workers, as well as their certification;

6) assistance to parents (legal representatives) in raising children, protecting and strengthening their physical and mental health, in developing individual abilities and necessary correction of violations of their development.

1.8. The standard includes requirements for:

structure of the Program and its scope;

conditions for the implementation of the Program;

the results of the development of the Program.

1.9. The program is implemented in the state language of the Russian Federation. The program may provide for the possibility of implementation in the native language of the languages ​​of the peoples of the Russian Federation. The implementation of the Program in the native language from among the languages ​​of the peoples of the Russian Federation should not be carried out to the detriment of obtaining education in the state language of the Russian Federation.

II. Requirements for the structure of the educational program of preschool education and its volume

2.1. The program determines the content and organization of educational activities at the level of preschool education.

The program ensures the development of the personality of preschool children in various types of communication and activities, taking into account their age, individual psychological and physiological characteristics and should be aimed at solving the problems specified in paragraph 1.6 of the Standard.

2.2. Structural divisions in one Organization (hereinafter referred to as Groups) may implement different Programs.

2.3. The program is formed as a program of psychological and pedagogical support for positive socialization and individualization, personality development of preschool children and defines a set of basic characteristics of preschool education (volume, content and planned results in the form of targets for preschool education).

2.4. The program is aimed at:

  • creation of conditions for the development of the child, opening up opportunities for his positive socialization, his personal development, the development of initiative and creative abilities through cooperation with adults and peers and age-appropriate activities;
  • on the creation of a developing educational environment, which is a system of conditions for the socialization and individualization of children.

2.5. The program is developed and approved by the Organization independently in accordance with this Standard and taking into account Exemplary Programs 3 .

When developing the Program, the Organization determines the duration of the stay of children in the Organization, the mode of operation of the Organization in accordance with the volume of educational tasks to be solved, the maximum occupancy of the Groups. The organization can develop and implement in Groups various Programs with different length of stay of children during the day, including Groups for short-term stay of children, Groups for full and extended days, Groups for round-the-clock stay, Groups of children different ages from two months to eight years, including groups of different ages.

The program can be implemented during the entire stay of 4 children in the Organization.

  • socio-communicative development;
  • cognitive development; speech development;
  • artistic and aesthetic development;
  • physical development.

Social and communicative development is aimed at mastering the norms and values ​​accepted in society, including moral and ethical values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one's own actions; development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one's family and to the community of children and adults in the Organization; the formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, nature.

Cognitive development involves the development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and the Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays, about the planet Earth as a common home of people, about the features of its nature, the diversity of countries and peoples of the world.

Speech development includes the possession of speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytic-synthetic activity as a prerequisite for learning to read and write.

Artistic and aesthetic development involves the development of the prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude to the world around; the formation of elementary ideas about the types of art; perception of music, fiction, folklore; stimulation of empathy for the characters of works of art; implementation of independent creative activity children (fine, constructive-model, musical, etc.).

Physical development includes the acquisition of experience in the following types of children's activities: motor activities, including those associated with the implementation of exercises aimed at developing such physical qualities as coordination and flexibility; conducive proper formation musculoskeletal system body, the development of balance, coordination of movement, large and small motor skills of both hands, as well as with the correct, not damaging the body, the implementation of basic movements (walking, running, soft jumps, turns in both directions), the formation of initial ideas about some sports, mastering outdoor games with rules; the formation of purposefulness and self-regulation in the motor sphere; the formation of the values ​​of a healthy lifestyle, mastering its elementary norms and rules (in nutrition, motor mode, hardening, in the formation of good habits, etc.).

2.7. The specific content of these educational areas depends on the age and individual characteristics of children, is determined by the goals and objectives of the Program and can be implemented in various types of activities (communication, play, cognitive research activities - as through mechanisms of child development):

in infancy (2 months - 1 year) - direct emotional communication with an adult, manipulation with objects and cognitive research activities, perception of music, children's songs and poems, motor activity and tactile-motor games;

at an early age (1 year - 3 years) - objective activities and games with composite and dynamic toys; experimenting with materials and substances (sand, water, dough, etc.), communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household items-tools (spoon, scoop, spatula, etc.), perception of the meaning of music , fairy tales, poems, looking at pictures, physical activity;

for preschool children (3 years old - 8 years old) - a number of activities, such as games, including a role-playing game, a game with rules and other types of games, communicative (communication and interaction with adults and peers), cognitive research (research objects of the surrounding world and experimentation with them), as well as the perception of fiction and folklore, self-service and elementary household work (indoors and outdoors), construction from different material, including designers, modules, paper, natural and other materials, visual (drawing, modeling, appliqué), music (perception and understanding of the meaning of musical works, singing, musical and rhythmic movements, playing children's musical instruments) and motor (mastery of basic movements ) forms of activity of the child.

1) subject-spatial developing educational environment;

2) the nature of interaction with adults;

3) the nature of interaction with other children;

4) the system of the child's relationship to the world, to other people, to himself.

2.9. The program consists of a mandatory part and a part formed by participants in educational relations. Both parts are complementary and necessary from the point of view of the implementation of the requirements of the Standard.

The mandatory part of the Program assumes a comprehensive approach, ensuring the development of children in all five complementary educational areas (clause 2.5 of the Standard).

The part formed by the participants in educational relations should include Programs selected and/or independently developed by the participants in educational relations aimed at the development of children in one or more educational areas, activities and/or cultural practices (hereinafter referred to as partial educational programs), methods, forms of organization of educational work.

2.10. The volume of the mandatory part of the Program is recommended to be at least 60% of its total volume; part formed by participants in educational relations, no more than 40%.

2.11. The program includes three main sections: target, content and organizational, each of which reflects the mandatory part and the part formed by the participants in educational relations.

2.11.1. The target section includes an explanatory note and the planned results of the development of the program.

The explanatory note should disclose:

  • goals and objectives of the Program implementation;
  • principles and approaches to the formation of the Program;
  • characteristics significant for the development and implementation of the Program, including characteristics of the characteristics of the development of children of early and preschool age.

The planned results of the development of the Program specify the requirements of the Standard for targets in the mandatory part and the part formed by the participants in educational relations, taking into account age capabilities and individual differences ( individual trajectories development) of children, as well as the characteristics of the development of children with disabilities, including children with disabilities (hereinafter referred to as children with disabilities).

a) a description of educational activities in accordance with the directions of the development of the child, presented in five educational areas, taking into account the used variable exemplary basic educational programs of preschool education and methodological aids that ensure the implementation of this content;

b) a description of the variable forms, methods, methods and means of implementing the Program, taking into account the age and individual characteristics of the pupils, the specifics of their educational needs and interests;

c) a description of educational activities for the professional correction of developmental disorders in children if this work is provided for by the Program.

a) features of educational activities of different types and cultural practices;

b) ways and directions of support for children's initiative;

c) features of the interaction of the teaching staff with the families of pupils;

d) other characteristics of the content of the Program, the most significant from the point of view of the authors of the Program.

The part of the Program formed by the participants of educational relations may include various directions chosen by the participants of educational relations from among partial and other programs and/or created by them independently.

This part of the Program should take into account the educational needs, interests and motives of children, their families and teachers and, in particular, may be focused on:

  • the specifics of national, sociocultural and other conditions in which educational activities are carried out;
  • the choice of those partial educational programs and forms of organization of work with children that best meet the needs and interests of children, as well as the capabilities of the teaching staff;
  • established traditions of the Organization or Group.

This section should contain special conditions for the education of children with disabilities, including mechanisms for adapting the Program for these children, the use of special educational programs and methods, special teaching aids and didactic materials, conducting group and individual remedial classes and carrying out qualified correction of violations their development.

Correctional work and/or inclusive education should be aimed at:

1) ensuring the correction of developmental disorders of various categories of children with disabilities, providing them with qualified assistance in mastering the Program;

2) mastering the Program by children with disabilities, their diversified development, taking into account age and individual characteristics and special educational needs, social adaptation.

Correctional work and/or inclusive education of children with disabilities studying the Program in Combined and Compensatory Groups (including those for children with complex (complex) disabilities) must take into account the developmental characteristics and specific educational needs of each category of children.

In the case of organizing inclusive education on grounds not related to the disabilities of children's health, the allocation of this section is not mandatory; in the case of its allocation, the content of this section is determined by the Organization independently.

2.11.3. The organizational section should contain a description of the material and technical support of the Program, the provision of methodological materials and means of training and education, include the routine and / or daily routine, as well as the features of traditional events, holidays, activities; features of the organization of the developing subject-spatial environment.

2.12. If the mandatory part of the Program corresponds to the exemplary program, it is drawn up as a link to the corresponding exemplary program. The mandatory part must be presented in detail in accordance with paragraph 2.11 of the Standard, if it does not correspond to one of the sample programs.

Part of the Program formed by the participants in educational relations can be presented in the form of links to the relevant methodological literature, which makes it possible to get acquainted with the content of the partial programs, methods, forms of organization of educational work selected by the participants in educational relations.

2.13. An additional section of the Program is the text of its short presentation. A brief presentation of the Program should be aimed at parents (legal representatives) of children and be available for review.

The short presentation of the Program should indicate:

1) age and other categories of children targeted by the Program of the Organization, including categories of children with disabilities, if the Program provides for the specifics of its implementation for this category of children;

2) the Sample Programs used;

3) a description of the interaction of the teaching staff with the families of children.

III. Requirements for the conditions for the implementation of the main educational program of preschool education

3.1. Requirements for the conditions for the implementation of the Program include requirements for the psychological, pedagogical, personnel, material, technical and financial conditions for the implementation of the Program, as well as for the developing object-spatial environment.

The conditions for the implementation of the Program should ensure the full development of the personality of children in all major educational areas, namely: in the areas of socio-communicative, cognitive, speech, artistic, aesthetic and physical development of the personality of children against the background of their emotional well-being and a positive attitude towards the world, towards themselves and to other people.

These requirements are aimed at creating a social development situation for participants in educational relations, including the creation of an educational environment that:

1) guarantee the protection and strengthening of the physical and mental health of children;

2) ensures the emotional well-being of children;

3) contribute to the professional development of teaching staff;

4) creates conditions for developing variable preschool education;

5) ensure the openness of preschool education;

6) creates conditions for the participation of parents (legal representatives) in educational activities.

3.2. Requirements for the psychological and pedagogical conditions for the implementation of the main educational program of preschool education.

3.2.1. For the successful implementation of the Program, the following psychological and pedagogical conditions must be provided:

1) respect of adults for the human dignity of children, the formation and support of their positive self-esteem, confidence in their own abilities and abilities;

2) the use in educational activities of forms and methods of working with children that correspond to their age and individual characteristics (inadmissibility of both artificial acceleration and artificial slowdown in the development of children);

3) building educational activities based on the interaction of adults with children, focused on the interests and capabilities of each child and taking into account the social situation of his development;

4) support by adults of a positive, friendly attitude of children to each other and the interaction of children with each other in different types activities;

5) support for the initiative and independence of children in activities specific to them;

6) the opportunity for children to choose materials, types of activity, participants in joint activities and communication;

7) protection of children from all forms of physical and mental violence 5 ;

8) support of parents (legal representatives) in raising children, protecting and strengthening their health, involving families directly in educational activities.

3.2.2. In order to receive a quality education without discrimination for children with disabilities, the necessary conditions for diagnosing and correcting developmental disorders and social adaptation, providing early corrective assistance based on special psychological and pedagogical approaches and the languages, methods, methods of communication and conditions that are most suitable for these children, to the maximum extent conducive to obtaining preschool education, as well as the social development of these children , including through the organization of inclusive education for children with disabilities.

3.2.3. During the implementation of the Program, an assessment of the individual development of children can be carried out. Such an assessment is carried out by a pedagogical worker within the framework of pedagogical diagnostics(assessment of the individual development of preschool children, associated with the assessment of the effectiveness of pedagogical actions and underlying their further planning).

The results of pedagogical diagnostics (monitoring) can be used exclusively for solving the following educational tasks:

1) individualization of education (including support for the child, building his educational trajectory or professional correction of the characteristics of his development);

2) optimization of work with a group of children.

If necessary, psychological diagnostics of the development of children is used (identification and study of the individual psychological characteristics of children), which is carried out by qualified specialists (teacher-psychologists, psychologists).

Participation of a child in psychological diagnostics is allowed only with the consent of his parents (legal representatives).

The results of psychological diagnostics can be used to solve the problems of psychological support and conduct qualified correction of children's development.

3.2.4. The occupancy of the Group is determined taking into account the age of the children, their state of health, the specifics of the Program.

3.2.5. The conditions necessary to create a social situation for the development of children, corresponding to the specifics of preschool age, suggest:

1) ensuring emotional well-being through:

  • direct communication with each child;
  • respectful attitude to each child, to his feelings and needs;

2) support for the individuality and initiative of children through:

  • creating conditions for children to freely choose activities, participants in joint activities;
  • creating conditions for children to make decisions, express their feelings and thoughts;
  • non-directive assistance to children, support for children's initiative and independence in various types of activities (game, research, project, cognitive, etc.);

3) establishing the rules of interaction in different situations:

  • creating conditions for positive, friendly relations between children, including those belonging to different national-cultural, religious communities and social strata, as well as those with different (including limited) health opportunities;
  • development of children's communication skills, allowing them to resolve conflict situations with peers;
  • development of children's ability to work in a group of peers;

4) the construction of a variable developmental education focused on the level of development, which manifests itself in a child in joint activities with an adult and more experienced peers, but is not actualized in his individual activity (hereinafter referred to as the zone of proximal development of each child), through:

  • creation of conditions for mastering cultural means of activity;
  • organization of activities that contribute to the development of thinking, speech, communication, imagination and children's creativity, personal, physical and artistic and aesthetic development of children;
  • support for spontaneous play of children, its enrichment, provision of play time and space;
  • assessment of the individual development of children;
  • 5) interaction with parents (legal representatives) on the education of the child, their direct involvement in educational activities, including through the creation of educational projects together with the family based on identifying the needs and supporting the educational initiatives of the family.

3.2.6. In order to effectively implement the Program, conditions must be created for:

1) professional development of pedagogical and managerial employees, including their additional professional education;

2) advisory support for teachers and parents (legal representatives) on the education and health of children, including inclusive education (if it is organized);

3) organizational and methodological support for the implementation of the Program, including in interaction with peers and adults.

3.2.7. For corrective work with children with disabilities who master the Program together with other children in groups of combined orientation, conditions must be created in accordance with the list and plan for the implementation of individually oriented corrective measures that ensure that the special educational needs of children with disabilities are met.

When creating conditions for working with children with disabilities who are learning the Program, it should be taken into account individual program rehabilitation of a disabled child.

3.2.8. The organization should create opportunities:

1) to provide information about the Program to the family and all interested persons involved in educational activities, as well as the general public;

2) for adults to search, use materials that ensure the implementation of the Program, including in the information environment;

3) to discuss with the parents (legal representatives) of children of issues related to the implementation of the Program.

3.2.9. The maximum allowable educational load must comply with the sanitary and epidemiological rules and regulations SanPiN 2.4.1.3049-13 "Sanitary and epidemiological requirements for the arrangement, maintenance and organization of the working hours of preschool educational organizations", approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 (registered by the Ministry of Justice of the Russian Federation on May 29, 2013, registration No. 28564).

3.3. Requirements for the developing subject-spatial environment.

3.3.1. The developing object-spatial environment ensures the maximum realization of the educational potential of the space of the Organization, the Group, as well as the territory adjacent to the Organization or located at a short distance, adapted for the implementation of the Program (hereinafter referred to as the site), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, taking into account the characteristics and correcting the shortcomings of their development.

3.3.2. The developing object-spatial environment should provide the opportunity for communication and joint activities of children (including children of different ages) and adults, the motor activity of children, as well as opportunities for solitude.

3.3.3. The developing object-spatial environment should provide:

  • implementation of various educational programs;
  • in the case of organizing inclusive education, the conditions necessary for it;
  • taking into account the national-cultural, climatic conditions in which educational activities are carried out; taking into account the age characteristics of children.

3.3.4. The developing object-spatial environment should be rich in content, transformable, multifunctional, variable, accessible and safe.

1) The saturation of the environment should correspond to the age capabilities of the children and the content of the Program.

The educational space must be equipped with training and education facilities (including technical ones), appropriate materials, including consumable gaming, sports, recreational equipment, inventory (in accordance with the specifics of the Program).

The organization of the educational space and the variety of materials, equipment and inventory (in the building and on the site) should ensure:

  • playful, cognitive, research and creative activity of all pupils, experimenting with materials available to children (including sand and water);
  • motor activity, including the development of large and fine motor skills, participation in outdoor games and competitions;
  • emotional well-being of children in interaction with the object-spatial environment;
  • opportunity for children to express themselves.

For infants and young children, the educational space should provide the necessary and sufficient opportunities for movement, object and play activities with different materials.

2) The transformability of space implies the possibility of changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children;

3) The multifunctionality of materials involves:

  • the possibility of diverse use of various components of the subject environment, for example, children's furniture, mats, soft modules, screens, etc.;
  • the presence in the Organization or the Group of multifunctional (not having a rigidly fixed method of use) items, including natural materials suitable for use in various types of children's activities (including as substitute items in a children's game).

4) The variability of the environment implies:

  • the presence in the Organization or the Group of various spaces (for play, construction, solitude, etc.), as well as a variety of materials, games, toys and equipment that ensure the free choice of children;
  • periodic change of game material, the emergence of new items that stimulate the game, motor, cognitive and research activity of children.

5) Accessibility of the environment implies:

  • accessibility for pupils, including children with disabilities and disabled children, of all premises where educational activities are carried out;
  • free access for children, including children with disabilities, to games, toys, materials, aids that provide all the main types of children's activities;
  • serviceability and safety of materials and equipment.

6) The security of the object-spatial environment implies the compliance of all its elements with the requirements for ensuring the reliability and safety of their use.

3.3.5. The organization independently determines the means of training, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory necessary for the implementation of the Program.

3.4. Requirements for personnel conditions for the implementation of the Program.

3.4.1. The implementation of the Program is provided by the leading, pedagogical, educational and auxiliary, administrative and economic employees of the Organization. Researchers of the Organization may also participate in the implementation of the Program. Other employees of the Organization, including those engaged in financial and economic activities, protecting the life and health of children, ensure the implementation of the Program.

The qualifications of pedagogical and educational support workers must comply with the qualification characteristics established in the Unified Qualification Directory for the Positions of Managers, Specialists and Employees, section "Qualification Characteristics of the Positions of Educational Workers", approved by order of the Ministry of Health and Social Development of the Russian Federation of August 26, 2010 N 761n (registered by the Ministry of Justice of the Russian Federation on October 6, 2010, registration N 18638), as amended by order of the Ministry of Health and Social Development of the Russian Federation of May 31, 2011 N 448n (registered by the Ministry of Justice of the Russian Federation on July 1, 2011, registration No. 21240).

The position and number of employees required to implement and ensure the implementation of the Program are determined by its goals and objectives, as well as the developmental characteristics of children.

A necessary condition for the high-quality implementation of the Program is its continuous support by pedagogical and educational support staff throughout the entire time of its implementation in the Organization or in the Group.

3.4.2. The teaching staff implementing the Program must have the basic competencies necessary to create the conditions for the development of children, indicated in clause 3.2.5 of this Standard.

3.4.3. When working in Groups for children with disabilities, the Organization may additionally provide for the positions of pedagogical workers who have the appropriate qualifications to work with these health limitations of children, including assistants (helpers) who provide children with the necessary assistance. It is recommended to provide positions of appropriate teaching staff for each Group for children with disabilities.

3.4.4. When organizing inclusive education:

when included in the Group of children with disabilities, additional pedagogical workers who have the appropriate qualifications to work with these health limitations of children may be involved in the implementation of the Program. It is recommended to involve the appropriate pedagogical staff for each Group in which inclusive education is organized;

when other categories of children with special educational needs are included in the Group, including those in a difficult life situation, 6 additional teaching staff with appropriate qualifications may be involved.

3.5. Requirements for the material and technical conditions for the implementation of the main educational program of preschool education.

3.5.1. Requirements for the material and technical conditions for the implementation of the Program include:

1) requirements determined in accordance with sanitary and epidemiological rules and regulations;

2) requirements determined in accordance with fire safety rules;

3) requirements for the means of education and upbringing in accordance with the age and individual characteristics of the development of children;

4) equipping the premises with a developing object-spatial environment;

5) requirements for the material and technical support of the program (educational and methodological kit, equipment, equipment (subjects).

3.6. Requirements for the financial conditions for the implementation of the main educational program of preschool education.

3.6.1. Financial provision of state guarantees for citizens to receive public and free pre-school education at the expense of the relevant budgets of the budget system of the Russian Federation in state, municipal and private organizations is carried out on the basis of the standards for ensuring state guarantees for the realization of the rights to receive public and free pre-school education, determined by the authorities state power constituent entities of the Russian Federation that ensure the implementation of the Program in accordance with the Standard.

3.6.2. Financial conditions for the implementation of the Program should:

1) ensure the possibility of fulfilling the requirements of the Standard for the conditions of implementation and the structure of the Program;

2) ensure the implementation of the mandatory part of the Program and the part formed by the participants educational process taking into account the variability of individual developmental trajectories of children;

3) reflect the structure and amount of expenses necessary for the implementation of the Program, as well as the mechanism for their formation.

3.6.3. Financing of the implementation of the educational program of preschool education should be carried out in the amount determined by the state authorities of the subjects of the Russian Federation of the standards for ensuring state guarantees for the realization of the rights to receive public and free preschool education. These standards are determined in accordance with the Standard, taking into account the type of Organization, special conditions for the education of children with disabilities (special conditions for education - special educational programs, methods and means of teaching, textbooks, study guides, didactic and visual materials, technical teaching aids for collective and individual use (including special ones), means of communication and communication, sign language translation in the implementation of educational programs, adaptation educational institutions and adjacent territories for free access to all categories of persons with disabilities, as well as pedagogical, psychological and pedagogical, medical, social and other services that provide an adaptive educational environment and a barrier-free living environment, without which the development of educational programs by persons with disabilities difficult), providing additional professional education for teachers, ensuring safe conditions for education and upbringing, protecting the health of children, the focus of the Program, the category of children, forms of education and other features of educational activities, and should be sufficient and necessary for the Organization to implement:

  • labor costs of employees implementing the Program;
  • expenses for training and education facilities, relevant materials, including the purchase of educational publications in paper and electronic form, didactic materials, audio and video materials, including materials, equipment, overalls, games and toys, electronic educational resources necessary for the organization of all types of educational activities and the creation of a developing subject-spatial environment, including special ones for children with disabilities. Developing object-spatial environment - a part of the educational environment, represented by a specially organized space (premises, plot, etc.), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, accounting features and correction of shortcomings in their development, the acquisition of updated educational resources, including consumables, subscriptions for updating electronic resources, subscriptions for technical support for the activities of training and education facilities, sports, recreational equipment, inventory, payment for communication services, including expenses, related to connection to the information and telecommunication network Internet;
  • expenses related to additional professional education of managers and teachers in the profile of their activities;
  • other expenses related to the implementation and implementation of the Program.

IV. Requirements for the results of mastering the main educational program of preschool education

4.1. The requirements of the Standard for the results of mastering the Program are presented in the form of targets for preschool education, which are social and normative age characteristics of the child's possible achievements at the stage of completing the level of preschool education. The specificity of preschool childhood (flexibility, plasticity of a child’s development, a high range of options for its development, its immediacy and involuntariness), as well as the systemic features of preschool education (the optional level of preschool education in the Russian Federation, the inability to impute a child to any responsibility for the result) make it unlawful requirements from a preschool child of specific educational achievements and necessitate the determination of the results of mastering the educational program in the form of targets.

4.2. The targets for preschool education are determined regardless of the forms of implementation of the Program, as well as its nature, the characteristics of the development of children and the Organization implementing the Program.

4.3. Targets are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children. They are not the basis for an objective assessment of compliance with the established requirements of educational activities and training of children 7 . Mastering the Program is not accompanied by intermediate attestation and final attestation of pupils 8 .

4.4. These requirements are guidelines for:

a) building an educational policy at the appropriate levels, taking into account the goals of preschool education common to the entire educational space of the Russian Federation;

b) problem solving:

  • formation of the Program;
  • analysis of professional activity;
  • interactions with families;

c) studying the characteristics of education of children aged 2 months to 8 years;

d) informing parents (legal representatives) and the public about the goals of preschool education common to the entire educational space of the Russian Federation.

4.5. Targets cannot serve as a direct basis for solving managerial tasks, including:

  • certification of teaching staff;
  • assessment of the quality of education;
  • assessment of both the final and intermediate levels of development of children, including as part of monitoring (including in the form of testing, using methods based on observation, or other methods for measuring the performance of children);
  • assessment of the fulfillment of the municipal (state) task by including them in the indicators of the quality of the task;
  • distribution of the stimulating payroll fund for employees of the Organization.

4.6. The targets of preschool education include the following social and normative age characteristics of the child's possible achievements:

Targets for infancy and early childhood education:

  • the child is interested in surrounding objects and actively acts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of their actions;
  • uses specific, culturally fixed objective actions, knows the purpose of household items (spoons, combs, pencils, etc.) and knows how to use them. Possesses the simplest self-service skills; strives to show independence in everyday and play behavior;
  • owns active speech included in communication; can address questions and requests, understands the speech of adults; knows the names of surrounding objects and toys;
  • seeks to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult;
  • shows interest in peers; observes their actions and imitates them;
  • shows interest in poetry, songs and fairy tales, looking at pictures, tends to move to the music; responds emotionally to various works of culture and art;
  • the child has developed large motor skills, he seeks to master various types of movement (running, climbing, stepping over, etc.).
  • Targets at the stage of completion of preschool education:
  • the child masters the main cultural methods of activity, shows initiative and independence in various types of activity - play, communication, cognitive research activity, design, etc .; is able to choose his occupation, participants in joint activities;
  • the child has a positive attitude to the world, to different types of labor, to other people and to himself, has a sense of his own dignity; actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, adequately shows his feelings, including a sense of faith in himself, tries to resolve conflicts;
  • the child has a developed imagination, which is realized in various activities, and above all in the game; the child owns different forms and types of play, distinguishes between conditional and real situations, knows how to obey different rules and social norms;
  • the child speaks well enough, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, build a speech statement in a communication situation, can distinguish sounds in words, the child develops the prerequisites for literacy;
  • the child has developed large and fine motor skills; he is mobile, enduring, masters the basic movements, can control his movements and manage them;
  • the child is capable of strong-willed efforts, can follow social norms of behavior and rules in various activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene;
  • the child shows curiosity, asks questions to adults and peers, is interested in causal relationships, tries to independently come up with explanations for natural phenomena and people's actions; inclined to observe, experiment. Possesses basic knowledge about himself, about the natural and social world in which he lives; familiar with the works of children's literature, has elementary ideas from the field of wildlife, natural science, mathematics, history, etc.; the child is capable of making his own decisions, relying on his knowledge and skills in various activities.

4.7. The targets of the Program serve as the basis for the continuity of pre-school and primary general education. Subject to the requirements for the conditions for the implementation of the Program, these targets assume the formation in preschool children of the prerequisites for learning activities at the stage of completion of preschool education.

4.8. If the Program does not cover senior preschool age, then these Requirements should be considered as long-term guidelines, and the direct target guidelines for the development of the Program by pupils - as creating prerequisites for their implementation.

1 Russian newspaper, December 25, 1993; Collection of Legislation of the Russian Federation, 2009, N 1, Art. 1, Art. 2.

2 Collection of International Treaties of the USSR, 1993, Issue XLVI.

3 Part 6 of Article 12 of Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation” (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326).

4 When children stay in the Group around the clock, the program is implemented for no more than 14 hours, taking into account the daily routine and age categories of children.

5 Clause 9 of Part 1 of Article 34 of Federal Law No. 273-F3 of December 29, 2012 “On Education in the Russian Federation” (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326).

6 Article 1 of Federal Law No. 124-FZ of July 24, 1998 “On Basic Guarantees of the Rights of the Child in the Russian Federation” (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 1998, No. 31, Art. 3802; 2004, No. 35, Art. 3607; N 52, item 5274; 2007, N 27, item 3213, 3215; 2009, N18, item 2151; N51, item 6163; 2013, N 14, item 1666; N 27, item 3477).

7 Taking into account the provisions of Part 2 of Article 11 of Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation” (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326 ).

8 Part 2 of Article 64 of Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation” (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326).

    Appendix. Federal state educational standard of basic general education

Order of the Ministry of Education and Science of the Russian Federation of December 17, 2010 N 1897
"On approval of the federal state educational standard of basic general education"

With changes and additions from:

In accordance with subparagraph 5.2.41 of the Regulations on the Ministry of Education and Science of the Russian Federation, approved by Decree of the Government of the Russian Federation of June 3, 2013 N 466 (Collected Legislation of the Russian Federation, 2013, N 23, Art. 2923; N 33, Art. 4386 ; N 37, item 4702; 2014, N 2, item 126; N 6, item 582; N 27, item 3776), and paragraph 17 of the Rules for the development, approval of federal state educational standards and amendments to them, approved Decree of the Government of the Russian Federation of August 5, 2013 N 661 (Collected Legislation of the Russian Federation, 2013, N 3, Art. 4377; 2014, N 38, Art. 5096), I order:

Approve the attached federal state educational standard for basic general education and put it into effect from the date of entry into force of this order.

A.A. Fursenko

A new federal state educational standard for basic general education has been approved. It contains requirements for the results of mastering the main educational program, its structure and conditions for implementation.

The main educational program is divided into a mandatory part (70%) and formed by participants in the educational process (30%). The first includes Russian, native and foreign languages, literature, history of Russia, general history, social science, geography, mathematics, algebra, geometry, computer science, physics, biology, chemistry, fine arts, music, physical education, life safety, technology, the foundations of spiritual and moral cultures of the peoples of Russia.

Training courses are provided for various interests of students (including ethno-cultural) and extracurricular activities (circles, studios, clubs, conferences, olympiads, etc.).

The normative term for mastering the program is 5 years.

Teachers once every 5 years must undergo advanced training in the amount of at least 108 hours. An internship is provided on the basis of innovative educational institutions.

The implementation of the main educational program is financed from the budget (regional and local) based on the established norms of appropriations per student.

The standard is put into effect from the date of entry into force of the order on its approval.

Order of the Ministry of Education and Science of the Russian Federation of December 17, 2010 N 1897 "On approval of the federal state educational standard for basic general education"


Registration N 19644


This Order shall enter into force 10 days after the date of its official publication.

Probably everyone wants to give their child quality education. But how to determine the level of education, if you have nothing to do with pedagogy? Of course, with the help of GEF.

What is FGOS

For each education system and educational institution, a list of mandatory requirements has been approved, aimed at determining each level of training in a profession or specialty. These requirements are combined within the framework of which is approved by the authorities authorized to regulate education policy.

The implementation and results of mastering programs in state educational institutions cannot be lower than those specified in the Federal State Educational Standard.

In addition, Russian education assumes that without mastering the standards it will be impossible to obtain a state document. GEF is a kind of basis, thanks to which the student has the opportunity to move from one level of education to another, like climbing a ladder.

Goals

Federal state educational standards are designed to ensure the integrity of the educational space in Russia; continuity of the main programs of preschool, primary, secondary, vocational and higher education.

In addition, the Federal State Educational Standard is responsible for aspects of spiritual and moral development and education.

The requirements of the educational standard include strict deadlines for obtaining general education and vocational education, taking into account all kinds of forms of education and educational technologies.

The basis for the development of indicative educational programs; programs of subjects, courses, literature, control materials; standards for the financial supply of educational activities of specialized institutions implementing the educational program is the Federal State Educational Standard.

What is the standard for public education? First of all, these are the principles of organizing the educational process in institutions (kindergartens, schools, colleges, universities, etc.). Without the Federal State Educational Standard, it is impossible to monitor compliance with the legislation of the Russian Federation in the educational field, as well as to conduct final and intermediate certification of students.

It is worth noting that one of the goals of the Federal State Educational Standard is internal monitoring. With the help of standards, the activities of methodological specialists are organized, as well as certification of teachers and other personnel of educational institutions.

Training, retraining and advanced training of educators are also under the influence of state standards.

Structure and implementation

Federal law has decreed that each standard in without fail should include three types of requirements.

Firstly, the requirements for (the ratio of parts of the main program and their volume, the ratio of the mandatory part and the share that is formed by the participants in the educational process).

Secondly, the implementation conditions are also subject to stringent requirements (including personnel, financial, technical).

Thirdly, the result. The entire educational program should form certain (including professional) competencies in students. The lesson on GEF is designed to teach how to apply all the acquired skills and knowledge, and act successfully on their basis.

Of course, it is not the constitution of all educational institutions. This is just the beginning of the vertical, with the main recommendation positions. At the federal level, on the basis of the Federal State Educational Standard, an approximate educational program is being developed, focusing on local specifics. And then educational institutions bring this program to perfection (even interested parents can participate in the last process, which is regulated by law). Thus, from a methodological point of view, Russian education can be represented as a diagram:

Standard - sample program federal level- program educational institution.

The last paragraph includes such aspects as:

  • academic plan;
  • calendar schedule;
  • work programs;
  • evaluation materials;
  • guidelines for subjects.

Generations and differences GEF

What is the state standard, they knew back in Soviet times, since strict regulations existed even then. But this specific document appeared and entered into force only in the 2000s.

GEF was previously called simply the educational standard. The so-called first generation came into force in 2004. The second generation was developed in 2009 (for primary education), in 2010 (for basic education), in 2012 (for secondary education).

For higher education, GOSTs were developed in 2000. The second generation, which entered into force in 2005, was focused on obtaining ZUMs by students. Since 2009, new standards have been developed aimed at developing general cultural and professional competencies.

Until 2000, for each specialty, a minimum of knowledge and skills was determined that a person who graduated from a university should have. Later, these requirements became more stringent.

Modernization continues to this day. In 2013, the law "On Education" was issued, according to which new programs for higher professional and preschool education are being developed. Among other things, the item on the training of scientific and pedagogical staff has firmly entered there.

What is the difference between the old standards and the Federal State Educational Standards? What are next generation standards?

The main distinguishing feature is that in modern education the development of the personality of pupils (students) is placed at the forefront. Generalizing concepts (Skills, skills, knowledge) disappeared from the text of the document, more precise requirements came in their place, for example, real types of activities that each student should master were formulated. Great attention is paid to subject, interdisciplinary and personal results.

To achieve these goals, the previously existing forms and types of education were revised, and an innovative educational space for the lesson (lesson, course) was put into action.

Thanks to the introduced changes, the student of the new generation is a free-thinking person, able to set tasks for himself, solve important problems, creatively developed and able to adequately relate to reality.

Who is developing the standards

Standards are replaced with new ones at least once every ten years.

GEFs of general education are developed according to the levels of education, GEFs of vocational education can also be developed according to specialties, professions and areas of training.

The development of the Federal State Educational Standard is carried out taking into account:

  • acute and promising needs of the individual;
  • development of the state and society;
  • education;
  • culture;
  • Sciences;
  • technology;
  • economy and social sphere.

The educational and methodological association of universities is developing the Federal State Educational Standard for higher education. Their draft is sent to the Ministry of Education, where a discussion takes place, corrections and corrections are made, and then it is submitted for an independent examination for a period of no more than two weeks.

The expert opinion is returned to the Ministry. And again, a wave of discussions is launched by the GEF Council, which decides whether to approve the project, send it for revision or reject it.

If changes need to be made to the document, it follows the same path from the beginning.

Elementary education

GEF is a set of requirements necessary for the implementation of primary education. The three main ones are results, structure and implementation conditions. All of them are due to age and individual characteristics, and are considered from the point of view of laying the foundation for all education.

The first part of the standard indicates the period for mastering the basic initial program. It is four years old.

It provides:

  • equal educational opportunities for all;
  • spiritual and moral education of schoolchildren;
  • continuity of all programs of preschool and school education;
  • preservation, development and mastery of the culture of a multinational country;
  • democratization of education;
  • formation of criteria for evaluating the activities of students and teachers4
  • conditions for the development of an individual personality and the creation of special learning conditions (for gifted children, children with disabilities).

It is based on a systemic-activity approach. But the primary education program itself is developed by the methodological council of the educational institution.

The second part of the Federal State Educational Standard sets out clear requirements for the result of the educational process. Including personal, meta-subject and subject learning outcomes.

  1. Formation of ideas about the diversity of the language space of the country.
  2. Understanding that language is an integral part of national culture.
  3. Formation of a positive attitude towards correct speech (and writing), as part of a common culture.
  4. Mastering the primary norms of the language.

The third part defines the structure of primary education (extracurricular activities, programs of individual subjects, which includes thematic planning according to GEF).

The fourth part contains requirements for the conditions for the implementation of the educational process (personnel, finance, material and technical side).

Secondary (complete) education

The first part of the standard on requirements is partially repeated and echoes the Federal State Educational Standard on primary education. Significant differences appear in the second section, which deals with learning outcomes. The necessary norms for the development of certain subjects are also indicated, including in the Russian language, literature, a foreign language, history, social science, geography and others.

Emphasis is placed on students, highlighting such key points as:

  • education of patriotism, assimilation of the values ​​of a multinational country;
  • formation of a worldview corresponding to the level of reality;
  • mastering the norms of social life;
  • the development of an aesthetic understanding of the world, and so on.

The requirements for the structure of educational activities have also been modified. But the sections remained the same: target, content and organizational.

Higher steps

GEF for higher education is built on the same principles. Their differences are obvious, the requirements for the structure, result and conditions of implementation cannot be the same for different educational levels.

The basis of secondary vocational education is a competency-based approach, i.e. people are given not just knowledge, but the ability to manage this knowledge. At the exit from the educational institution, the graduate should not say “I know what”, but “I know how”.

On the basis of the generally accepted GEF, each educational institution develops its own program, focusing on the profile orientation of the college or university, the availability of certain material and technical capabilities, etc.

The Methodical Council takes into account all the recommendations of the Ministry of Education and acts strictly under its guidance. However, the adoption of the programs of specific educational institutions is under the jurisdiction of local authorities and the department of education of the region (republic, territory).

Educational institutions should take into account and implement recommendations regarding educational materials (for example, GEF textbooks have taken their rightful place in libraries), thematic planning, etc.

Criticism

On the way to the approval of the Federal State Educational Standard, it went through many changes, but even in its current form, the education reform receives a huge amount of criticism, and received even more.

In fact, in the minds of the developers of the standard, it was supposed to lead to the unification of everything Russian education. And it turned out the opposite. Someone found pluses in this document, someone minuses. Many teachers, accustomed to traditional teaching, had a hard time transitioning to the new standards. The GEF textbooks raised questions. However, there are positives to be found in everything. Modern society does not stand still, education must change and is changing depending on its needs.

One of the main complaints against the Federal State Educational Standard was its lengthy wording, the lack of clear tasks and real requirements that would be imposed on students. There were whole opposing groups. According to the Federal State Educational Standard, everyone was required to study, but no one gave explanations on how to do this. And with this, teachers and methodological specialists had to cope on the ground, including everything necessary in the program of their educational institution.

Topics on the Federal State Educational Standards have been raised and will continue to be raised, since the old foundations, in which knowledge was the main thing in education, have become very firmly established in everyone's life. The new standards, which are dominated by professional and social competencies, will find their opponents for a long time to come.

Outcome

The development of the Federal State Educational Standard turned out to be inevitable. Like everything new, this standard has caused a lot of controversy. However, the reform took place. To understand whether it is successful or not, at least, it is necessary to wait for the first graduation of students. Intermediate results are uninformative in this regard.

On the this moment Undoubtedly, only one thing - the work of teachers has increased.

1) the unity of the educational space of the Russian Federation;

2) continuity of the main educational programs;

3) the variability of the content of educational programs of the corresponding level of education, the possibility of forming educational programs of various levels of complexity and focus, taking into account the educational needs and abilities of students;

4) state guarantees of the level and quality of education based on the unity of mandatory requirements for the conditions for the implementation of basic educational programs and the results of their development.

2. Federal state educational standards, with the exception of the federal state educational standard for preschool education, educational standards are the basis for an objective assessment of compliance with the established requirements of educational activities and training of students who have mastered educational programs of the appropriate level and relevant focus, regardless of the form of education and the form of education.

3. Federal state educational standards include requirements for:

1) the structure of the main educational programs (including the ratio of the mandatory part of the main educational program and the part formed by the participants in educational relations) and their scope;

2) conditions for the implementation of basic educational programs, including personnel, financial, logistical and other conditions;

3) the results of mastering the main educational programs.

4. Federal state educational standards establish terms for obtaining general education and vocational education, taking into account various forms of education, educational technologies and the characteristics of certain categories of students.

5. Federal state educational standards of general education are developed according to the levels of education, federal state educational standards of vocational education may also be developed according to professions, specialties and areas of training at the corresponding levels of vocational education.

5.1. Federal state educational standards for preschool, primary general and basic general education provide an opportunity to receive education in native languages ​​from among the languages ​​of the peoples of the Russian Federation, to study the state languages ​​of the republics of the Russian Federation, native languages ​​from among the languages ​​of the peoples of the Russian Federation, including Russian as a native language .

6. In order to ensure the realization of the right to education of students with disabilities, federal state educational standards for the education of these persons are established or special requirements are included in federal state educational standards.

7. Formation of the requirements of the federal state educational standards of vocational education to the results of mastering the main educational programs of vocational education in terms of professional competence is carried out on the basis of the relevant professional standards (if any).

8. Lists of professions and specialties of secondary vocational education indicating the qualifications assigned for the relevant professions and specialties of secondary vocational education, the procedure for the formation of these lists is approved federal body executive power, which performs the functions of developing and implementing state policy and legal regulation in the field of general education. The lists of specialties and areas of higher education training, indicating the qualifications awarded in the relevant specialties and areas of higher education training, the procedure for the formation of these lists are approved by the federal executive body responsible for the development and implementation of state policy and legal regulation in the field of higher education. When approving new lists of professions, specialties and areas of training, depending on the level of education, by the federal executive body in charge of developing and implementing state policy and legal regulation in the field of general education, or by the federal executive body in charge of developing and implementing state policy and regulatory legal regulation in the field of higher education, the correspondence of the individual professions, specialties and areas of training indicated in these lists to the professions, specialties and areas of training indicated in the previous lists of professions, specialties and areas of training can be established.

(see text in previous edition)

9. The procedure for developing, approving federal state educational standards and making changes to them is established by the Government of the Russian Federation.

10. Moscow State University named after M.V. Lomonosov, St. Petersburg State University, educational organizations of higher education, in respect of which the category "federal university" or "national research university", as well as federal state educational organizations of higher education, the list of which is approved by decree of the President of the Russian Federation, have the right to develop and approve self-educational standards for all levels of higher education. The requirements for the conditions of implementation and the results of mastering educational programs of higher education included in such educational standards cannot be lower than the relevant requirements of federal state educational standards.