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© 2015 DPK Press Publishing House

GUESTS

“There is nothing easier than spending public money.
They don't seem to belong to anyone."

Calvin Coolidge

Anastasia Urnova: Hello! You are watching Public Television of Russia. This is the program "RIGHT! YES?". My name is Anastasia Urnova. And here's what we're talking about today:

Funding schools and distributing the money they receive is one of the most problematic issues in education. The main source of income for most schools is budgetary funds. However, despite the assurances of officials about uninterrupted funding, not every educational institution the situation is good. In some schools there are not enough textbooks, in others there is not enough toilet paper, in others, money for classroom repairs is collected from parents. At the same time, the state allocates funding for each student, including for hygiene products, repair of buildings and for providing the educational process with everything necessary.

Anastasia Urnova: Today, many parents do not understand how schools are financed and where the funds go, which, in theory, should be enough for all necessary needs, because, as a rule, when there is not enough money at the school, the administration turns to the parents of their students. And then, as in a well-known joke, the entrance to the parent meeting is free, and the exit is paid - from 3 thousand rubles. Well, let's see how things really are.

Mikhail, how transparent is the current school funding system today? And can there be any leakage of funds?

Mikhail Men: Thanks for the question. Well, you know that the Accounts Chamber checks specific federal funds that are allocated to the relevant programs - either federal targeted programs or large state programs. We do not exercise control over the funds spent in the constituent entities of the Russian Federation. Here I can tell you exactly what we are doing. Today, a lot of work is going on to build new schools. We know that there is a presidential decree, a new presidential decree, which puzzles us for six years ahead with the solution of serious issues.

So we looked and made an analysis of how much one place for a student would cost. They took high school. Capacity - 400 students. Looked. I even took specially statistical data for you. Well, it turns out that one place - 600-something thousand rubles, is registered in the national project with our colleagues in the Ministry of Education. We began to look at pricing, and there is a completely different figure. Because the cost of one child-place in school consists of - what? - from the NCS (construction price standard) and, accordingly, from the equipment that the Ministry of Education recommends today for schools, including those with elements of digitalization. And there it turns out, if my memory serves me right, 970 thousand.

That is, what do we see? After all, our task, the auditors, is not just to be guardsmen, but also to conduct a strategic audit. To date, it is obvious that, in fact, underfunding has been laid down right away. And we turned to the ministry to either reduce the number of schools, construction, or then increase funding. This is what we see at first glance. And a number of other points. This is what we already see very concretely and directly on paper in numbers.

Anastasia Urnova: Very interesting! Because, frankly, I expected that they put in more than they needed. And here it turns out - on the contrary.

Mikhail Men: Vice versa. You see, they laid, in fact, only one NCS, without equipment, without anything. But today, especially in large cities, a modern school is required. Parents already want to have a swimming pool, to have a gym, to have appropriate digital equipment. And this is about a million rubles, that is, 900-something thousand. Or will we then again build schools without all this, right? Well, that's another story. And here we insist that in the national projects this be brought into line with the tasks set by the President in his May Decree.

Anastasia Urnova: Thank you very much.

Amet, how do you assess the existing school funding system? It is very important, of course, to talk about the construction of new ones, but we understand that there are already existing ones - they have normative per capita financing. And there are also various rumors about him: someone says “wonderful”, someone says “bad”. What is your opinion?

Amet Volodarsky: I am very glad that Mikhail Aleksandrovich, a representative of the Accounts Chamber, is here.

Anastasia Urnova: We, too.

Amet Volodarsky: Because I looked, studied the passport of the national project "Education". It is known that we now have a national project "Education", a national project "Science", which also includes the theme of education, textbooks and so on. So I would like to address the Accounts Chamber: please be more attentive. And please - transfer cases to the prosecutor's office, please. Okay? Or rather, bring cases to the prosecutor's office, because ...

Well, it's very nice, of course, when the Accounts Chamber tells the public that somewhere there is misuse, somewhere there are serious problems. But it seems to me that at a time when we have a budget of approximately 105 trillion rubles for 2019, of which 3.7% is somewhere before 2021 ... No, well, for the five-year period we have approximately 3.5-3, 7% of GDP. Colleagues, this is very little. By the way, for health care - 3.8%. Well, there's a plus or minus. That is, health care and education are two legs of one organism called the “state”. And they both...

Anastasia Urnova: What can we compare these 3.5% and 3.8% to? What more?

Amet Volodarsky: See what we can compare with, with whom. In Finland - 6-7%. In Belarus - 6%. In the UK - 5%. Listen, today the leading countries ... Well, for Finland it is clear, this is their line of defense, right? They have practically no other resources. And those countries that understand that today it is necessary to catch the trend in the digital economy... After all, one of our tasks now is the transition to a digital economy. Yes, at one time we did not have time to sit in the composition called “the economy of household appliances”, we missed, we lost this economy, despite the fact that we had high research results in this area. But today we have an opportunity - primarily thanks to the remaining potentials that were built in previous decades. Here are the ones to use. But with such a small amount of funding, we will not be able to ...

What can we do now? We can prepare thinking people who will leave and work in other countries. So today great attention it is necessary to pay financing - this is the first. Second... And regardless of the form of ownership. See. We have private educational schools that have proven that they have the right to exist, they are locomotives in many areas. Today they are required by law to receive the same amount of money, the same amount, as in public schools, but somewhere along the way ...

Petya Ivanov, when he studied at a public school, he received almost 200 thousand rubles a year. As soon as he crosses the road and begins to study, say, at an IT school, but in a private one, he already receives 63 thousand rubles a year. Where did this money disappear to? No one knows.

Anastasia Urnova: Okay, funding.

Amet Volodarsky: Financing. It seems to me that serious support is needed for modern trends, support for the family and educational structures in choosing textbooks. Today, publishing houses have a hard time promoting their textbooks. You need to go through seven circles of hell to get the stamp of the Ministry of Education. I want to tell you that...

Anastasia Urnova: I will interrupt you a little, because our main topic today is the economy of schools. Just so we don't get lost. About textbooks?

Amet Volodarsky: Well, I just want to say that if we are on the verge of transition to a digital economy, then today just swimming pools and basketball halls are not ...

Anastasia Urnova: This is not enough?

Amet Volodarsky: This is not enough. We are talking about the fact that the new education is digital education.

Anastasia Urnova: Maxim, nevertheless, I looked at the 2019 budget, and it seems like there is more money allocated for education than it was in the same 2018. For example, will schools somehow notice this?

Maxim Dulinov: Well, if we talk about those same 3.6% and 3.8%, then in fact, in this total, schools feel the least deprived, along with universities, if you look at the levels of funding. The most underfunded secondary vocational education. And given the fact that many children go there, we can actually lose this block.

One more point - just maybe closer to the ground - on financing.

Anastasia Urnova: You are welcome.

Maxim Dulinov: Money for public schools comes from the budget of the subject - the so-called subsidy for the provision of educational expenses and wages. And in the structure of this array of money, the main thing is, of course, the payroll fund for teachers. Very few funds are allocated for educational expenses - well, simply because there is not enough budgetary security. And in this sense, when Amet says that 200 thousand in a public school and 63 thousand in a private school, then you need to understand that, most likely, 200 thousand is, along with the standard for the maintenance of property, which we have separately, this is the municipality pays. We will not go into now whether he has his own money ...

Amet Volodarsky: No, no, no, it clearly states that the money should go after the child, no matter what.

Maxim Dulinov: The standard for education, for the provision of educational services, which may be the same 63 thousand. The question is not really about that. The question is correct - about the fact that the standards for maintenance in private schools, why are we shifting this to parents?

Anastasia Urnova: So it's a private school, that's what it's called.

Amet Volodarsky: No, no, no, it doesn't matter.

Maxim Dulinov: Well, the right to education is for everyone.

Amet Volodarsky: Certainly.

Maxim Dulinov: It is not even limited to citizenship. It's just everyone's right...

Anastasia Urnova: That is, a private school should receive the same amount of money as a municipal one, plus parents pay for some extra ...

Anastasia Urnova: Clear.

Maxim Dulinov: This is a slightly different story. Municipalities, when they form the budgets of each school, also calculate. And why does one school get more and another less? Colleagues will probably say a little more about this. Since the mid-2000s, well, since the late 2000s, the so-called corrective coefficients have existed, when, in the presence of small, ungraded schools, the municipality (and this especially applies to cities, city schools) applies corrective coefficients to the money received from the regional budget , reduces the amount of money in schools with large occupancy in order to compensate for the lack of funding in a small school.

Well, relatively speaking, a school for 1,000 people and a school for 300 people, some suburban, in some regional center. And we get that a school for 1,000 receives with a coefficient of 0.8, and a school for 300 people, in order to ensure the level of wages, receives with a coefficient of 1.2 in this case. This difference in funding occurs here as well. Unfortunately, yes, this is not a subject for consideration by the Accounts Chamber at all.

Anastasia Urnova: Maybe colleagues will come to their senses.

Maxim Dulinov: Although the regional accounting chambers…

Mikhail Men: As a former governor, I confirm that what was said here is absolutely correct. But, in addition to the Accounts Chamber, there are also control and accounting bodies of the constituent entities of the Russian Federation, and they may well take a close look at this story.

Maxim Dulinov: Yes.

Anastasia Urnova: Good. Anna, let's make a little more clarity, because it has already begun to sound: private schools, the municipal budget, the regional budget. What is the school budget made up of? It seems to me that this is a huge question for most of the same parents.

Anna Vavilova: Well, in fact, in general, Maxim Viktorovich has already voiced the main points here. That is, for the school level ... By the way, now this is the subject of intensive discussion by the same Ministry of Education. We have regional projects regarding the possibility of raising the school to the regional level. That is, now we can even say that we have some options for the regions to respond.

That is, we now have some two-pronged system. Our region provides a state guarantee for education - this is a standard, but not whole standard costs. That is, the cost of the service is the standard cost. It lies with the municipality. The municipality, as a founder, finances in the amount of standard costs, and theoretically they should be enough in theory for everything. Theoretically, all kinds of expenses should be included there, well, in an appropriately adequate amount. The region does not have funding for schools as such, there is no such authority. The region is obliged to finance state guarantees. As Maxim Viktorovich said, this is our wage fund plus textbooks, teaching aids, games, toys, and so on. That is, this moment.

That is, key expenses that should come from the region to the municipality. Further, in the municipality, municipal money should be added to them. All this together should - the standard plus the municipal budget should give standard costs. And in the amount of standard costs should come to the school. The problem is that usually there is no money in the municipality. That is, as it were, this is where the biggest difficulty begins. And on this, whole groups of costs begin to fly out, for example, because, based on the legislation, the founder himself calculates according to the methodology, that is, he accepts the calculation methodology.

Now we have an order in 2015 No. 1040, general requirements, basic requirements for the calculation, but, in general, it is rather vague, that is, it has already decided some points, some point points ... Well, for example, what are we doing there ? Well, conditionally, with disabled children in kindergarten Who pays for their supervision and care? That is, some micro-moments. But globally, of course, he has not yet solved this situation with us. We still have a history when some type of expenses, for example, is not mortgaged, or it is mortgaged, but calculated at prices five years ago. So this situation, unfortunately, persists.

Anastasia Urnova: Andrei, that is, when they tell me at school: “We don’t have money for textbooks. We don't have money for toilet paper. We don’t have money for repairs.” – Shouldn’t I blame the school principal? Is it all state budget?

Andrey Galiev: Absolutely not. But it's not even that you shouldn't blame him. The main thing is that the prosecutor's office does not blame him for this, otherwise it's just one continuous prosecutor's office. The call to the Accounts Chamber to bring their investigations to the attention of the prosecutor's office is generally correct, but I really would not want to throw school teams, principals, and teachers together.

The story is next. If we return to the very beginning of our program and your initiating question: is there enough money or not enough? Here, on average, it should be enough, but in each particular particular it turns out that it is not enough, because we have very different country, very different territories with varying degrees of budgetary security in general, not only in terms of education.

And in fact, we have a lot of school principals, in some cases even heads of regional and municipal education authorities, they work in the mode, in fact, of a “scalded cat”, or, more literally, anti-crisis managers, when they try in some way from what is, to blind what they: a) will be able to report; b) to somehow ensure this educational process.

Anastasia Urnova: Maxim, when you read in general what is happening in schools, who is trying to get money from where, you often hear that the director is really such a frying pan who has to save money from here and there and there. And as a result, the pressure on him is colossal, both from the prosecutor's office, and from the side of the department, and from the parents, and so on. But at the same time, for some reason, in some schools, for example, they collect money from parents, but not in other schools. What does it depend on?

Maxim Dulinov: Exclusively from how inside ...

Anastasia Urnova: How well does the director spin?

Maxim Dulinov: Yes, how active the director is.

Anna Vavilova: Well, I would also say - from the position of the school. It's one thing - you are a large city school for 2 thousand people in the city center with a not very bad economic situation. And another thing...

Andrey Galiev: Rural school in a depressed region.

Anna Vavilova: Yes.

Anastasia Urnova: But at the same time, we also read ... We have already begun to talk about some kind of multiplying coefficients, right? And we know that the rural school receives additional, higher coefficients. As a result, she can receive more sponsorship. She has, for example, the number of students and the number of parents, plus or minus the same, and she receives in fact the same amount of money as any school in a workers' settlement with significantly large quantity students. Or not?

Maxim Dulinov: In the transition to per capita financing, most of the subjects still retained the same 25% "rural", which earlier in the law was expressly stated that the financing of organizations located in countryside, should be 25% more. And automatically, this volume was simply included inside the standard. It is no longer called “rural” at all, but in fact the standards for urban and rural schools, yes, they are different. Plus, we still have small-scale ones, where the standard costs, in principle, do not depend on the standard for the provision of services, but based on the actual costs, they must be calculated and financed.

By the way, let me say something about my parents. In principle, the school should not collect money from parents.

Anastasia Urnova: Well, you shouldn't. In fact, many people don't owe anything.

Maxim Dulinov: No, we are to the point that, as it were ...

Amet Volodarsky: But I want to say that she should have such a right. That's just what I wanted...

Maxim Dulinov: She has.

Amet Volodarsky: She has, but the directors are afraid.

Maxim Dulinov: Parents should organize to help.

Amet Volodarsky: I was a school principal for 12 years. And now I want to tell you that I am my child ... I have four children, and two older ones go to school already. And I want to say that I now ... I will not name the school, but I come to the office (and this is a public school), I come to the office - and there is nothing! I say: "Give me to you, please, I will buy this, that, that, that." “No,” they say, “Amet Aleksandrovich, we have no right.” I say: “I will write a receipt. I understand how I would work in education. I will give you all the documents. My child will finish the four-year-old - in any case, I will write what I take away. Listen, you won't believe it, there isn't a single poster. And there are 30-something people. They have no right to…

Anastasia Urnova: Is it in Moscow?

Amet Volodarsky: This is in Moscow. And teachers are afraid. I say: "Let's buy a color printer, we, the parent committee, at least somehow buy it." “No, we have no right.”

Anastasia Urnova: I'm just clarifying - is it in Moscow?

Amet Volodarsky: This is in Moscow.

Anna Vavilova: This is not only in Moscow.

Anastasia Urnova: Because when Moscow directors come to us, they say: “What are you talking about? We have enough for everything.”

Amet Volodarsky: Not enough, not enough.

Andrey Galiev: This is not only in Moscow. I have two notes for this. I absolutely agree, but ... My daughter graduated from a school the year before last, which she loved, which she loved. She goes there all the time, the school is absolutely wonderful, but it is authorial. It is headed by a director... Just in case, I won't say who, what kind of school. Little is it, right?

Amet Volodarsky: We already understood. You said absolutely nothing.

Andrey Galiev: Accordingly, the director of this school, in order to ensure that the educational process at the level that he considers necessary and correct, did a very simple thing. He helped parents organize themselves in an NGO with all the necessary attributes, which has an entrance fee, an annual fee, and so on. This NPO has an audit committee that looks at where and how this money is distributed. But this is what concerns the author's school with a very strong leader.

Amet Volodarsky: Certainly.

Andrey Galiev: This thing doesn't work in a mass school setting. This cannot be extended to everyone else. That's it for now.

Anastasia Urnova: You know, I'm sorry...

Anna Vavilova: Nevertheless, this is not really such an exception.

Amet Volodarsky: It's a good experience.

Anna Vavilova: This experience is quite replicable in fact.

Anastasia Urnova: And please explain to me why... It seems that all respected experts, we do not discuss criminal schemes. Why are you afraid to give the numbers of specific schools?

Andrey Galiev: But because ... Well, it so happened that we have an education system ...

Amet Volodarsky: Where it is good, then suddenly it can become bad.

Andrey Galiev: On the one hand, the education system occupies such an important place in our social life. And on the other hand, somehow it turns out that all issues in it are resolved exclusively under a lantern. And if you accidentally fell under this lantern, then you still have to think: with what intentions was it sent to you and what are they going to do?

Amet Volodarsky: Correctly. Therefore, I will answer this question for you. Come in April to MMSE, Moscow International Salon of Education. Leading schools of Moscow and Russia will be represented there. Moreover, there will be a congress of heads of private educational organizations, there will be a Smart School system, and so on. Come. I think that these schools will also be there.

Anastasia Urnova: Certainly. Yes?

Andrey Galiev: A very short item. Now we are conducting, starting to conduct a study ... rather, not a study, but such an analysis of the accumulated experience, and we are going to do it for school managers (principals, head teachers, etc.), we have many courses to prepare them, but now we are seriously thinking about in order to make a course on legal security in the decisions they make. It's just that not every school can afford a competent lawyer who must somehow guide them through this difficult icebreaking course.

Amet Volodarsky: And there are few of them, there are practically no lawyers in the education system.

Anastasia Urnova: Mikhail, if we are still talking about normative per capita funding, then who benefited from this in the first place, which schools? Have quality schools started to get more money, and lesser quality ones, maybe end up closing?

Mikhail Men: No, the analysis that we are doing, after all, suggests that, apart from what was said, that something was transferred from large schools to small schools, well, we do not see such direct violations here. Maybe if the CSR (control and accounting bodies) of the subjects go deeper, maybe they will see it. But we don't really see it.

Anastasia Urnova: This is not the first time that everything is fine at the federal level, but you look further - and something strange begins under the lantern ...

Anna Vavilova: By the way, I can answer this question.

Anastasia Urnova: Yes please.

Anna Vavilova: The schools that were in demand, filled to the maximum to the limit of their licensed maximum number, definitely won. I mean, it's absolutely clear. And it is especially good if they have a relatively inexpensive maintenance of the property complex. These schools are starting to feel better. Those schools, respectively, from which there is an outflow of students, is a completely different story. Again, if the property complex is expensive, then this also squanders the situation somewhat.

But I’m not ready to unequivocally equate “a high-quality school” and “a school in demand”, because there is a high probability that a school in demand will be of high quality, but for now I would ...

Anastasia Urnova: At the same time, this reform was still carried out under the auspices of the need to create competition between schools: schools are worse, let's say, they will stretch, improve the quality of their work in order to get more students, more money. Do we now see some examples of the fact that the level of schools has really grown?

Amet Volodarsky: No, competition… In any case, as an expert and a person who travels to schools, I don't see this competition. And it's a pity ... So I just wanted to say, I'm turning to Mikhail Alexandrovich again. He does not see... You asked the question: "Are there any problems after the introduction of per capita financing?" On August 30 of this year, Sergei Semenovich Sobyanin, speaking at the General Moscow Teachers' Council, even he raised this topic of inequality, injustice in school funding. And just showed...

We talked about the fact that per capita funding is impossible - regardless of nationality, religion, or choice of school. But it turns out that we again violate this process. That is, private schools that have state accreditation, not only are they not exempt from renting property, from paying rent for land, and so on and so forth. So they also receive less, although they are obliged to receive.

That is, the Ministry of Finance... When we turned to the Ministry of Finance, the Ministry of Finance said: "But we allocate according to the number of schoolchildren in Moscow." - "Good. Have you counted the children in private schools?” - "Certainly! We singled out." Where did the money disappear to? Why didn't they come? This is the first question. And the second question...

Anastasia Urnova: Is there an answer to it? Not?

Amet Volodarsky: So far we have not received, until we can get an answer.

Mikhail Men: You need to study this methodology and understand what the problem is.

Amet Volodarsky: And we don't know. That is, 100-something thousand rubles for each child were lost, although schools have a state ...

Anastasia Urnova: This is generally a lot of money.

Amet Volodarsky: In year. Although these are state accredited schools. This is the first question.

The second question is about better or worse. Yes, per capita funding, of course, should have led to the issue of competition. But the next reform immediately interfered with us - the so-called improvement of the situation in terms of the effectiveness of education. Our schools have begun to unite into huge conglomerates.

Anastasia Urnova: in educational complexes.

Amet Volodarsky: In educational complexes, conglomerates. I call them "factories for the production of reading youth." Well, it's good if they can still read. Previously, the director of schools practically knew everyone by last name, by name. Well, there were 500, 600, 700 people in the school. Now there are five or six buildings, these are two or three kindergartens. And the headmaster today ceases to be a teacher, ceases to be a person, as in the case when a colleague spoke about the author's school, but simply becomes a simple manager. And many of them, by the way, are aiming for deputies and so on. They forget about school.

Mikhail Men: Can I add right away? The fact is that we have an expert-analytical event for next year, not a control event, but an expert-analytical event under the Education national project. And I will try to tie this expert-analytical event to verification.

Amet Volodarsky: Thank you.

Mikhail Men: But the only thing is that Moscow is a bit of a non-demonstrative subject, because Moscow is both a subject and a municipality rolled into one. But problems arise precisely when, as you rightly said, regional money descends to the municipal level, there is not enough municipal co-financing, and all this begins to crumble. Well, that's a good idea, we will definitely try to see and evaluate this methodology in this expert-analytical event. Maybe we can give some advice to our colleagues.

Anastasia Urnova: Maxim, do we understand what, first of all, money is usually not enough for? For textbooks? For repairs? For what? What usually fails? On teachers' salaries?

Maxim Dulinov: You can't pay wages because...

Anastasia Urnova: Oh, now we'll talk about salaries.

Maxim Dulinov: Yes. Wages cannot, of course, be underfunded, and in one form or another, this money is brought. Naturally, educational expenses suffer first of all, if we are talking about the money that comes from the regional budget. Well, the repair and maintenance of property is municipal money. And we can say that initially ...

Anastasia Urnova: And right here…

Maxim Dulinov: In most cases, they are simply squandered initially. And then municipalities - especially small towns, especially villages - they live off transfers from the regional budget. And in this sense, it is also, of course, regional money, but the region a large number of municipalities, and they also go according to the calculations. And our regions, too, unfortunately, are not in a position to cover all these costs, well, just right from the start.

As for the competition, the only remark. After all, at first we introduced normative per capita financing with exactly the message that you outlined. We then entered " serfdom» for schoolchildren - that is, linking to education at the place of residence. Therefore, naturally, those areas that are more densely populated in the city, if we take large cities, naturally, the schools that are located in them, they will receive more students initially, because there are more people living around them. And so the competition is arranged today between ...

On the one hand, it removed the scandal. Yes, indeed, there were no night queues with fights, with scuffles. But, on the other hand, we don't have the very competition that the introduction of normative per capita financing could lead to, among other things. It exists between small, shall we say, groups of parents, the most motivated and interested. Although it gave impetus to another type of business - renting an apartment next to a good school.

Anastasia Urnova: It is also an option. Andrey, at the same time, we often hear that the school has now received such some financial freedom, they say: “You decide what you buy. In general, your money is yours and operate with it. On the other hand, I am now listening to my colleagues and it turns out that there are specific articles, they are rather rigidly scheduled. What then can the director do? And does the school council decide something, which is also, as it were, given great importance now?

Andrey Galiev: The school council, like so many public councils in our country, where the participation of the state is decisive, as it seems to me, is of such a rather ceremonial nature.

As for freedom or rigid schedule of expenditure items, there is both. On the one hand, per capita financing arrives almost in one piece. And in this sense, they require great talents from the director in order to feed everyone with these “seven loaves”. On the other hand, there is, for example, in accordance with the federal law "On Education", the obligation of the state to provide through schools, respectively, and throughout the entire vertical, free various services for students, in particular, there should be free textbooks and teaching aids.

But perhaps the most popular and scandalous story we hear right now is when parents start complaining that the school is forcing them to buy study materials. Schools have enough money for textbooks, but not for teaching aids.

There are a lot of subjects where, without teaching aids (for example, workbooks) in modern school difficult to exist. For example, English language, any foreign language, right? Well, they are needed there. The school doesn't have enough money for that. So what does a normal director do? He tells his parents: “Guys, I have money for textbooks in English, or in any other language, but there are none for workbooks. From a formal point of view, of course, I must provide you with this, but I cannot provide it, because I do not have enough money for this.

And then there is a very interesting story. If the principal said so, well, or the teachers said so, then the prosecutor's office could come next and initiate a case on compulsion to pay for those services that the state was supposed to provide, to pay for on their own.

Anastasia Urnova: And find out why there is no money.

Andrey Galiev: Yes. And if the director is simply silent, and the school simply does not have these benefits, then everything seems to be quiet, and you can continue to live. Of course, the educational result suffers from this.

Amet Volodarsky: It's a matter of autonomy. You know, we will come to this, perhaps not in this five-year period.

Anastasia Urnova: Well, at least the next one.

Amet Volodarsky: It's a matter of autonomy. Educational organizations in the country (sorry, we live in the 21st century, the second decade is ending) should be given autonomy, at least: a) in matters of the use of funds; b) methods; and (c) choice of textbooks. Believe me, then on many things the issue will be removed, as, for example, in Finland, in Singapore, in the UK and so on.

Anastasia Urnova: Anna, look...

Anna Vavilova: I cannot fully agree...

Amet Volodarsky: Well, that's my opinion.

Anna Vavilova: Because, in my opinion, this is a question of lack of funds. Let's just say that the abstract director would absolutely not mind acquiring ...

Amet Volodarsky: Can you explain to me why English should be taught using the Ivanov / Petrov textbook, and not the Cambridge University textbook? I mean Ivanov/Petrov, who defended himself here.

Anna Vavilova: I doubt that there is a single director who, with the finances for a Cambridge University textbook...

Amet Volodarsky: Forbidden. Sorry, not a single Cambridge University textbook…

Andrey Galiev: As an extra please.

Amet Volodarsky: Not a single textbook from the University of Cambridge has a signature stamp...

Anna Vavilova: It should, of course, be included in our list.

Amet Volodarsky: Here! I'm talking about this. This is a question...

Anna Vavilova: Here we have, firstly, the key point is the administrative barrier to inclusion in the list. But it's not really a matter of funding.

Amet Volodarsky: This is a question of autonomy, this is a question of autonomy.

Anna Vavilova: And here a colleague spoke absolutely correctly about a different situation. There is simply no money. There is something to choose, but no money. There are textbooks, they can potentially be purchased. And some school, which has a better financial situation, acquires them. And some other one, which, for example, let's say, does not have such financial security, it simply ...

Anastasia Urnova: But look. We learned that there is no money. On what then the school starts to save, as a rule?

Anna Vavilova: Usually? As a matter of fact, colleagues actually completely outlined what is generally impossible ...

Amet Volodarsky: Additional education. They save on additional education, which should be within ... Well, this is the so-called "second half of the day." Save on travel. That is, they save on everything - up to the salary of teachers.

Anastasia Urnova: Why am I asking this question?

Andrey Galiev: There is another item - utility costs.

Amet Volodarsky: Well, utilities, yes.

Andrey Galiev: Salaries and utility bills are two items that cannot be saved.

Mikhail Men: Protected.

Andrey Galiev: Protected in a way, yes.

Anastasia Urnova: See. It's just that what you're saying goes against what I'm reading when I look at teachers' reviews of what's happening in schools right now, read their open letters, and so on. Because teachers are just saying: either reduce the number of teachers, or increase the burden on teachers. You have to work not 18 hours, but 23, 38 or some other excess amount. And this is the only way to get that salary, which then looks great in statements and reports.

Andrey Galiev: And there is no contradiction here.

Amet Volodarsky: Certainly.

Andrey Galiev: You can’t save on this, but ... If there is no person, there is no problem. Well, the payroll that was, it is distributed to a smaller number of people. Respectively…

Anastasia Urnova: Well, just then we are doing some verbal balancing act, I apologize, because in fact it turns out that it is on the teachers ... It seems to me modestly that the teacher is still more important than the presence of a pool at school, but in the end they save On him. Or not? By the way, recently, in 2017, the RANEPA conducted a study, he asked teachers whether they were satisfied or dissatisfied with their salary. You will now see the results of this study. Well, they're not comforting. It turns out that more than 60% of them are dissatisfied with their salary.

A logical question arises: how, in a situation where the salary of 12% of all teachers in Russia is completely satisfied, can we continue to seriously talk about the digital economy, the choice of textbooks, and so on?

Amet Volodarsky: And the May Decrees.

Anastasia Urnova: And the May Decrees. And there are two questions. Are salaries really low? Why aren't they what you want? And here they also say that this figure has grown compared to 2016, because it was still before the elections, and 2018 is the year of reporting under the May Decrees. In general, everyone there was paid extra in one way or another. In general, reporting has indeed improved. Here's how to deal with it? Whom to count on?

Maxim Dulinov: Well, the question ... The study was conducted - satisfied / dissatisfied, not low or high.

Anastasia Urnova: No, they are satisfied / not satisfied, of course. I ask: maybe they are great?

Maxim Dulinov: No, there's actually in the results of these studies that...

Mikhail Men: I'll interrupt. You know what they say: "My salary is good, but small."

Maxim Dulinov: Yes.

Anastasia Urnova: Listen, I can give specific figures. Why go far?

Amet Volodarsky: No, we know all these figures, of course. Another question is a question in Maslow's pyramid.

Anastasia Urnova: In Dagestan, the average salary is 17,500, for example. And in the Yamalo-Nenets Autonomous Okrug - 83 thousand, for example. Well, I think the price of life is different there.

Maxim Dulinov: This is largely determined by this.

Amet Volodarsky: Certainly.

Maxim Dulinov: We just have to understand that when we talk about teachers' salaries, they are still normatively tied to the average for the region in which they work. We omit the question of justice, yes? There is such a law. Why am I just saying that we omit the question of justice? Because it's a different story then.

If you look at whether they are satisfied or not, then there are still many layers superimposed - the same load. That is, the salary can be quite high, including relatively average for Russia, but, indeed, due to increased workload, due to dissatisfaction with the general working conditions of the teacher, up to the lack of educational equipment or something else. This is dissatisfaction with wages. That is, it does not compensate for the costs that the teacher has to bear every day.

Anastasia Urnova: Well, how many hours does a teacher have to work today in order to receive (well, let me put it this way) a decent salary?

Andrey Galiev: I'm afraid not at all. The concept of "decent salary" is very ...

Anastasia Urnova: OK then. They say: “If I work 18 hours, I will receive – I don’t know – 15,000 rubles. You can't live on this money. I work 23, 38." The teacher burns out.

Andrey Galiev: It burns out and that's what happens.

Amet Volodarsky: By the way, dissatisfaction will continue to grow from next year, because... You know this problem that people who do not have a pedagogical education will no longer be able to work in schools?

Andrey Galiev: Quite right.

Amet Volodarsky: And there are a lot of people, employees, former employees of research institutes, candidates of sciences, who do not have a pedagogical education ...

Anastasia Urnova: In general, a physicist-mathematician.

Amet Volodarsky: The physicist-mathematician teaches at school, having no pedagogical education. Can you imagine what such standards are for our country? Well it…

Anastasia Urnova: Scary. Please, Andrey.

Andrey Galiev: See. There is no exact answer to your question, because very different territories, very different per capita funding. What regions have we just remembered? Yamal-Nenets?

Anastasia Urnova: Yes.

Andrey Galiev: This is such a region, from the point of view of budgetary security as a whole. That is, compare. One very smart person (unfortunately, the wording is not mine) said: "Governance of Russia is the management of a space of diversity." Here we still, unfortunately, it turns out that we have such a large state machine, so many people are involved in it, we have quite a large population, but to make it work effectively by reading signals, taking into account what is happening directly on the ground, in a particular village, we are not very successful. It is possible that…

Moreover, from an informational point of view. We, look, all the time operate with some average indicators. Averages mean nothing. Well, for me, the average is uninformative and not operational at all. If we want to correct something somewhere, where something is going badly, then we should not look at the average, but at the minimum, exactly according to the situation that is happening there. And indeed, the scale of the problem is colossal, because ...

Well, a simple example. We are now proud to say that we are practically ahead of the rest in elementary school and PIRLS tests. Implemented for several years - implemented. The teachers were still well disposed to prepare themselves and meet the children. We've got this thing done.

It didn’t work out in a general school, because when introducing new standards (and they are actually very good, they are very flexible, they allow a lot of things), it would be theoretically necessary to organize an intensive training for teachers who will continue to work with children. That did not happen. Under this, in theory, just a separate state program for the retraining of teachers should have been sharpened.

Anastasia Urnova: But is she not?

Andrey Galiev: But she is not. Seems to be…

Amet Volodarsky: But there is no time for retraining.

Anastasia Urnova: It turns out that teachers also do not have money for self-study, because they are overloaded at school.

Andrey Galiev: They have an obligation to pass once every five years.

Maxim Dulinov: There is a right to undergo advanced training every three years. Regarding PIRLS...

Anastasia Urnova: And maybe even get paid for it.

Maxim Dulinov: Well, this is how the system of remuneration in the school is already established. About PIRLS actually. We took the first and second places in the studies before the introduction of the new standard. That is, in fact, here not only the standard played a role in the fact that we showed such ... Two previous studies were also in the first places, the first and second.

Amet Volodarsky: But this is not only the merit of schools.

Maxim Dulinov: No, no, no, I want to say something else.

Amet Volodarsky: These are the parents. This is the mentality

Maxim Dulinov: These are parents, because parents are still watching their children at this age.

Amet Volodarsky: Certainly. This is additional education, this is the mentality of parents.

Maxim Dulinov: Teachers are active...

Anastasia Urnova: Let me just go back to the mortal, because we have very little time left. There is not enough money. Let's think about where else you can get them. A public-private partnership suddenly comes to mind.

Amet Volodarsky: That's just what I wanted to tell you. Taken off the tongue!

Anastasia Urnova: What are the prospects for this? And in general, there are already some good examples in Russia?

Amet Volodarsky: No one... Here I am as an ombudsman in the field of education, now this new institution has appeared. No one in Russia today can give a direct answer: what is a public-private partnership?

Anastasia Urnova: There is a 2016 law.

Amet Volodarsky: There is a law. Law "On Education", a new law. The law has not changed since 1992. None! This is exactly what we want to ask a question. Let's add an additional regulatory framework to this public-private partnership so that you and I understand what it is: either it's just cutting some (sorry, it will not be said at the Accounts Chamber) funds ...

Anastasia Urnova: Just at the Accounts Chamber!

Amet Volodarsky: Yes. Or is it still a real situation.

Anastasia Urnova: I think Andrew knows the answer to this question.

Amet Volodarsky: I want to say that we have very good and positive examples of public-private partnerships in the Baltics, again in the Scandinavian countries, in Europe. So far, this is only the allocation of some funds, where the state gives for some private projects.

Anastasia Urnova: Andrey, what about in Russia?

Andrey Galiev: See. We really have very few examples of PPPs. Basically, these are not even PPPs, but concession agreements for the construction of new schools in different places.

Amet Volodarsky: No more.

Andrey Galiev: This is quite simple… That is, it is a very complex and very capital-intensive, but essentially simple story, when there is a private partner who says: “I will build you,” and there is a municipality or region that says: “Yes. And then I will return the money you use to build it, ”and, as a rule, the bank that finances this whole story. In principle, the story begins to gain momentum. And this is very good, because then we can at some point come to search for an answer to the question: why do we need this? Just to provide schoolchildren with new educational places? Good but not enough. It was not bad for us to achieve some certain educational results. But this existing regulatory framework in order to ...

Anna Vavilova: Doesn't allow.

Andrey Galiev:... it does not yet allow linking the educational result that is achieved at school within the framework of PPP with the PPP regime itself. We are working on this from our side. We even, as the Russian Textbook corporation, entered into a corresponding agreement with Sberbank in order to expand the potential of its boxed concession solution to take into account further educational results. There are, thank God, there are certain near-state and state institutions, including development institutions that are beginning to think in this direction. In particular, there is an attempt to comprehend the use of SIB (social impact bond) to solve…

Anastasia Urnova: Let's speak Russian, I understand.

Andrey Galiev: Projects of public importance. The term was coined, if I remember correctly, in the UK, when in a particular municipality it was necessary to solve a very specific problem - with the recidivism of people who return from places of deprivation of liberty to this municipality. The police tried to decide, the mayor somehow tried to solve - nothing worked. They found a structure… In their case, it was an NPO, but here the difference is small. Our system of NGOs is not very developed, and we, unfortunately, need to focus more on business in this sense. They were told: "Decide?" - "We'll decide." And they solved this problem.

Now we are also trying to adapt this system to solving specific problems in the field of education. It could be a raise educational outcome, which we are now measuring, like the OGE and the Unified State Examination. Well, we don't have another dimension. And here it is very important to develop a regulatory framework, and in the case of SIB, to create this regulatory framework, because, excuse me... So a private investor came, took on obligations, long money, a long payback period.

Amet Volodarsky: And no guarantees.

Andrey Galiev: Very difficult. Is the state ready to provide him with what we call a grandfather clause? Grandfather's clause is the obligation of the state not to worsen the rules of investment activity. Yes? And how can this be? And what could it be? We approached this projectile. And I very much hope that we will do it in the near future.

Anastasia Urnova: You are welcome.

Mikhail Men: This is very important - that's what you touched on now. This is an infrastructural mortgage in the social sphere. Today, as far as I know, the Government and the Ministry of Economic Development are actively working on infrastructure mortgages. And here there is one pitfall that needs to be very clearly understood: if a private investor comes, then the subject of the Russian Federation or the municipality pays off with him in stages.

But my experience on the ground shows that, as a rule, these offers are less profitable than just a commercial loan from a bank. This is where everything should be clearly calculated. But behind this, of course ... well, not the whole future of education, of course, but there may very well be a certain segment. In addition, it seems to me that in a certain network education of high school students, an element of PPP may also be present.

Anastasia Urnova: Andrey, do you have an answer on how to make it attractive?

Andrey Galiev: No, it's the following. In all existing normative versions and in what I called the SIB, there is still no link to the educational result. As soon as there is a link to the educational result and the remuneration of the private participant of this partnership begins to depend on this educational result, the story with the commercial disappears ...

Anastasia Urnova: And he receives this remuneration from the state, right?

Andrey Galiev: Quite right. The commercial one disappears… that is, it doesn’t disappear, but it receives a different content that just a commercial loan will not provide.

Mikhail Men: Certainly.

Amet Volodarsky: Look here. In addition to this directly, public-private partnership is not only an investment, but also a program issue, it is also intelligence. I just think that we still need to pay attention… This year will be almost the 30th anniversary of private education in Russia. And you have to give him a hand.

Anastasia Urnova: Thank you very much. Well, unfortunately, we're out of time. Today we talked about funding schools. Yes, apparently, experts agree that there is not enough money today, but nevertheless, there are ideas, there are solutions where to get the money from. Let's hope everything works out.

Anastasia Urnova was looking for the truth together with you. Stay on the Public Television of Russia.

10/29/2015 - post-release on the 1st All-Russian Congress of defectologists "Special children in society"

Since 26 to 28 October 2015 Moscow hosted the 1st All-Russian Congress of Defectologists “Special Children in Society” (hereinafter referred to as the Congress).

The congress was held by the Ministry of Education and Science of the Russian Federation and the Federal State Institution "Federal Institute for the Development of Education" as part of the implementation of paragraph 3.6. Interdepartmental comprehensive plan for organizing inclusive preschool and general education and creating special conditions for education of children with disabilities and children with disabilities for 2015 (priority measures), approved by Deputy Prime Minister of the Russian Federation O.Yu. Golodets No. 2466p-P8.

1850 delegates from 75 subjects of the Russian Federation, representatives of the USA, Armenia, Belarus, Moldova, Kazakhstan took part in the events of the Congress.

In the greetings of state and public figures of Russia to the Congress, it was noted that recently there has been a serious progress in providing quality and affordable education for children with disabilities. handicapped health (hereinafter - HIA) and disability. In this regard, the role of the defectologist teacher, responsible for the positive socialization of this category of children, increases.

In particular, Deputy Minister of Education and Science of the Russian Federation V.Sh. Kaganov noted: “The current law on education prescribes that every child, regardless of place of residence, state of health, social status, must be provided with all conditions for receiving an affordable and high-quality education. The state, society, and the education system have been making tremendous efforts in this direction in recent years. Helping a child with disabilities to rehabilitate, to acquire the competencies necessary for life is an extremely difficult task, which is unattainable without defectologists.”

The Congress especially noted the activities of scientists and practitioners who have made a significant personal contribution to the development of defectology. At the solemn opening ceremony of the Congress, the awarding and honoring of veteran defectologists V.M. Shklovsky, V.I. Lubovsky and N.A. Plakhova. At the closing ceremony, the leading defectologists of Russia were awarded with commemorative signs.

The program of the Congress included plenary sessions, 2 panel discussions, 10 section sessions, 9 public lectures, a master class and 6 round tables.

As part of the work of the Congress, delegates, including leading scientists, experts, and representatives of the public, discussed development priorities and identified areas for improving the quality of both special and inclusive education, identified “growth points” for innovative development of the education system for children with disabilities and disabilities.

As a result of the work of the Congress, the issues of creating conditions for positive socialization and self-realization of special children in modern world, among which:

• - individualization of education in a general education school and ensuring the variability of education for children with disabilities;
• – development of interdisciplinary forms of education for children with disabilities;
• – introduction of inclusive education for various categories of children with disabilities;
• - assessment and quality control in the field of education, taking into account the introduction of the Federal State Educational Standard of Primary General Education for Children with Disabilities and the Federal State Educational Standard of Education for Persons with Intellectual Disabilities;
• - introduction of the professional standard "Teacher-defectologist (teacher-speech therapist, deaf teacher, oligophrenopedagogue, typhlopedagogue)" and the development of the teacher's competencies in working with children with disabilities, including social and communicative competence;
• – modernization of professional education for specialists working with children with disabilities;
• – development of an accessible educational environment;
• - the effectiveness of the employment of young people with disabilities, their familiarization with various professions;
• - motivation of representatives of the business sector and public organizations to participate in the fate of children with disabilities;
• – social and psychological support for parents and families with special needs children;
• – formation of tolerance for special children through education, culture and mass media.

Completed spreadsheet in electronic form before October 1, 2013 must be sent to e-mail:

What books does the ID publish?

The publishing house publishes educational and scientific literature by Russian and foreign authors in the range of disciplines taught at the HSE. Books are published with a circulation of 100 to 2000 copies. depending on the task set when deciding on the publication. All books are published in a professional editorial and publishing and printing design. There are books only for internal use, and there are books for sale on the external market. Most of the books are available to the reader, both in paper and electronic form.

The release of ID is now formed from the following components:

Manuscripts published on behalf of the leadership of the National Research University Higher School of Economics (materials of the April International Conference, for example);
manuscripts selected on the basis of applications positively assessed by experts, which once a year in September are submitted to the Publishing House by HSE employees;
manuscripts, the publication of which is provided within the framework of project financing. There are currently three projects:

− program for the production of serial monographs
− program for the production of translated textbooks
− program for the production of author's textbooks

orders from departments and external customers.

The decision to publish a particular work (with the exception of publications on behalf of the management) is made by the Publishing House Council - the publishing management body.

First way - scheduled publication. Every year in September, the executive secretary of the Publishing House sends by e-mail to the addresses of all users of the HSE network an Information letter about accepting applications for the publication of an author's book. Applications are accepted until the end of October. Applications are evaluated by independent experts from the HSE Office of Academic Expertise. Based on the ratings received, the ID Council usually decides at the beginning of the next year whether to accept the application for publication. Some of the applications are selected for publication at the expense of the School, and some - at the expense of the Publishing House. For publication at the expense of the School, mainly monographs are selected, the authors of which are HSE employees. Authors are not paid royalties. Books are published in circulation from 300 to 600 copies, as a rule, they are subject to sale. The publishing house invests its own funds only in the publication of educational literature, which is published in circulation from 1000 copies. and is subject to implementation. A fee of 10% of the sale is paid. Fees are paid quarterly, and the author receives a payslip and can judge the sale of the book. If the author, as an employee of the National Research University Higher School of Economics, received a grant for preparing the manuscript of the book, then the fee is paid starting from the second edition. The first edition is free of charge.

Manuscripts are handed over to the Publishing House as soon as they are ready, but no later than September of the year following the year of approval of the application. Manuscripts undergo an independent review, the results of which make a final decision on publication, refusal to publish or sending for revision. If possible, educational literature is certified by the UMO or a university authorized by the Ministry of Education and Science of Russia.

Manuscripts can be submitted to the HSE Publishing House throughout the year the application was accepted and until September of the following year.

Second way - project financing. As mentioned above, there are now three projects in the ID:

First project- serial monographs on socio-economic sciences, founded in 2009. It includes translations and author's books by Russian authors. The main ideologist of the saturation of the program is the editor-in-chief of the HSE Publishing House V.V. Anashvili. The list of books proposed for publication by him is considered by the Council of the Publishing House. If you have an author's book that matches the project both thematically and in style, please contact V.V. Anashvili. You can do the same with a translated book that is interesting for the project. This can be done within a year. A special serial design has been developed. Books are subject to sale.

Since 2012, the project has had a royalty fund for ordering monographs from Russian authors. Up to 300 thousand rubles are paid. to authors whose extended applications - plan-prospect + demo-chapter - are approved by the editor-in-chief of the publishing house V.V. Anashvili and received a positive expert opinion. The final decision is made by the ED Council. An advance payment (50% of the fee) is paid upon acceptance of the application for publication and the conclusion of the author's contract-order. The remaining funds are paid upon delivery of the manuscript to the publishing house.

Second project– the publication of translated textbooks, opened in 2011. The selection is carried out by the Council of the Publishing House on initiative applications, also evaluated by two independent experts from the Office of Academic Expertise of the National Research University Higher School of Economics. At the first stage in 2011, seven textbooks were selected, many of which have already been published. Textbooks come out in a single artistic performance (a single original layout and cover design was developed especially for them). The project is ongoing. And in 2013, its second stage was announced. Seven more textbooks were selected for publication.

Third project– issue of grant author's textbooks. It started in 2012. The selection was based on initiative applications that passed the examination. Authors are paid a significant remuneration for the preparation of textbooks (up to 450 thousand rubles). Textbooks are presented for obtaining the signature stamp of the UMO and the university authorized by the Ministry of Education and Science of Russia. At the first stage, 17 applications were selected for publication. The first textbook was published in early 2014 by A.S. Selivanovsky. Books will replenish the series and are subject to sale. The project is scheduled to be ongoing.

The second and third projects are planned to alternate over the years.

The announcement about the start of the collection of applications for the second and third projects is posted on the HSE portal, on the websites of the faculties and the HSE Publishing House.

Third way – The book is published at the expense of HSE subdivisions. An Application for publication at the expense of the unit is submitted to the ED signed by the head of the unit managing funds (dean of the faculty, director of the institute, etc.). Applications are accepted throughout the year.
Before signing, it is recommended to send the completed application by e-mail to the Director of the HSE Publishing House () with a request for its planned calculation. If questions arise when filling out the application, it is recommended to fill out what is possible and send the form with the telephone number of the contact person authorized to make decisions on clarifying the parameters. As a rule, it is necessary to consult subdivisions on issues of price/quality optimization, which is associated with the choice of circulation, appearance and printing performance of the publication, and the completeness of the editorial and publishing cycle.
Based on the parameters set in the application, the ID usually draws up a planned estimate within three working days and sends it to the customer unit. Thus, the unit has a fully coordinated application with a planned estimate, which is now signed by the head of the unit managing funds, and also endorsed by the PFU by the curator, who indicates the source of funding (sub-account of the unit, etc.) and confirms the availability of the necessary funds. After that, the application is brought directly to the publishing house (Profsoyuznaya st., 33 k.4, office 516) or transmitted through the general department of the National Research University Higher School of Economics (20 Myasnitskaya st., office 441-k).
After completing the work on the book, the ID makes a calculation. It may differ from the planned estimate, mainly due to the volume of the publication. As a rule, it cannot be accurately calculated from the manuscript, and it also undergoes changes in the course of editorial and publishing work on the manuscript (the manuscript is reduced or appended). In addition, usually the volume is initially calculated by the customer using computer program"Statistics" in the "Tools" menu, which "does not know how to count" graphics, tables and formulas. The increase in volume naturally leads to an increase in funds actually spent on editorial and publishing processing and replication of the book. At the same time, the prices of ID do not change, they remain at the level of the planned estimate.
Upon completion of the order in accordance with the cost estimate, the HSE PFU removes cash, which are transferred to the ID subaccount. Books published with divisional funds are generally not sold. The entire circulation is transferred to the subdivision-customer. However, the latter can give the HSE Publishing House a book for implementation. Circulation and price should be agreed with the deputy. head HSE ID Implementation Department ().

Fourth way – publication of the book at the expense of external customers – legal or individuals. In this case, a contract for a custom edition is concluded. Payment is made by bank transfer. Usually, even if a book is ordered from outside, the publishing house requires reviewers from HSE, which guarantees its certain level of content. The decision to accept a custom book for publication is made by the Publishing House Council. An external customer can be a sponsor who is ready to finance the publication of a book for a faculty or other department of the Higher School of Economics. Increasingly, professors and staff of the National Research University Higher School of Economics who want to receive a book without lengthy selection procedures are acting as external customers.

On the issue of publishing a book under an order agreement, please contact the Director of the Publishing House E.A. Ivanova. With this type of financing, the entire circulation is transferred to the customer and is usually not subject to sale. However, the ED may take an agreed part of the published edition of the book for sale. To do this, the customer must conclude a commission agreement with the publisher.

How is the review process organized?

Applications for planned and grant publications are summarized by the HSE Office of Academic Expertise. Each of them is evaluated by two experts on a five-point system. Then the applications with evaluations are submitted to the meeting of the Council of the ID. Depending on the available resources and the grades received, the ID Council determines a "passing" score. Applications that receive lower scores are cut off.

For translated literature, the evaluation of the application is equivalent to accepting the book for publication. The translation can then be reviewed if the scientific editor of the translation has doubts about its quality.

For original works, the manuscript is also reviewed. The Independent Reviewer is determined by the Direction Coordinator. But the coordinator of the direction can independently decide on the recommendation of the manuscript for publication.

Composition of coordinators of directions:

Psychology – A.N. Podyakov

Philosophy – A.M. Rutkevich

Sociology – V.V. Radaev

Economy – M.G. Kolosnitsina, V.M. Solodkov, N.I. Berzon

International relationships – L.L. Lyubimov

Right – M.A. Krasnov

GMU – A.V. Klymenko

Business Informatics – S.V. Maltseva, O.R. Kozyrev

Mathematics - G.L. Rybnikov

Statistics – L.M. Gohberg

Story - THEM. Savelyeva

Education – I.D. Frumin

Political science, cultural studies – S.A. Medvedev

Management, marketing – M.Yu. Sheresheva

Linguistics ross . - E.N. Penskaya

Linguistics foreign. – E.V. Velikaya, N.V. Ralyk.

Evaluation of applications and review of manuscripts - anonymous. But you can get acquainted with them at the executive secretary of the HSE PH.

The list of selected applications is posted on the ED website. In addition, all applicants are notified by email within three business days of the decision being made. Similarly, information is provided on the results of reviewing manuscripts and translations.

How can a textbook get a vulture?

To receive a stamp, a textbook or study guide must meet all the requirements for such educational materials. The HSE Publishing House carries out all the organizational work to obtain the vultures valid in Russia - the vultures of the UMO and the vultures of the university authorized by the Ministry of Education and Science of Russia (the former vulture of the Ministry of Education and Science of Russia). The publishing house interacts with the author of the manuscripts in order to obtain the information necessary for submitting documents (specialization, areas of study courses, curricula, etc.) The publishing house independently concludes agreements for obtaining stamps with external UMOs or the University of Press, through which the stamps of authorized representatives of the Ministry of Education and Science are currently assigned Russian universities. Typically, the stamping process takes three to six months. The HSE pays for it.

How to place a book in the RSCI database?

Since 2016, the HSE Publishing House has begun placing published books in the RSCI database on the portal.

For planned publications, the procedure works automatically.
By order - a number of actions are required. The ordering department must, when filling out, indicate the need for this option in the paragraph provided for this. The HSE ID will conclude a license agreement with the authors of the book, which is prepared by the Executive Secretary of the HSE ID
When publishing at the expense of the author, the clause on the inclusion of the book in the RSCI is provided for in the contract-order.
Unfortunately, uploading books and collections to the database requires a long time from the technical service of the RSCI, for some time publications will be in the database of transferred but not placed books.

How to assign a DOI to a book in the CrossRef system?

Since 2017, the HSE Publishing House has begun assigning digital object identifiers - DOI (short for Digital Object Identifier) ​​to published books. It is the most reliable and globally recognized means of identifying and searching scientific publications posted on the Internet. DOI is now used by all the major publishers in the world.
DOI is assigned to the entire book. In addition, in the case of collective monographs, each chapter of which is written by specific authors and is devoted to a specific topic, as well as collections scientific articles, in addition to the general DOI, identifiers are also given to each separate chapter (article) of the work. A textbook, even if it is written by a group of authors, is a complete work, and only one common DOI is assigned to it.
For researchers-authors of books, DOI also has an additional meaning. Improving the possibilities for finding a publication on the Internet leads to an increase in its readership both in print and in electronic form, and due to this, the citation of the work increases.
For planned publications of the HSE Publishing House, the DOI assignment procedure is automatic. For custom editions, the customer unit must, when filling out, mark the item provided for this.

The contract for the publication of a book with the author (authors) in the form established by the National Research University Higher School of Economics and in accordance with the current legislation in Russia is concluded in the Publishing House upon delivery of the manuscript accepted for publication. Usually, the author transfers to the publisher the exclusive rights to use the work in paper and electronic forms. When publishing at the expense of the Higher School of Economics, the contract is usually concluded for three years. Scientific publications are usually not republished. But the publishing house has experience in selling copyrights to foreign publishing houses for the translation and publication of scientific works (in this case, the funds received from the sale of copyrights are transferred to the author). When publishing at the expense of the publishing house, the contract is concluded, as a rule, for 5 years. Throughout this period, the publishing house is obliged to republish the book, subject to the sale of the previously issued edition. The Publishing House has a practice of five or six reprints of educational literature. However, now the demand for books has fallen sharply and this practice, alas, is in the past. Concerning the conclusion of an agreement in the ED, one should contact (resolution of fundamental issues) and (preparation of agreements).

Can I use materials downloaded from the Internet?

Photographs, drawings, graphs and diagrams published on the Internet are generally protected by copyright and may not be used for commercial purposes without the express written permission of the copyright holder. Therefore, it is preferable to use materials (texts, photographs, illustrations) created directly by the author.

You can freely use photos and other illustrations published in photo banks and wiki encyclopedias under a free (open) license (Creative Commons, GNU / GFDL) or transferred to the public domain for free use (public domain).

What are the requirements for translations?

When preparing an application for a translated work, it should be remembered that in no case should one start preparing a translation manuscript with foreign language, until the publishing house has concluded an agreement with the copyright holder on licensing the rights to the translation, the rights may already be occupied.
Remember that a translation can be published only with the consent of the copyright holder - the authors of the original work in a foreign language, their heirs, or publishing houses and agencies to which the authors transferred their copyrights. The translator also has copyright in the text of the translation he has created - they can be protected even if the original work has already passed into the public domain. For translation, use a working copy of the book provided by the publisher. The translator is obliged to respect the author's right to the inviolability of the work - the translation must be performed accurately and reliably, without any changes, additions or abbreviations. The foreign copyright holder has the right to control the quality of the translation into Russian, and if the terms of the license agreement are violated, he can revoke the permission to publish without refunding the cost of the license.

How is the book getting ready for release?

The manuscript of the book is submitted to the publishing house, which is recorded in the register of manuscripts. The manuscript must be submitted in compliance with certain requirements.

When submitting the manuscript, the presence of the author (one of the authors) is desirable. A card is placed on the book, where its movement in the ID is recorded. Usually, the manuscript is initially given to the editor, who then, after reading it, contacts the author (authors) to resolve questions. The author (authors) signs the layout of the book. The author's wishes regarding the appearance of the publication are advisory in nature for the HSE Publishing House, if he is not a customer or investor in the project. The entire original layout of the publication is agreed with the customer or investor of the project. Authors, customers, and investors cannot insist that the HSE Publishing House deviate from publishing and printing standards and regulations. Nor can they require an ID to derogate from normative documents NRU HSE, in particular, regarding the use of the trademark (logo) of the School and its interaction with other trademarks (logos). Logos of HSE departments that have not passed the registration procedure cannot be placed on publications.

Without proofreading, layout and reconciliation-release, which constitute the minimum cycle of editorial and publishing processing, books under the HSE brand are not published. Typically, a book goes through a full cycle of editorial and publishing processing, which differs from the minimum by the presence of editing. In commercial publishing houses, money is taken from the author for alterations through his fault. There is no such practice in the ID yet. Sometimes you may regret it. It is especially painful when alterations are made at the stage of the second and subsequent typesetting. There are times when a manuscript has already been completely edited and made up based on the wishes of one scientific editor, and then the figure of a second scientific editor appears, who suddenly decided to contribute to the common cause. Sometimes the publishing house becomes a witness to fiery scientific discussions between authors, although everything should have been clarified before submitting the manuscript to the Publishing House.

What are the best tips to follow when preparing a book?

What should be avoided and what should you strive for if you want to get a book in the foreseeable future, and not three or four years later (and such cases, alas, there are) after it was submitted to the publishing house.

1. Do not hand over the semi-finished product to the publisher.
2. When working on a manuscript, pay special attention to its structure.
3. Indicate in applications the weighted deadlines for submitting the manuscript to the publisher. If your application has been selected for publication, but you are not ready to meet the deadline for submitting it to the DI stated in the application, inform the executive secretary of the DI about the actual deadline for submitting the manuscript, naturally, within the established period (the year the application was accepted + the next year until September). This is connected with financial planning, with the planning of editorial and publishing work, with procurement procedures for the services of printing houses.
4. Set aside time to work with the publishing house, adjust your work and especially travel schedules to the editorial and publishing cycle.
5. Check all data in tables, charts and diagrams, including for their completeness.
6. If it is planned to use a large number of formulas and graphics in the book, first coordinate with the manager. book editors, in what form the data should be submitted to the publisher.
7. Use only verified footnotes with a full description of the source.
8. Do not start translating a book from a foreign language unless the publisher has obtained copyright for the translation.
9. Be more careful in the selection of translators involved in translation projects.

When will the book be published?

The release date for a book ID depends on many factors. Let's talk separately about translated books, the publication of which should take more time than Russian-language publications. This is due to a rather lengthy procedure for obtaining copyright (up to six months), further translation and its scientific editing (about a year more). True, project financing, when money is given out for a project for a foreseeable period, has become an important disciplinary factor. And according to translated textbooks, almost all deadlines are met and there is no six-year “hanging”, as there is no previous translations. But it still does not take less than two years to work on a translated book.

As for the original work in Russian, when the work was submitted within the time agreed with the publishing house (i.e., under a released editor, not during vacations or national holidays), complete (i.e., the text with verified footnotes, with a table of contents, appendices , bibliography, subject or alphabetical index, information about the author on the cover and his photo), carefully (literate references to the used and recommended literature are given, in the tables the shares in the sum give 100%, not 98% or 105%), but, except In addition, the author or scientific editor is not “excited” by the layout process (namely, at this stage, the flaws of the author's text or scientific editing become obvious), the author does not take the manuscript given by the editor to resolve questions on a three-month business trip abroad, does not lose it, etc. etc., the ED can make a turnkey bound book (i.e. with a three-week printing cycle) in four months.

And this is what we should strive for. But this is a mutual process in which both the publisher and the author take part. And for the author, meeting strict publishing deadlines is a complex process that requires concentration and the arrangement of certain professional preferences.

Are free copies given to authors?

Due to tax policy in Russia, the publishing house has moved away from the previously widespread practice of issuing free copies of books to authors. Books in the amount of ten copies are transferred to the author only on account of the fee, if the latter is provided for by the author's agreement.

When ordering a publication, of course, the customer receives the entire circulation minus the copies subject to mandatory distribution, provided for by the Federal Law “On Legal Deposit” in force in Russia, according to which 16 copies of each publication must be sent to the Russian Book Chamber, which then distributes them among the leading country libraries. One copy is sent to the Federal Press Agency. Also, usually two copies remain in the printing house (signal and control). In addition, up to six master copies of each edition remain at the disposal of the Publishing House. Divisions of the publishing house that have received a circulation of a custom-made edition under an internal transfer invoice must independently credit it at the HSE warehouse and write it off as it is used.

Also, recently, it has become a practice to give out books published at the expense of HSE funds for presentations. To receive them, you must submit a memo addressed to the first vice-rector V.V. Radaev indicating the number of requested copies. If the decision is positive, the books, by means of internal movement, get to the financially responsible person of the department conducting the presentation. After distribution, the books are written off. In addition, authors have a 20% discount on the purchase of their books at the BukVyshka University Bookstore.

How do books get into the HSE library?

The library usually orders monographs from the Publishing House on its own in the amount of ten copies. Textbooks must be ordered from the library by their author through the department (there is a form sent out by the library). The number of textbooks ordered by the author depends on the number of students who will study them. It reaches 500 copies.

Soviet vultures

A stamp in educational book publishing is a mark assigned to a book based on the results of a special kind of academic examination (graving). The notion of the neck as an indicator of quality is rooted in the history of Russian education.

The Soviet Union developed its own tradition of typing, associated with document management and censorship of publications. The most famous stamps are "Top Secret", "For Official Use" and others, but we will focus on educational publications.

Since there was a state monopoly on the press, and almost all educational institutions were state-owned, the stamping performed the task of certifying the passage of one or another publication by methodological verification and ideological censorship. Without a stamp, the book could not de facto be included in the educational process of any third-party university, remaining an intra-university development.

The Ministry of Higher and Secondary Education had the right to assign the stamp special education USSR, sectoral ministries (health, agriculture, etc.), as well as ministries of the union republics.

A system of four successive levels of educational publication was developed: “approved as a textbook”, “recommended as a textbook”, “approved as a textbook”, “recommended as a textbook”. As a rule, at the first edition, the book received the “approved” stamp, but after practical testing in the educational process, it was assigned a higher “recommended” stamp. Sometimes the publication "grew" from a manual into a full-fledged textbook.

Russian vultures

Introduction of glasnost principles and disintegration Soviet Union led to the disorganization of the vulture system. With the abolition of censorship, the vultures of the Ministry of Education were left with only methodical functions. Gradually, the Ministry came to a complete rejection of its own stamping (it remained only in general education), various organizations of the academic community began to perform similar tasks: educational and methodological associations (UMO), scientific and methodological councils, the Federal Institute for the Development of Education (FIRO).

The idea was great: let scientists and teachers determine the quality of educational publications for higher and secondary vocational education themselves. Alas, in reality, not all of them, but many UMOs have turned into mothballed bureaucratic authorities, incapable of adequately evaluating publications. Often, the labeling procedure took a very long time, many teams of authors received labels “by acquaintance” or by paying for the services of UMO reviewers. There were also situations when in UMO representatives of one scientific school did not miss the work of their opponents, which led to the comic “split” of UMO in economics, management and a number of other popular areas. Of course, some UMOs retained the scientific and methodological principles of vulture, but the authority of vultures in the academic community was irreparably undermined.

Cancellation of vultures for higher and secondary vocational education

The crisis of UMO became so obvious that the Ministry of Education and Science of the Russian Federation began organizing Federal UMOs for enlarged groups of specialties and areas of training. However, the new FUMO will be primarily concerned with bringing the educational programs of universities and colleges in line with the Federal State Educational Standards and professional standards.

In the Model Regulations on UMO, approved by the Order of the Ministry of Education and Science of the Russian Federation dated May 18, 2015 No. 505, reviewing and stamping of educational publications are not mentioned among the activities of the FUMO. As you can see, the issue of providing the educational process with quality publications is still not resolved.

Order of the Ministry of Education and Science of the Russian Federation No. 942 of 09/02/2015 canceled the previously existing order No. 10 of 01/15/2007 "On reviewing educational publications ..." 05 draws attention to the fact that in accordance with Article 18 of the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”, when implementing professional educational programs, educational publications are used, including electronic ones, determined by the organization carrying out educational activities.

We often hear complaints from professors about the bureaucracy of regulatory procedures. It is gratifying to state that it is universities and colleges, their teachers, librarians and methodologists who now determine (and are responsible for their choice) what textbooks their students will use to study.

The new degree of academic freedom must comply modern instruments publishing business. We offer:

• selection of textbooks on readable disciplines for libraries;
• the program "Individual bookshelf of the teacher" - free access to textbooks in readable disciplines;
• teacher's methodical office on our website - documents, news, videos;
• video reviews of educational literature on disciplines from our editors;
• breakfasts and online webinars on topical issues of educational book publishing;
• various special promotions and competitions.

The active, caring position of teachers not only provides training courses with modern literature, but also helps to reach a new professional level, becoming an expert in the methodological subtleties of higher and secondary vocational education.

Quality system

We, as the leading publisher of educational literature for universities and colleges, know firsthand how important and difficult it is to determine the quality of a particular manuscript. Illiterate, outdated, plagiarized books not only harm the reputation of the publisher, but are simply commercially unprofitable. And, unfortunately, we have repeatedly encountered cases when publications have already received the stamp of UMO, but under no circumstances could they be recognized as quality.

To ensure the necessary verification, Yuraite has developed a multi-stage quality management system that allows you to monitor the compliance of the publication with the modern level of the educational process.

In the structure of our publishing house, two educational and methodological departments of higher and secondary vocational education (UMO VO and UMO SPO) were created, which are entrusted with the task of conducting internal and external review of all publications.

Each manuscript undergoes a criteria-based evaluation according to the following indicators.

1. Correspondence to the subject and scope of the course.
2. Registration in accordance with the requirements of the Federal State Educational Standard 3+, 4 generations.
3. Relevance and reliability of the presented information and definitions.
4. Author's view, presentation style and methodology.
5. Originality.
6. The clarity of the structure and the logic of the presentation of the material.
7. Registration of the bibliographic apparatus and list of references.
8. Presentation of the material.
9. Reflection of Russian and foreign experience.
10. The composition of the methodological complex.

Based on the assessment of the reviewer (candidate or doctor of science in the profile of the textbook), a decision is made on the possibility of awarding a stamp.

UMO HE and SPO pay special attention to a thorough check of plagiarism and incorrect borrowings in accordance with the norms of Russian legislation and academic ethics. Thus, works that violate the intellectual property rights of third parties, whether other authors, our fellow publishers or university employers, cannot be published. We believe that only with mutual respect of educational agents is the effective development of the industry possible.

Of course, the authors of "Yurait" - active teachers of the country's leading scientific schools - actively participate in the activities of the UMO VO and SPO. Among the reviewers there are also experts from traditional UMOs. Their experience, recommendations and constructive criticism allow us to make books even better.

Therefore, many books of our publishing house receive a special stamp “recommended by UMO VO” or “recommended by UMO SPO”, reflecting the quality standards of Yuraita. Note that obtaining such a neck for our authors is completely free and depends solely on the quality of the manuscript. Only deserving works receive the vulture, which can be seen in our catalog. Due to the heavy current workload of the reviewers of UMO VO and SPO, projects of other publishers are not labeled.

Form and meaning

Today, the vulture is still of interest to libraries and many ordinary buyers seeking to quickly select high-quality educational literature. Moreover, although stamping has not been mandatory and state-owned for many years, archaic norms and instructions for the acquisition of library collections with stamped literature remain.

As officially confirmed by the Ministry of Education and Science of the Russian Federation, there are no current legislative norms in this area, thus, all vultures are de jure equal. But the de facto vultures of UMO VO and UMO SPO are not only not inferior, but in many cases even surpass the traditional ones.

It is always worth keeping in mind the following circumstance: it is not the form that is important, but the meaning behind it - an assessment of their work independent of the authors. We are a commercial publishing house, and our profit directly depends on the quality of our product - the textbook. Accordingly, Urayt makes every effort to impartially and carefully evaluate each published book.

Feedback from teachers and students of Russian universities confirms that the UMO VO and SPO can be trusted.

4.6 Review, examination and certification

Practical models for assessing the quality of educational university publications in the general case represent a certain projection of theoretical models, i.e. a set of judgments and definitions adopted (agreed and approved) in the organizational system of higher professional education. Practical quality modeling consists of stamping technology, reviewing and examination. The quality of an educational publication is determined by the level of the neck, the scientific and pedagogical status of the reviewers and the result of the examination.

The basis of the practical model of quality is a hierarchy of documented expert assessments - vultures. In the domestic higher school, the following main vultures are used:

• vultures of the department, faculty, university - an arbitrary wording.
• "Admitted (or Recommended) by the UMO on ... education as a textbook (training aid) in the discipline ... (specialty or field of study) of the HPE in accordance with the Order of the Ministry of Education and Science of Russia dated January 12, 2005 No. 4)”.
• "Approved (or recommended) by the Ministry of Education and Science of the Russian Federation as a textbook (teaching aid) ...".

The real system of vultures in the domestic higher school is five-level. The “lowest” level is the heading of the university department, followed by the headings of the faculty, university, UMO and the ministry.

Headings of the department, faculty and university(university) are assigned to educational publications by decision of educational and methodological commissions organized under the appropriate organizational structures. The commissions are approved by orders and orders of the heads of these structural divisions and universities. The mechanisms for assigning these stamps are the same in almost all universities and consist of the following procedures:

• discussion of the content of the educational publication at the department (at a meeting of the departmental educational and methodological commission and / or a meeting of the department);
• internal and/or external review (usually two reviews are prepared);
• discussion of the manuscript and reviews of the educational publication at a meeting of the educational and methodological commission of the faculty, and then, if necessary, of the university.

Vultures of UMO and ministries assigned according to the rules established in the orders of the relevant UMO and the ministry. The procedure for assigning a stamp is similar, but includes a mandatory examination and satisfaction of a number of formal requirements.

The main order regulating the assignment of vultures of the UMO and the ministry is the Order of the Ministry of Education and Science of Russia dated October 21, 2004 No. 95. As a rule, in pursuance of this order, various UMOs issue their orders, orders and regulations corresponding to it, thereby organizing the process of stamping. Changes are currently being made to the stamping procedure.

4.6.1 Fingering technology

The objects of stamping are educational university publications of two types: textbooks and teaching aids. In accordance with the letters of the Ministry of Education of Russia dated September 23, 2002 No. 27-55-570 / 12 and dated November 20, 2000 No. 14-55-690in / 15:

Textbook is the main textbook for a particular discipline. It outlines a system basic knowledge required for students to learn. The content of the textbook must meet the requirements of the State Educational Standard of the Higher Professional Education and fully disclose the approximate program for a particular discipline. The title of the textbook must correspond to the name of the discipline of the federal component of the SES VPO.

It is allowed to create a textbook for a separate course (parts academic discipline) provided that this course is included as an independent didactic unit in an exemplary academic plan and a curriculum is being developed for it.

Tutorial considered as an addition to the textbook. The textbook may not cover the entire discipline, but only a part (several sections) of an exemplary program. Unlike a textbook, a manual may include not only proven, generally recognized knowledge and provisions, but also different opinions on one issue or another.

4.6.1.1 Stamp of educational and methodical association

The UMO stamp for university polytechnic education is assigned to the manuscript of an educational publication through the examination procedure, which is organized by the Educational and Methodological Council (AMC) for the corresponding group of specialties in the field of study. Based on the results of this examination and consideration at a meeting of the council or the presidium of the council, a decision is made on the assignment or refusal to assign the required stamp. This decision is approved by the chairman of the UMO Council.

The UMO stamp can be assigned to educational publications in the disciplines of the federal component of the OPD and SD cycles and can have the following wording: “Recommended (Admitted) by the UMO in university polytechnic education as a textbook (teaching aid) for students of higher educational institutions studying in a specialty (direction of training) HPE (hereinafter, the names of the specialty and (or) areas of training with codes according to the List of areas of study (specialties) of HPE in accordance with the Order of the Ministry of Education and Science of Russia dated January 12, 2005 No. 4) are indicated).

The UMO stamp can be assigned to educational publications in the disciplines of the federal component of the GSE and UN cycles (if these disciplines are included in the SES on the recommendation of the UMO). In this case, the UMO label is assigned only to educational publications of the “textbook” type and may have the following wording: “Recommended (Admitted) by the UMO for university polytechnic education as a textbook for students of higher educational institutions studying in …”

The UMO stamp can also be assigned to educational publications in the disciplines of the national-regional (university) component, and disciplines of specializations, provided that these specializations are registered with the UMO. The assigned stamp of the UMO in this case may have the following wording: “Authorized by the UMO for university polytechnic education as a textbook (teaching aid) in the discipline of the national-regional (university) component (specialization discipline) for students of higher educational institutions studying in …”.

The UMO stamp indicates that this educational publication meets the requirements of the relevant state educational standard of higher professional education, exemplary program discipline and other requirements established by the UMO during the examination of educational publications.

The text of the UMO stamp is placed on the front side of the title page. The edition of the fretboard cannot be changed by the publisher or the author(s).

The period of validity of the right to publish educational literature after receiving the UMO stamp is 1 year.

The volume of the manuscript submitted for the assignment of the UMO stamp should not be less than 4 printed sheets.

4.6.1.2 Stamp of the Ministry of Education and Science of the Russian Federation

Until 2007, the manuscript of an educational publication could be assigned the stamp of the Ministry of Education and Science of the Russian Federation in accordance with the Order of the Ministry of Education and Science of Russia dated October 21, 2004 No. 95. The Department of State Policy in the Sphere of Education ensured the examination of textbooks (teaching aids) for the assignment of the stamp "Recommended by the Ministry of Education and Science of Russia ..." ("Approved by the Ministry of Education and Science of Russia ...") in the manner established by the Ministry of Education of the Russian Federation.

The stamp of the Ministry of Education and Science of Russia indicates that this educational publication meets the requirements of the relevant state educational standard of higher professional education, an exemplary discipline program and other requirements established by the Ministry of Education and Science of Russia during the examination of educational publications.

The text of the signature stamp of the Ministry of Education and Science of Russia is placed on the front side of the title page. The edition of the stamp cannot be changed by the publisher or the author (authors). The right to publish educational literature after receiving the stamp of the Ministry of Education and Science of Russia is valid for 1 year. The volume of the manuscript submitted for the assignment of the stamp of the Ministry of Education and Science of Russia should not be less than 6 printed sheets.

In accordance with the Order of the Ministry of Education of Russia dated July 14, 1999 No. 81 "On approval of the regulation on the procedure for assigning a stamp to educational publications of the Ministry of Education of the Russian Federation", the stamp "Recommended" is given to textbooks (teaching aids) that already have the stamp "Approved as a textbook (teaching aid) "when reissued.

At the time of writing the manuscript of the monograph, the Order of the Ministry of Education and Science of Russia No. 10 dated January 15, 2007 "On reviewing educational publications used in the educational process of educational institutions of primary vocational, secondary vocational, higher professional and additional professional education" was issued, which changes the procedure for obtaining the neck of the Ministry of Education and Science.

Under the new regulation, the preparation of reviews of educational publications is carried out government agencies authorized by the Ministry of Education and Science Russian Federation by the relevant order, and the organizational and technical support for the preparation of reviews is assigned by order to the basic institutions: the Federal Institute for the Development of Education and the Moscow State University of Printing Arts.

• compliance of the title of the educational publication with its content;
• compliance of the total volume of the educational publication or its structural components (sections, chapters) with the number of teaching hours provided for the study of this discipline, as a rule, at the rate of: 1 author's sheet for 10-12 academic hours for educational institutions of NGOs and SPO; 5-7 academic hours for HPE educational institutions (for textbooks and teaching aids);
• compliance of the content of educational material with the state educational standard, exemplary program;
• consistency and consistency of presentation of the material;
• the difference between the educational publication and the available educational literature on this issue;
• scientific and methodological level of the material;
• compliance of the content of the educational publication with the modern level of development of science, technology, and technology, the organization of labor in this field of activity.
• the availability and quality of the didactic apparatus of the publication (generalizations, conclusions, control questions, tasks, etc.);
• the quality of illustrative material (texts, drawings, charts, drawings, illustrations) and their relevance to the material being studied.

4.6.1.3 The procedure for submitting materials to the UMO

Cover letter to UMO. A publishing house or a university that undertakes the publication of a textbook (textbook) sends a letter to the chairman of the UMO Council (for university polytechnic education) with a request to give an expert opinion on the advisability of assigning the stamp of the Ministry of Education and Science of Russia or UMO for university polytechnic education to the corresponding educational publication.

The letter contains brief information about the educational publication:

• FULL NAME. the author (authors), the name of the educational publication, the first edition or reprint, the intended circulation and year of issue, volume (in printed sheets).
• For which discipline of the federal component (indicating the discipline index in accordance with the state educational standard of higher professional education), for which current State Educational Standard of Higher Professional Education (indicating the code according to the List of training areas and specialties of HPE in accordance with the Order of the Ministry of Education and Science of Russia dated January 12, 2005 No. 4 ) prepared the manuscript.
• What type of educational publications does the manuscript belong to (textbook, study guide).
• The full version of the requested stamp of the future edition: "Approved (or Recommended) by the Ministry of Education and Science of Russia (UMO for university polytechnic education) as a textbook (or teaching aid) for students of higher educational institutions studying in the direction of training or specialty (indicate the name with the code according to the List of directions training and specialties of HPE).
• Information about the author (authors): academic degree, title, place of work and position, what disciplines he teaches, what educational literature he has written.

Materials of educational edition. Attached to the cover letter:

• fully prepared manuscript of the educational edition (edited);
• an extract from the minutes of the meeting of the academic council of the university (faculty) or the meeting of the department on the submission of an educational publication for the assignment of a stamp;
• manuscript reviews;
• guarantee obligation to pay for the stamping of the educational publication.

Manuscript An educational publication can be presented in several versions - author's and publisher's.

It is possible to submit the manuscript in an editorial version (if it is defined). This case is provided for in the examination procedures. One of the points of the expert opinion requires an indication of how the author took into account the page-by-page comments of reviewers and editors, whether or not the corresponding corrections were made to the text of the manuscript.

The publishing version of the manuscript is also the original layout of the publication received after editing and proofreading in the publishing house, almost completely (except for the title page) prepared for replication (transfer to production).

A manuscript may also represent a previously published book, for a second or additional edition of which the publisher requests a stamp or a new edition.

Extract from the minutes of the meeting of the academic council of the university (faculty) or department on the submission of an educational publication for the assignment of a stamp is a document confirming the approbation of the educational publication in a real educational process at any department (faculty) of the university. The extract must contain all the information provided by the applicant in the cover letter, i.e. should not contradict it, with the exception of the wording of the neck provided.

For example, obtaining an extract from the minutes of the meeting of the Academic Council of the Faculty of Informatics and Control Systems of Moscow State Technical University named after N.E. Bauman is a procedure, the main stages of which are:

• Approbation in any department. The applicant for approval is the author or co-author of the educational publication. In writing or orally, he addresses the head of the department with a request to consider the manuscript for typing. The head of the department appoints a specialist from among the teachers of the department, who gets acquainted with the materials of the manuscript and presents it to the educational and methodological commission. The manuscript and reviews are considered at the educational and methodological commission of the department, and then, with a positive decision, at a meeting of the department. Based on the results of the meeting of the department, an extract from the protocol containing the decision taken is drawn up.
• Approbation at the methodological commission of the faculty. The manuscript, reviews and an extract from the meeting of the department are discussed at a meeting of the methodological commission and, in case of a positive decision, a corresponding extract from the minutes of the meeting is drawn up, and the materials of the manuscript are submitted for discussion at a meeting of the academic council of the faculty.
• Approbation at a meeting of the academic council of the faculty. After discussion at the academic council of the faculty, in case of a positive decision, an appropriate extract from the minutes of its meeting is drawn up.

Review for an educational publication is a document containing its analysis, comments and assessment of its quality. The review must contain information about the manuscript that does not contradict those presented in the cover letter, with the exception of the wording of the neck provided. The review must be signed by the reviewer, and his signature is certified by the seal of the organization of his main place of work.

The following reviews are being prepared for the manuscript:

• review of the department of one of the universities in which the textbook will be used;
• review by a specialist of the university where the author (authors) works;
• a review by a specialist in a given field of knowledge working in a relevant university, scientific, design organization or in production.

3. The name of the discipline (indicating the cycle of the state educational standard to which this discipline belongs) and the name of the state educational standard, indicating the code according to the List of areas of study (specialties) of the HPE, according to which the manuscript was prepared.

4. Evaluation of the structure and content of the manuscript, compliance of the content of the manuscript with the state educational standard and an exemplary program of the academic discipline.

5. Novelty of content.

6. Compliance with the modern scientific level (in this area).

7. The degree of coverage of practical issues, their relevance.

8. Methodological level of the material, its adaptability to educational technologies.

9. The degree of compliance with psychological and pedagogical requirements for the content and design of the educational publication.

10. Expediency (inexpediency) of assigning a stamp.

11. Position, academic degree, academic title, signature, name, patronymic and surname of the reviewer.

Additionally, a business address, phone number, e-mail address are indicated.

The listed aspects are questions that must be answered during the subsequent examination.

Guarantee obligation from the applicant (publishing house, university) for payment for stamping work can be issued in a separate letter of guarantee or an entry corresponding to the essence of the issue in the cover letter. In this case, payment details must be indicated for issuing an invoice for payment.

Funding for the assignment of UMO stamps to educational publications is carried out at the expense of the applicant (publishing organizations, universities), as well as other interested legal entities and individuals.

The amount of payment for the assignment of the UMO stamp is determined based on the volume of the manuscript, taking into account overhead and technical costs (based on the letter of the Ministry of Education of Russia dated August 26, 2003 No. 14-52-994 in / 13).

Payment for expert works is carried out on the basis of an invoice sent to the applicant and the Agreement concluded with him (in accordance with the payment standards determined by the letter of the Ministry of Education of Russia dated August 26, 2003 No. 14-52-994 in / 13) after the official registration of documents in the UMO. Expert work is carried out within three months from the date of registration of received documents.

4.6.2 Examination

The materials of the educational publication received by the UMO are registered and sent with brief information for examination to one or two experts who are appointed by the leadership of the UMO or UMS and are leading experts in this professional field.

Conclusions on the educational publication are drawn up by experts, taking into account the following issues:

1. Title of the manuscript, volume in printed sheets, intended circulation and year of issue.

3. Information about the requested neck.

4. The name of the discipline (indicating the cycle of the state educational standard to which this discipline belongs) and the name of the state educational standard, indicating the code according to the List of areas of study (specialties) of the HPE, according to which the manuscript was prepared.

5. Evaluation of the structure and content of the manuscript, compliance of the content of the manuscript with the state educational standard and an exemplary program of the academic discipline.

6. Novelty, originality and continuity of content.

7. Compliance with the modern scientific level (in this area).

8. The degree of coverage of practical issues, their relevance.

9. Methodological level of the material, its adaptability to educational technologies.

10. The degree of compliance with psychological and pedagogical requirements for the content and design of the educational publication.

11. Expediency (inexpediency) of assigning a stamp.

12. Information about the comments of the editor of the publishing house.

13. Information about the reviewers and their comments.

14. The proposed edition of the neck with strict adherence to the accepted wording.

The form of the expert opinion can be arbitrary or contain answers to the listed points.

The expert opinion may contain comments and recommendations for their elimination, as well as the conditions under which the stamp can be assigned. It is signed by an expert (experts) indicating their position, academic degree, academic title, first name, patronymic and last name, and then considered at a meeting of the council or presidium of the UMS and signed by its head or management of the UMO.

The procedure for obtaining an expert opinion of the UMO.

In the case of a positive decision on the assignment of the UMO stamp, a letter is issued to the applicant (publishing house or university). The letter informs about the recommendation to assign the UMO stamp to the publication. If comments are made during the examination that the authors need to take into account, this is also reported in the letter. At the same time, the conditions are stipulated under which a positive decision on the assignment of the UMO stamp is valid. An expert opinion is also sent to the applicant.

In case of refusal to assign a stamp to the applicant, only an expert opinion is sent, which contains comments and arguments for this refusal. A rejected educational publication may be re-submitted for consideration to the UMO after revision according to the comments reflected in the expert opinion, but not earlier than three months after the rejection. Re-examination is carried out on a general basis.

The publishing organization (publishing house, university) that has issued an educational publication with the UMO stamp is obliged to submit one copy of this publication to the relevant UMS within a month from the date of its publication.

4.6.3 Selection of candidates for review

The selection of candidates for reviewing an educational publication is an important step in preparing a manuscript for publication and obtaining a stamp. Reviewers of educational publications are not appointed, but are chosen by the author himself. The main requirements for reviewers are their competence and the ability to constructively criticize the manuscript. A priori, reviewers for the author of an educational publication are authorities in the subject and publishing activities.

Competence the reviewer is usually associated with the following main characteristics: academic status (academic degrees and titles), position held, corporate affiliation, experience in teaching and teaching, the effectiveness of the author's activity, fame and authority for the educational and scientific community, professionalism, etc.

Information about the first five characteristics of reviewers is mandatory for documenting reviews. Information about the other characteristics of the reviewers is not documented and is the knowledge of people responsible for making decisions in the process of stamping the manuscript.

Responsible for making decisions on assigning the UMO stamp are experts and heads of the UMC, UMS and UMO. They are experts in various subject areas, teachers with significant experience, authors of educational publications, as well as organizers of research and educational process. They actually know and / or have access to information about the scientific and pedagogical activities of their fellow reviewers. The sources of this information are printed and electronic media, documents of licensing and attestation of universities, etc.

Most often, doctors of sciences, professors, heads of departments and divisions of scientific and educational institutions are selected as reviewers. It is not uncommon for members of public scientific organizations to be selected as reviewers. As a rule, reviewers are the authors of well-known textbooks, monographs and scientific and technical developments.

The most important characteristic of a reviewer is his professionalism, under which this case should be understood as the ability (opportunity) to prepare a review that meets the requirements of the stamping.

The ability of the reviewer to constructive criticism the manuscript is associated with the expected form of comments on its content and presentation. Most often, specific comments are considered constructive, i.e. those that can be subsequently accepted, taken into account and implemented. Specific comments are not only imperative statements, but also contain their rationale, are related to the pagination of the manuscript (presented “page by page”) and include recommendations for their possible elimination. In the future, during the examination, the completeness of the consideration of the comments of the reviewers by the authors of the manuscript is established.

4.6.4 Preparing reviews

Preparation of reviews includes the following stages: writing, approval and documentation. When reviewing educational publications, two traditions have developed.

First tradition consists in writing a draft review by the author of the manuscript and agreeing it with the reviewer. This tradition is theoretically substantiated, does not contradict the creative process of writing an educational work, and is most common. In this case, the reviewer is provided, in addition to the manuscript and other data and documents necessary for reviewing, a draft review (“fish”). And the agreement consists in approbation of the text of the review and making changes to it.

In the case when no changes are made, the actions of the reviewer are reduced to its signing and approval of its signature. In this tradition, all responsibility for the quality of reviews lies with the authors of the manuscript, and the compliance of reviews with the requirements for them is determined by the author's ability to "self-review". The texts of reviews prepared according to this traditional scheme contain the following characteristic features: the absence of comments, the use of the author's style, the repetition of the formal mistakes of the author of the manuscript. Reviews prepared in this tradition are formally taken into account at the stage of examination, or their low significance is noted.

Making changes to the draft review in most cases has a positive effect on its text, and if they are comments on the manuscript, they also contribute to its improvement.

Second tradition consists in providing the reviewer with the manuscript and accompanying materials, including recommendations on the content of the review - the so-called "memo to the reviewer". In this case, the writing of a review is the result of the creative process of its comprehension by the “exacting reader”. Review approval is a joint work of the author of the manuscript and the reviewer, which is implemented in person, in absentia or virtually. The purpose of the approval is to form the text of the review, which will ensure the further progress of the manuscript to receive the signature stamp and its improvement. The most important is the solution of the problem of comments, which is in the form of agreed formulations, and the approximation of the text of the review to the recommended structure.

The problem of comments arises as a result of comparing the concepts of presenting the subject of an educational publication by the author and the reviewer, and the subsequent rejection by the reviewer of the form of its presentation in the author's manuscript. A feature of the problem of the reviewer's comments is the context in which these comments are expressed - a positive judgment about the possibility of publishing the manuscript and a recommendation for assigning a stamp (manuscripts with reviews containing negative judgments are not accepted for stamping).

The solution to the problem of comments is to find acceptable formulations aimed at adding, deleting or changing the text of the educational publication.

Approximation of the text of the review to the recommended structure (see above aspects that are recommended to be noted in the review) is to find such a form of review that satisfies the author of the manuscript, the reviewer and can be effectively used at subsequent stages of stamping.

Two forms of reviews are mainly used: arbitrary and "formalized". An arbitrary form of review is a text that contains answers to questions that arise during the stamping process, in particular at the stage of examination, in an arbitrary order. In the "formalized" review, the characteristics of the manuscript are presented "point by point" in accordance with the recommended list, and determine its structure.

Let's take a closer look at the content of these items.

1. Title of the manuscript, volume in printed sheets, intended circulation and year of issue.

The reviewer takes the title of the manuscript from the title page, while the following discrepancies are possible, which arise due to the author’s insufficient care:

• the names on the title page and in the accompanying documents are different;
• the manuscript is called by the author in the abstract, introduction or in the table of contents differently than it is named on the title page.

Information about the length of the manuscript is taken from the accompanying documents. It is also possible to independently estimate the volume of the manuscript, while it is necessary to calculate the volume of the text and the graphic part and convert the data obtained into printed sheets, knowing the printing format of the published book. The easiest way in the absence of information about the size of the manuscript is to indicate it in the pages of the presented paper size.

Information about the circulation and year of publication can only be taken from the accompanying documents.

3. The name of the discipline (indicating the cycle of the state educational standard to which this discipline belongs) and the name of the state educational standard, indicating the code according to the List of areas of study (specialties) of the HPE, according to which the manuscript was prepared.

This information is taken by the reviewer from the accompanying documents, but they must also be presented in the manuscript itself: in the text of the annotation on the back of the title page, the contingent of readers is usually indicated, to whom the book is addressed - the reader's address (appointment) depending on the type of educational institution, level of training, stage learning and reader category; in the "Foreword" and/or "Introduction" sections of the manuscript. This information is of great importance in the subsequent stages of stamping.

4. Evaluation of the structure and content of the manuscript, compliance of the content of the manuscript with the state educational standard and an exemplary program of the academic discipline.

This review item is the most capacious and requires the reviewer to carefully study the manuscript and make comments on the merits of the work being reviewed. Reviewers form comments based on their personal precedent experience, however, they also take into account the general (traditional) rules for preparing educational books.

Below are typical notes to the manuscripts of educational publications that arose at the next stage of stamping - examination, and specific examples are given in section 8.3.

Methodical remarks:

• Help machine:
• The reference apparatus of the textbook is insufficient - there is no list of abbreviations, a glossary (subject and name indexes).
• The material of the manuscript contains a large number of abbreviations and abbreviations that were not included in the corresponding list.
• There are no indexes of names of firms, organizations, application software packages, etc.
• There are practically no references to literary sources, as well as to modern electronic sources of information in the text.
• The list of basic literature includes publications that are currently hard to access (for example, editions of 1959, 1960, 1967, 1975, 80s).
• The lists of literature contain sources that are hard to access for university students.
• There are no references in the text to the sources cited in the bibliographic list.
• The lists of literature do not contain methodological comments on its additional development by students.
• Academic style of presentation:
• It is recommended to remove the aphorism of Kozma Prutkov from the text of the manual, because the text of the manual itself is not convincing enough and fully reveals its idea.
• The use of such rhetorical figures as jokes, riddles, puzzles, as well as various tropes to set the formula for the meaning of a concept is not traditional for educational literature.
• It is recommended to use didactically tested methods - descriptions and definitions, in which there are no jargon and emotionally colored words and expressions.
• Fixing the material:
• There are no control questions and tasks for self-examination in the text of the textbook.
• A significant part of the tests is not directly related to the material of the manual, i. contains questions that cannot be answered in the text of the manual.
• Some of the alternative answers to the tests are formulated incorrectly.
• The informational completeness of didactic units (control questions) differs significantly in the chapters of the manuscript.

Technical Notes:

• There are syntax errors and typos.
• The text of the manuscript needs literary (grammar, stylistics, repetitions, etc.) and technical (abbreviations, abbreviations, numbering of formulas, references to literature, technical repetitions, etc.) editing in the publishing house.
• Attention should be paid to lexical combinations: "IS problems of activity", "hazard in IS", "ensuring IS of functioning", etc.
• The bibliographic list must be drawn up in accordance with the requirements of GOST.
• This chapter differs significantly from the previous chapters in terms of the style of presentation and the form of presentation of the content.

Content notes:

• It is not clear what the essence of independent work is, what are its goals and objectives, in what form its results should be presented.
• The peer-reviewed tutorial does not provide...
• Confusion is allowed in the designation and translation of concepts ...
• Method not considered...
• The actual material of the manuscript and the logic of its presentation do not support the judgment that ...
• The material is insufficiently substantiated and does not contain references to specific research materials, the judgments from which are given.
• Unfounded, insufficiently complete and comprehensively presented judgments ...
• The methods and models presented in the book deserve a deeper consideration, corresponding to their role in the practice of designing information systems.
• The author's reasoning about the sign is based on the use of fragments of one source, does not take into account other judgments and modern semiotic ideas, careless oppositions ... the author of the manual is presented unsatisfactorily and discredits the position of the scientist.

Organizational and methodological remarks:

• The volume of ... chapters of the manual differs significantly from the volume of other chapters
• The content of the "Introduction" ("Foreword") section should be brought in line with the traditional requirements for this element. training publications, for example, to include guidelines on the development by students of the material of the manual, to reflect the connection with the content of curricula, etc.;
• The manuscript lacks sections ... ("Introduction", "Conclusion", "Literature").
• It should be noted the need to clarify the annotation in terms of recommendations for the use of the textbook in training in various specialties;
• It should be noted the need to clarify the subject, purpose and main idea of ​​the manual in relation to other specialties of the directions ...

5. Novelty of content.

The very concept of “novelty” or “new” is abstract and its use for evaluating an educational publication, i.e. a specific action of a reviewer or an expert in relation to a particular manuscript causes certain difficulties. In the practice of reviewing educational publications, there are two options for overcoming these difficulties: the first version of evaluation is based on formal (standard) definitions of educational publications; the second is based on the analogy with the concept of "scientific novelty", which is actively used in the evaluation of qualifying scientific works (dissertations). In all cases, the assessment of the novelty of the content is carried out by comparing the peer-reviewed manuscript with existing educational publications.

Features of the first option are:

• use of standard (GOST SIBID and other documents) definitions of an educational publication and its types for formulating an assessment;
• dependence of content novelty assessment on the type of educational publication;
• taking into account the duality of the educational publication (the presence of subject and psychological and didactic components in it);
• interpretation of novelty as originality;
• linking the concept of novelty with the concept of continuity.

The features of the second option consist in focusing on the assessment of the novelty of specific subjects presented in the educational publication:

• objects, processes, situations, their properties;
• methods of observation, analysis and synthesis;
• design constructions, methods and technologies of use, etc.

As in the first version, the duality of the educational publication is taken into account, but attention is drawn to the scientific novelty of the psychological and didactic methods of presenting the subject.

6. Compliance with the modern scientific level (in this area).

Reviewing or examination involves a detailed analysis of the manuscript for compliance with modern scientific achievements and a critical assessment of inconsistencies. In the case of a positive assessment of the manuscript, this analysis is not given, only the final judgment is documented, for example: “The manuscript of an educational publication (textbook or manual) corresponds to the modern scientific level in ... (subject area, direction is indicated further)”. In the case of a negative assessment, an indication of specific inconsistencies is required.

7. The degree of coverage of practical issues, their relevance.

The degree of coverage of practical issues in an educational publication depends on the type of this publication. However, regardless of the type, any educational publication contains both theoretical and practical components. The practical component is evaluated by three indicators: practical significance, value and relevance of the material of the educational publication.

Practical significance is understood as the usefulness of the information given in the publication for solving specific problems at the subjective or any social level.

When evaluating the practical value, as a rule, socio-economic and financial indicators are used.

The relevance of the practical issues presented in the educational publication is most often understood as the purpose of its practical component for the activities of specific people, professional or social groups at the present time.

8. Methodological level of the material, its adaptability to educational technologies.

The methodological level of the manuscript material is assessed as "high", "satisfactory" (in the case of a positive assessment of the entire manuscript), or as "low", "insufficient" (in the case of a negative assessment).
This implies the possibility of using the material in a real educational process, i.e. in the forms provided for in the regulations of higher education and specific universities.

Educational publications that do not have approbation in any educational institution are not submitted for stamping. However, the specific conditions for organizing the educational process in universities differ. Graphing provides for the possibility of using an educational publication for teaching students of various universities, it is in connection with this circumstance that reviewers and experts are required to assess the possibility of adapting (introducing) the peer-reviewed educational publication into standard educational technologies. The main component of educational technologies is the curriculum of the discipline, which determines the content and form of presentation of knowledge transferred to students, as well as the necessary educational resources (time, equipment, literature).

The reviewer evaluates the possibility of including the educational publication in the list of basic and additional literature on the discipline and the possibility of using it in lecturing, conducting practical and laboratory classes, in independent work students.

In this regard, expensive educational publications, focused on the use of unique or expensive educational equipment, representing knowledge according to original methods, have low adaptability.

9. The degree of compliance with psychological and pedagogical requirements for the content and design of the educational publication.

Most authors and reviewers of educational publications do not have professional knowledge in the fields of psychology and pedagogy. In this regard, this aspect of reviewing and examination encounters the greatest difficulties. Most often, these difficulties are overcome by reducing psychological and pedagogical requirements to didactic and ergonomic ones. Ergonomic parameters are taken into account if the original layout of the publication or the book itself is submitted for review or examination.

The main didactic requirements for educational publications are:

• the completeness of the presentation of the subject,
• content organization,
• scientific impartiality,
• definition of terminology
• consistency and logic of presentation,
• explicit indication of links between parts of the publication,
• structuredness,
• having examples,
• control questions,
• illustration,
• availability of a bibliography on the subject,
• scientific style of presentation,
• understandable language, etc.

The main ergonomic requirements for an educational publication are specified in the relevant GOST SIBID and are reduced to the characteristics of information richness, font design parameters, page sizes, text fields, pagination, and other parameters of an educational book as a printed product.

10. Expediency (inexpediency) of assigning a stamp.

The reviewer's judgment on the expediency of assigning a neck is final and based on previous ratings. It cannot be positive if there are comments and negative ratings on other review items.

When determining expediency, the estimated circulation of the publication is also taken into account. It correlates with the potential contingent of readers. It is considered inappropriate to assign a stamp in cases where the readership is limited and significantly less than the circulation of the publication.

The materials of this section were prepared by Filippovich Yu.N., summarizing many years of experience in typing and reviewing textbooks and teaching aids.

The word vulture comes from the French. Griffe. One of the meanings of the word is an inscription on a document or publication that determines the order in which it is used.

At the time of publication of the book, the new procedure has not yet become widespread, and publishers specializing in educational literature use mainly UMO vultures.

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