Educational level of the population. Raising the regional cultural and educational level of youth Increase wages for education workers
· formation and strengthening of the national consciousness of a citizen of the Republic of Belarus, as well as a sense of respect for other countries and peoples of the world;
· ensuring mastery of the state language as the main means of communication between citizens of the Republic of Belarus;
· preservation and enhancement of intellectual property and cultural values of the Belarusian people and other national communities of the republic;
· formation of environmental awareness;
· fostering respect for family life;
· promoting the intellectual aspirations of the individual;
· achieving a reasonable balance between experience and faith of the individual;
· development of scientific, technical and cultural activities in accordance with the development needs of the republic;
· fostering conscious respect for democracy as a form of governance and existence that allows each individual to participate in decision-making aimed at improving society;
· promoting the establishment of relations of humanity and mercy in relations between people;
· fostering conscious respect for the world order, based on the recognition of the political, economic and social rights of all peoples of the world;
· strengthening the health and physical improvement of pupils and students.
To achieve these goals, a reform was adopted in 1996. The reform concept is based on the fact that the main objectives of a comprehensive school are:
· preparing the younger generation for a full life and activity in society;
· formation of ideas and readiness for life in a changing world;
· transfer of the fundamental principles of national and world culture;
· promoting the harmonious development of the individual, his patriotic, civic and spiritual and moral education.
To achieve this, it is necessary to implement the following goals and measures:
increasing the educational level of the country's population:
Introduction of compulsory ten-year education;
Increasing the period for obtaining general secondary education to 12 years;
Ensuring accessibility of general secondary education;
Improving the system of continuous education;
improving the quality of general education:
Updating the content of education;
Introduction of modern teaching technologies;
Providing multi-level and varied training, taking into account the individual characteristics and capabilities of students;
Improving the system of training and advanced training of teaching staff;
meeting the general educational needs of the student’s personality, taking into account his individual capabilities and characteristics:
Creation of conditions in primary school that ensure the child’s adaptation to the learning process, taking into account his real capabilities;
Making the content of education at the basic (basic) school level relatively complete;
Implementation of profile differentiation at the final stage of general secondary education, which ensures optimal conditions during training;
Creating optimal conditions for the physical development and health of students, eliminating educational overload;
increasing the prestige of education:
Really securing the priority status of the education sector in the state and society;
Increasing the status of a teacher;
More complete material and technical support for secondary schools;
Development of forms of self-education in educational institutions.
The reform processes that have unfolded in the education system in recent years cannot be effective both without a deep theoretical understanding of its problems, and without a thorough experimental verification of the proposed transformations.
Any theoretical position that is being tried to be introduced into mass practice must first of all have two qualities: be technologically advanced and reproducible. To be technologically advanced means it can be implemented within the framework of the current operating models of educational institutions. To be reproducible means possible for use by every teacher. Alternative programs that do not possess these qualities cannot become the basis of mass teaching practice.
Several years ago, active and massive experimental work began in the republic. Today it has become a reality for dozens of educational institutions. At the same time, participation in innovation processes related to the introduction of a number of promising technologies that have proven themselves has become a reality for hundreds of schools, kindergartens and other institutions.
Until the 90s of the twentieth century. Belarus had virtually no experience of experimental work in education. The testing of all innovations was carried out by the Academy of Pedagogical Sciences of the USSR in its experimental schools, and the BSSR received in ready-made form all the materials necessary for implementation into mass practice. The experience of experimental work in the early 90s was minimal, since massive innovations in the education system were planned to be carried out starting from 1996-1997.
The first massive experience of experimental work is associated with the processes of reforming secondary schools and the transition to a 12-year term of education. However, since the 1999-2000 academic year, the process of experimental and innovative (in the narrow sense) work has become widespread. In 2000-2001, experimental work was carried out in 28 and innovative work in 14 different areas in the republic.
The School 2100 program is an alternative program. Its methods, techniques, and didactic means, in my opinion, most effectively make it possible to achieve the goals of education formulated in the “Law on Education” and “Reform of the Secondary School.” Moreover, on September 1, 2001, a massive experiment on this program began and soon we will receive results on its full implementation in the education of the Republic of Belarus. We, as practicing teachers, can talk about the effectiveness of the School 2100 program in elementary schools. After all, a junior student, studying certain disciplines, receives not only special knowledge (the basics), but also develops personal qualities in parallel with intellectual abilities, which are improved in high school. One of the main tasks facing a primary school student is for the child to learn not only to use his knowledge independently, but also to acquire the need for self-development, to analyze his activities, to learn to set a goal and plan his activities to achieve it.
The educational program “School 2100” is designed for preschool, primary and general secondary education. At all these stages it provides:
· humanistic nature of education, priority of universal human values, human life and health, free development of the individual;
· education of citizenship, hard work, respect for human rights and freedoms, love for the environment, Motherland, family;
· unity of the state cultural and educational space, protection and development by the education system of national cultures, regional cultural traditions and characteristics in a multinational state;
The educational level of various territorial population groups gives an idea of the population as a productive force (in modern society, education is necessary for most professions) and as a consumer of cultural and material goods. Among the indicators of educational level, the most important are: the proportion of literate , the share of people with secondary (complete or incomplete), secondary specialized and higher education. However, it is very difficult to compare such indicators for different countries of the world, since in some the proportion of literate people is determined as a percentage of the population over the age of 9 years (in the USSR), in others - as a percentage of the population aged 15 years and older, or by age group 15 - 65 years old, 15 - 54 years old or 14 - 64 years old (in the USA).
Of the 2,300 million people over 15 years of age on the globe, 750 million (according to some sources 800 million) at the end of 1970 did not know how to read and write, and in 1960 - 1970. their number has even increased by 70 million people, since in developing countries not all children are enrolled in school. According to UNESCO, by the beginning of the 70s, there were about 81% of illiterates aged 15 years and older in Africa, 68% in South Asia, 42% in East Asia, and 34% in Latin America. In developed countries, the number of illiterate people is small. However, in European countries such as Greece, Italy, Spain and especially Portugal, the proportion of illiterate people is still significant.
In pre-revolutionary Russia, almost 1/2 of the urban and 3/4 of the rural population aged 9-49 were illiterate (and the peoples of the Far North, Central Asia, and Kazakhstan were almost completely illiterate). During the Soviet period, by 1926 the percentage of literate people had increased to 81% in cities and to 51% in rural areas, by 1939 - to 94 and 84, respectively, by 1959 - to 98.7 and 98.2%. The 1979 census showed that only 0.1% of the urban population was illiterate between the ages of 9 and 49, and 0.3% of the rural population. These are mainly those who were unable to study due to physical disabilities or chronic illness. The transition from compulsory 8-year to universal full secondary (10 years) education is being completed.
Huge funds allocated by the Soviet state for the needs of general and vocational education ensured a continuous and rapid increase in the number of trained personnel. From 1939 to 1979, the number of people with higher or secondary (complete or incomplete) education per 1000 people aged 10 years and older increased from 108 to 638 (including those with higher education - from 8 to 68). These figures indicate profound changes in the general cultural level of the Soviet people, which is also very important for the professional training of personnel that meets the high requirements of modern production. The changes that have occurred have also affected the needs of the population, their lifestyle, interests, demographic and migration behavior. Increasing the level of education of the people was one of the important prerequisites and at the same time one of the consequences of the economic and cultural development of our socialist country.
In the USSR, the level of general educational training of men and women, city dwellers and rural residents, as well as representatives of different social groups is greatly converging (Fig. 17). However, some differences, in particular between city and village, between workers and collective farmers, are still significant. The influence of the age structure of the population should also be taken into account. In many rural areas the proportion of older and older people is higher than in cities; the proportion of older women is larger than men; older people make up the bulk of people who were unable to obtain an education in their time. Currently, the educational level of the population of various union republics is more than or
less leveled out. In 1979, the highest rate was noted in Armenia - 713 people per 1000 inhabitants aged 10 years and older, the lowest in the Lithuanian SSR - 558 people. In 1939, some republics exceeded others in the share of people with secondary and higher education by 3–4 times (Fig. 18). These indicators are somewhat lower for Moldova and Lithuania, since the Soviet system of universal education in them could actually be implemented only after 1945, so many older people were not covered by it. Comparatively lower figures for the Tajik and Uzbek SSRs, since the rural population predominates in these republics.
The existing differences, although greatly smoothed out, are due to the specialization of the economy (since its different sectors have different requirements for the qualifications and general training of workers), the degree of urbanization, and the peculiarities of the historical development of the area. And the dependence of this average indicator on the age composition of the population is very noticeable: it is lower where there is a higher proportion of elderly people or adolescents aged 10-15 years (the latter, of course, do not yet have a secondary education).
In the USSR in 1979, per 1000 city residents aged 10 years and older, there were 723 people with complete or incomplete
secondary education, incomplete higher education or higher education. The figures were higher than these averages for capital cities, as well as Leningrad and some other largest cities and in many urban settlements of pioneer development areas in Siberia, the Far East, and the European North. For the rural population, with the USSR average in 1979 being 492, the highest level of education was where the non-agricultural and young population predominated in rural areas.
The number of people with higher education grew especially rapidly and continues to grow among those peoples of the USSR for whom even basic literacy was rare under tsarism (in Siberia, Central Asia and Kazakhstan, Transcaucasia). If the total number of people with higher education in the USSR for 1939 - 1970. increased from 8 to 42 people per 1000 adults, i.e. 5 times, then in Turkmenistan it increased from 4 to 33, i.e. 8 times, in Uzbekistan - from 4 to 36, i.e. 9 times, and in Tajikistan - from 3 to 29 - almost 10 times. The table gives an idea of the differences in the number of personnel with higher education in the Union republics and economic regions. 3.
- Source-
Kovalev, S.A. Geography of the population of the USSR / S.A. Kovalev [and others]. – M.: Moscow State University Publishing House, 1980.- 287 p.
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Raising the educational level at a higher level is carried out by universities, institutes for advanced training and retraining of personnel. In recent years, there has been a desire among young people to obtain higher qualifications.
The reasons for this situation are most likely the following:
Priority of higher education over secondary specialized education;
Accessibility of higher education associated with the availability of a paid form of education;
The desire to have a good job and have an alternative choice of workplace;
The prevailing opinion is that a high level of education leads to an increase in income and, in particular, wages.
Of course, a person who has a certain amount of knowledge is more competitive and creative. Training in a second specialty makes it possible to reduce the imbalance in the labor market between supply and demand, because a less in demand specialty dictates circumstances that require retraining the employee, that is, obtaining a new specialty that is most in demand in the region. The advantages of the retraining system also include the following:
Training in a second specialty occurs in a shorter period of time;
Receiving an education using such a system allows you to avoid duplication of disciplines and eliminate a rather large block of general theoretical training;
The traditional lecture format has fewer advantages over lectures with strong feedback because the trainers have certain skills;
The country's human potential is growing;
The scope of labor application is expanding;
The teaching of a theoretical block of disciplines, carried out by the most competent teaching staff, capable of conveying knowledge of a particular subject within the framework of the main ideas of the development of the Belarusian state, is most closely linked with the practical skills of students.
In addition, the new specialty, firstly, continuously complements the previously received education, and secondly, is a conductor of innovative ideas and technologies. Analyzing the dynamics of statistical data characterizing employment and unemployment, it should be noted that the level of economic activity of the population, that is, the propensity to supply labor, increases in proportion to the level of education, reaching a maximum among persons with higher professional education.
Among the employed there are more and more people with higher education: 22.8% in 2010 compared to 16% in 2000. At the same time, the labor market reacts to the increase in people with higher education. This is reflected in the growing share of unemployed with higher education, which increased by 0.6 percentage points over 10 years (from 9.6% in 2000 to 10.2% in 2010). It should be noted that the increase in the number of graduates of secondary specialized educational institutions and universities is not a direct indicator of the growth in labor supply from specialists throughout the entire economically active population. In particular, since in older age groups of the working-age population, who are gradually leaving the labor market, the share of people with secondary specialized education is very high, the total supply of labor for people with secondary vocational education is declining. The average age of the unemployed is also growing, more so among women.
An increase in the level of education leads to an increase in the human potential of the country. Enterprises need knowledgeable, skilled personnel, since new technologies require greater abilities. In this regard, retraining of elderly people will avoid the reduction of this category of workers.
Based on the above, we can conclude that the system of higher and postgraduate education makes it possible to solve pressing problems in the labor market. After all, education outside the context of the labor market loses its meaning, and vocational training is the most important form of individual self-realization in the labor market, in the sphere of labor relations.
Using school infrastructure to improve the educational level of all members of society is an important way to get a return on investment in high technology (and ensure a speedy return on it). One type of such education is the acquisition of basic computer skills that can be used in any workplace. Another, also very important for those looking for work, is mastering information technology as such. In most countries, one in ten IT jobs is vacant; Over the next few years, the United States will need half a million trained professionals in this area, and Europe will need the same number. And in fast-growing regions such as India and Latin America, the vacancy rate may be even higher.
Because Reading's prosperity is entirely technology-based, and because traditional school funding sources are unlikely to provide enough funding to support Highdown's plans, it is looking to the public and private sectors to contribute jointly to pay for the necessary infrastructure. For businesses, this will be part of an "investment cycle" that involves investing in schools today and obtaining more skilled workers in the future.
In addition, the network being created will be open to use by all members of society (with the goal of constantly improving their educational level), and the school also hopes for this source of replenishment of its funds. Adults in the county will be able to update their technical knowledge not only within the walls of Reading's educational institutions, which are open in the evenings and weekends specifically for this purpose, but also from home, via the Internet. The fees charged for such services go towards maintaining and expanding the school's IT infrastructure.
Many educational institutions around the world are rapidly introducing more and more elements into the educational process to prepare for life in the information age. Israel has created a nationwide educational network that students can use to access knowledge sources and work with e-mail both from school and from home. The presence of a computer communication infrastructure brings interaction between teachers and parents to a new qualitative level. In Costa Rica, every public high school student has access to the Internet and email. And students at a high school in Issaquah, Washington, planned, built, and operate a district-wide network of 2,000 PCs used to teach the most theoretically complex subjects. Kentucky schools also engage students in their network, which spans all 176 districts and includes state government networks and many—and potentially all—local business and higher education networks.
