General characteristics of education models. Basic models of education - organization of the educational process - sergey vladimirovich sidorov Finish the education model

The traditional model of education is a model of systematic academic education as a way of transmitting to the younger generation the universal elements of the culture of the past and present.

The term "traditional education" implies, first of all, the classroom-lesson organization of education, which took shape in the 17th century on the principles of didactics formulated by Ya.A. Komensky, and is still prevalent in the schools of the world.

Distinctive features of the traditional classroom-lesson technology are:

• · Students of approximately the same age and level of training make up a class that remains largely constant throughout the entire period of schooling;
• · The class works according to a single annual plan and program according to the schedule. As a consequence, children must come to school at the same time of the year and at predetermined hours of the day;
• · The main unit of study is a lesson;
• · A lesson, as a rule, is devoted to one academic subject, a topic, by virtue of which class students work on the same material;
• · The work of students in the lesson is supervised by the teacher: he assesses the results of studies in his subject, the level of training of each student individually and at the end of the school year decides to transfer students to the next class;
• · Educational books (textbooks) are mainly used for homework.

Most often, traditional education is used in secondary schools and is practically the main form. This type of training involves providing students with knowledge and certain skills. There is a study of the educational material, and then the verification of the acquired and the assignment of marks according to the results of the verification.

This method has several significant disadvantages. The amount of knowledge in each discipline is growing. The routine study of the material has already become ineffective. It is impossible to convey all the material through personal communication. Therefore, it is necessary that the trainees independently find a piece of information that will additionally replenish knowledge.

The fundamental difference modern system education from the traditional lies in the specifics of its technological subsystem.

This technological element is extremely underdeveloped in classical education, which relies mainly on face-to-face teaching and printed materials. A rich arsenal of new information technologies is used in modern education.

A very common misconception among specialists in the field of education is the idea that the use of computers and telecommunications, new technical means in the educational process is the only thing that is necessary for the modernization of education. From this point of view, it is enough to put computers, telephones, video cameras, satellite dishes and other equipment in classrooms, teach teachers how to use it, and the main problems of education related to its quality, mass scale and efficiency will be solved. But the use of new information technologies (NIT) in the educational process leads to radical changes in only one subsystem of education - the technological one, while its other subsystems do not change significantly.

Modern models of teaching organization reflect the psychological patterns of the educational process, including students of different ages and in different conditions.

In pedagogical practice, classification by the content and nature of the contradictions of the educational problem is often used, which is solved by modern models of the organization of training:

• · Inconsistency of students' knowledge and new information;
• · Multiple choice of the only optimal or correct solution;
• · The novelty of practical conditions lies in the use by students of their knowledge;
• · The contradiction between the possible theoretical way of solving the problem and its inexpediency or impracticability in practice;
• · Lack of theoretical substantiation of the result achieved in practice.

According to the classification, modern models of training organization are evidence of the variability of implementation. educational process, the ability to take into account the characteristics of the individuality of students, the conditions of the educational process; a model of education as a state organization, a traditional model of education, a model of developmental education, phenomenological, non-institutional, rationalistic.

Models and technologies of the educational process are constantly changing, and today the problematic process in the development of learning belongs to the traditional type at the present time. The traditional learning process is feasible in the form of an andragogical or pedagogical model.

When we talk about the model and technology of teaching, we mean a systematized complex of activities of the teacher and the student. You also need to take into account many important components of training such as content, means, sources, methods and forms.

It is known that the system changes when its elements change. The system-forming factor in the pedagogical process is its goals. The very essence of the process depends on the goals set. If the goal is in the formation of new knowledge, then the educational process has an explanatory - illustrative character, in the formation of independence in cognition, the process has the features of problem learning. If the goal is to develop the individual personality traits of a student, then such a process is a true developmental, real holistic process of problematic developmental learning.

In its genesis, the process of education went through several stages. Starting from the model of dogmatic learning, further explanatory - illustrative, and ending with the model of the problematic developmental type. And at the same time, the integrity of the training became higher and higher. The main meaning of the integrity of the problematic developmental educational process is in the subordination of its functions and parts to the main task: the harmonious development of the individual, the formation of an integral person and the upbringing of the personality.

Methods of changing the educational process are aimed at supporting the child's initiative, teaching the skills of cooperation, communication, expanding experience, and building student independence.

Each of its subsystems is itself a complex whole, consisting of a number of interconnected elements. Let us determine the connections of the main elements of the pedagogical subsystem, both among themselves and with other subsystems, in order to reveal the unified nature of education management, based on modern computer and telecommunication technologies.

The basis of the educational process is the subject of study, its content, which determines the totality of knowledge, abilities, skills that the student masters. This element of the pedagogical system determines what teachers teach.

In order for students to master a certain content, a number of training courses are being developed based on the training program, a set of means for achieving the goals and objectives of these programs, as well as for monitoring the results of this process, etc. This element is associated with design and development. training courses.

Courses should not only be designed in detail, but also appropriately provided for study. Therefore, an element of the pedagogical subsystem associated with the delivery and provision of courses is highlighted. This provision presupposes a specific learning environment, which is an important component of the pedagogical process.

Finally, this process involves the constant maintenance of connections between teachers, trainees and all other people involved, as well as between them and the means they use. Establishing and maintaining such ties, organizing the educational process is a separate element of the pedagogical system.

So, the main elements of the pedagogical subsystem are associated with the following activities:

• - determination of the content of training;
• - design and development of training courses;
• - provision, delivery of training courses;
• - creation of a specific learning environment;
• - organization of the educational process.

These elements can be distinguished in the traditional educational process, but both the nature of the activities associated with them and the relationship between these elements differ significantly in the case of BAT-based education. Many fundamental differences stem from the fact that if in traditional education training courses are provided mainly through materials in printed form and direct, face-to-face, group or individual training, then modern communication technologies open up many new ways of delivering, providing educational material to learners. The choice of this or that delivery method essentially depends on the content of the educational material. The content and delivery of the material will largely determine how the curriculum is designed and developed, although this activity can backfire and lead to adjustments in both the delivery method and the choice of the curriculum.

Whereas traditional teaching took place primarily in classrooms, then BAT-based education could also be provided with appropriately equipped workplace at the enterprise, and a special training center; the learning environment (which is very important) can be created right at home, based on, for example, a personal computer and modern telecommunications.

The educational environment significantly influences the design and delivery of training courses. Naturally, the organization of the educational process in such an educational system will differ significantly from the traditional one.

Any pedagogical activity in the field of NIT-based education is closely interconnected both with its other types and with the work of information technology specialists and training organizers. In the difficult conditions of financing education, the success of any activity in this area is largely determined by its connection with the economic subsystem. On the other hand, the technologies used, the content of educational material, the methods of its delivery significantly affect the development of the economic subsystem of education.

The development of computer and telecommunication technologies is one of the leading factors in the formation of a new educational system. Their constant improvement at an unprecedented pace in recent decades stimulates and accelerates innovation in this area.

However, new information technologies are introduced into the educational process largely by accident, simply because teachers have access to some of these technologies. Thus, the literature on distance education is dominated by simple descriptive reports on the use of one or a number of telecommunication technologies in the educational process, from which it follows that the authors were attracted by the very possibility of using modern technologies in the field of education. It also follows from these reports that new technologies are often used in education without any analysis of the effectiveness of their use. The very fact of their application turns out to be important.

It should be noted that the comparison of the effectiveness of distance education with traditional education began more than half a century ago in connection with the development of its first form - correspondence education, when communication between a teacher and a student occurs mainly not face to face, but mediated by written materials, often sent by mail. The development of such new forms of distance education as open education, as well as tele-education, in which modern telecommunication means are used to interact between a teacher and a student, is sometimes accompanied by comparisons of the effectiveness of distance education and traditional education. Most often, with such comparisons, the result of education, its quality is measured by means of exam grades.

Often, the comparison of the effectiveness of traditional education and education based on computer and telecommunication technologies is based on the assumption that limiting direct contact between the teacher and students, the mediation of this interaction by technical means inevitably leads to a deterioration in the quality of education.

First of all, when choosing a technology, it is necessary to proceed from the idea that teaching in a traditional classroom today is not knowingly the best way providing courses. Moreover, the educational model, in which the interaction of teachers and students is largely based on modern computer and telecommunication technologies, in principle can be more effective than the traditional one.

It is not the technologies themselves that are important, but how well the training course is developed and provided, how adequately the educational process is organized. The quality of pedagogical activity determines the result of education, and not the type of communication technologies.

Therefore, the main question when choosing information and communication technologies is not which of them obviously leads to the best result of the educational process, but how to optimally design and organize this process, how to ensure adequate connections between its elements and components.

As a manuscript

IVANOV Anatoly Fedorovich

FORMATION CONDITIONS OF UNDERGROUND MINERAL WATER

AND THEIR STUDY BASED ON ISOTOPIC-HYDROCHEMICAL

METHODS (on the example of the Chuvash mineral province)

Specialty 25.00.07 - "Hydrogeology"

dissertation for a scientific degree

candidate of geological and mineralogical sciences

Perm 2010

The work was performed at the Perm State University at

Department of Dynamic Geology and Hydrogeology.

Supervisor:	Professor
Official opponents:	Doctor of Geological and Mineralogical Sciences, Professor
	candidate of geological and mineralogical sciences,
Lead organization:	Institute of Ecology of Natural Systems and subsoil use of the Academy of Sciences

The defense of the thesis will take place on January 21, 2010 at 1315 hours at a meeting of the Dissertation Council D 212.189.01 at the Perm State University at the address: Perm, bldg. 1, meeting room of the Academic Council.

The dissertation can be found in the library of Perm state university.

Fax: (3Е- mail: geophysic @ psu.ru

Scientific Secretary of the Dissertation Council D 212.189.01,

Doctor of Technical Sciences, Professor

________________

GENERAL DESCRIPTION OF WORK

Relevance of the topic. In recent years, Chuvashia has formed into a large mineral province of Russia as a result of the identification on its territory of various types mineral waters and accumulation of a large amount of factual material based on the results of hydrogeological studies.In this regard, the need for scientific substantiation of planning a new and expanding the existing therapeutic use of mineral waters throughout the territory of the republic is obvious, as well as their systematic study.

Decree of the President of the Chuvash Republic No. 48 of 01.01.2001 "On measures to implement the federal law" On natural healing resources, health-improving areas and resorts "gave direction and determined the active development of the republic in the organization of research on natural healing resources. Ynto consume for drinking medicinal purposes not only imported, already well-known and popular mineral waters (Borjomi, Narzan, Essentuki, etc.), but also their own Chuvash mineral waters.

Geological and tectonic structure and various hydrogeological conditions of the right bank of the river. Volga, conditionedvariety and uneven distribution of mineral waters in the republic.These waters are still not well understood,although the accumulated factual material suggests that manyof them, in terms of their physicochemical characteristics, are similar to the well-known types of mineral medicinal table waters that have become traditional in Russia and the neighboring countries. Comparison of the mineral waters of Chuvashia and the mineral medicinal-table waters of other regions of Russia made it possible to identify not only 15 types of such waters on the territory of the republic, but also to reveal the patterns of their formation.

In this work, the isotope-hydrochemical complex was selected forhigh information content, efficiency and expressiveness. Assessment of the degree of protection of the exploited deposits of underground fresh and mineral waters from possible natural pollution from the depth, andforecast of the ecological state of mixed waters impossible to obtain by traditional hydrogeological methods.

For the development of an isotope-hydrogeochemical method for identifying the places of modern inflow within the ancient faults on the Russian platform of deep waters with a high content of heavy elements and other toxic chemical elements at the exhibition-congress “High technologies. Innovation. Investments ”held in 2003 in St. Petersburg, the Research Institute of Geological and Geoecological Problems was awarded a diploma of the Ministry of Industry, Science and Technology of the Russian Federation with a medal.

The main purpose of the work was the establishment of the conditions of educationand spatial placementmineral drinking medicinal table waters in the hydrogeological structures of the northern part of the Tokmovsky arch andcarrying out the typification of the mineral waters of Chuvashia comparing them with analogues in Russia and abroad.

To achieve the set goal it was necessary to solve the following tasks:

· to analyze the main processes of formation of the chemical composition of mineral waters;

· research patterns of distribution of mineral waters;

· carry out the procedure for the typification of mineral waters according to their analogues,used in Russia and the CIS;

· to study the structural-tectonic and geological-hydrogeological conditions of the occurrence of waters in the regional plan and in certain promising areas;

· develop and substantiate predictive measures to identify the spatial distribution of mineral waters;

· study the problems of protecting mineral waters from depletion and pollution and outline ways to solve these problems.

Research objects were the hydrogeological structures of the northern part of the Tokmovsky arch andmineral medicinal table waters contained in them (northern and central parts of the Chuvash Republic).

Research subject - patterns andformation processesmineral medicinal table waters in the zone of active water exchange.

Credibilityscientific provisions, conclusions and recommendations dissertation work is provided by an in-depth analysis of the state of the problems being solved, the use of a well-founded research complex of methods, large volume primary material - the results of laboratory and field study of mineral waters, summarized by the authorin the process of 13 year oldsresearch. Theoretical generalizations, field observationsthe author and the results of cartographic constructions are characterized by goodconvergence with published materials on adjacent regions US.

Assigned taskswere solved by generalization and analysis of hydrogeochemical and hydrogeological materials andcomparing the results at 9 specific areas of deposits and occurrences of mineral waters of the Chuvash Republic,obtained by the author in the process of fieldwork, as well as borrowed from stock and published literature. In the dissertation work, information on 420 wells was used.Is more than400 chemical analyzes of ion-salt, microcomponent, uranium-isotopic and gaseous composition of groundwater, including 102 samples taken personally by the author.

Modern chemical-analytical and uranium-isotope studies were carried out in certified laboratory testing centers of the Russian Scientific Center for Restorative Medicine and Balneology (RSC VMiK) of the Russian Healthcare Administration (Moscow),at the Institute for Problems of Microelectronics Technology and High-Purity Materials (IPTM) (Chernogolovka) of the Russian Academy of Sciences (RAS), NIIGiGEP (Cheboksary) and Chuvash Republican Radiological Center (CHRRTs) of the Ministry of Natural Resources of Chuvashia (Cheboksary).

For the studied territories, the following were built: model maps of the formation and circulation of groundwater, reflecting the processes of connections between different aquifers; hydrogeological sections reflecting spatial changes in mineralization and elemental composition of groundwater.

Implementation of work. The research underlying the dissertation was carried out in accordance with a number of government and industry programs. We carried out the following studies:

Thematic work: "Assessment of the current state and prospects for the use of mineral waters on the territory of the Chuvash Republic" was carried out in 2002 in accordance with the Program of geological exploration in the territory of the Chuvash Republic for 2000, approved by the Resolution of the Cabinet of Ministers of the Chuvash Republic of 01.01.2001 No. 70, customer - the Ministry of Natural Resources and Ecology of the Chuvash Republic. Authors - ,

Research work on the topic: "Determination of the formation processes of underground fresh and mineral waters in the Volzhskie Zori area and assessment of their protection from pollution and depletion" were carried out in accordance with the Resolution of the Cabinet of Ministers of the Chuvash Republic of 01.01.2001, No. 000 "Formation of the balneoclimatic resort of republican significance" Volzhskie Zori ", 2007, customer -" Volzhskie Zori ". Authors - ,

As a result of the complex uranium-isotope and multielement hydrochemical studies of underground mineral waters carried out on the territory of the Chuvash Republic:

six new types of mineral drinking medicinal table waters were identified, which made it possible to significantly expand the hydromineral base of the republic;

it was found that the known deposits and manifestations of mineral waters on the territory of the Chuvash Republic were formed as a result of mixing formation waters of the Urzhum deposits with deep waters flowing through fractured-weakened zones;

their genesis has been clarified, areas promising for the identification of new deposits have been determined, and the degree of protection against possible deep and surface pollution has been assessed.

For all of the above studies, the results have been introduced into production.

Scientific noveltywork is as follows:

· at the level of modern knowledge, extensive data on the state and composition of mineral medicinal table waters on the territory of the Chuvash Republic have been summarized and systematized;

· a spatial model of the interaction of the processes of formation and circulation of various flows of groundwater, dynamics and features of the interaction of waters of different horizons is presented;

· for the first time, areas of deep water inflow into the exploited horizons of fresh and mineral waters were identified;

· a system for forecasting the processes of depletion of mineral waters, as well as processes of technogenic and natural pollution of underground waters has been developed.

The following provisions are subject to protection:

1. A method for identifying a site of deep water intrusion based on isotope-hydrochemical research methods for identifying underground mineral waters in the northern part of the Tokmov arch.

3. The material for the formation of mineral medicinal-table waters of the Urzhum aquifer are stratal and deep waters coming from the active areas of the Gorky-Kilmez lineament and Chuvash regional neotectonic zones.

The practical significance of the work is determined by the following results:

1. A unified database of mineral medicinal table and table waters in the Chuvash Republic has been created with the results of chemical analyzes obtained over the past 30 years.

2. The typification of 15 mineral medicinal-table waters of the Chuvash Republic has been completedby their counterparts in Russia and abroad.

3. Revealed h regularities of formationniya of mineral medicinal table waters will provide:

Possibility optimization of prospecting and exploration of mineral water deposits;

Reasonable use of methods of typification and analogy of mineral medicinal table waters for forecastingthe conditions of their occurrence;

Issuance of scientifically based recommendations for long-termthe expansion of the sanatorium and resort industry in the Chuvash Republicand a network of enterprises for industrial bottling of canteens and medical canteens

4. The research results are recommended for use in educational programs.course at the geological faculties of higher educational institutions when reading the courses "Mineral Waters", "General Hydrogeology", "Dynamics of groundwater ”and others, read for students in the direction"Geology" and specialties“ Hydrogeology and Engineering Geology” .

Personal contribution of the author. The author of the dissertation during the period of his industrial and scientific activity, from 1997 to the present, was the head or the responsible executor of field expeditionary and thematic research works.

All research materials used as the basis for the dissertation were processed by the author personally. All the results and conclusions were obtained by him independently. In the works written in co-authorship, the collection, processing and generalization of materials was carried out. The materials presented in this work without bibliographic references belong to the author.

In 2006, for the development of the project "Introduction of the method of forecasting and processes of groundwater pollution", the team of the Research Institute (the author of the thesis is one of the co-authors of the implementation of this method) was awarded I 3rd place in the Republican (Chuvash) competition for the best innovative project and research and development work by the Ministry of Economic Development and Trade of the Chuvash Republic and the Chamber of Commerce and Industry of the Chuvash Republic.

In 2007, the team of employees of the Research Institute, including, for the excellent presentation of scientific developments in the use and protection of water resources, water conservation technologies and contribution to the preservation of Russia's national wealth - water resources, by the organizing committee IX The International Symposium and Exhibition "Pure Water of Russia-2007" was awarded a diploma of the Laureate of the Knight of Science Prize.

Four employees of the institute (including the author of the thesis) were awarded diplomas of the Ministry of Natural Resources of the Russian Federation for participation in the competition "Rational use of natural resources and environmental protection - a strategy for sustainable development of Russia in XXI century "for the work" Isotope-hydrogeochemical technology for identifying areas of deep-seated danger of contamination of fresh groundwater on the Russian platform. "

Publication and approbation of research results. On the topic of dissertation research published11 publications, including 4 articles in publications included in the list of the Higher Attestation Commission.

The main provisions of the dissertation were reported and discussedat 8 conferences, symposia and congresses of various ranks:

Republican scientific and practical conferences of the Ministry of Natural Resources of Chuvashia (Cheboksary, 1998) and the Ministry of Ecology of Chuvashia (Cheboksary, 1998);

Interregional scientific and practical conferences "The health resort system as an important factor in the prevention, rehabilitation and health improvement of the population ”(Cheboksary, 1999) and “Innovations in the educational process” (Moscow, 2006);

International conference “Sustainable Development: Nature-Society-Man” (Moscow, 2006);

Vii International Congress “Water: Ecology and Technology” (Moscow, 2006);

IX International Symposium and Exhibition “Pure Water of Russia-2007” (Yekaterinburg, 2007);

XII scientific conference "Memory" (Perm, 2009)

The structure and scope of the thesis. The dissertation work consists of an introduction, 5 chapters, a conclusion and a bibliographic list of 67 titles. The volume of the thesis is 107 pages of typewritten text, containing 27 figures and 10 tables.

The dissertation work was written under the scientific supervision of the professor of the Perm State University, D.Sc. n. and scientific consultant, advisor to the director of NIIGiGEP, Ph.D. n. with which the author expressesdeep gratitude for the valuable advice and guidance.

In administered substantiated the relevance of the work, formulated the goal and objectives of the research, provides information on the methods and initial materials for their solution, assesses the scientific novelty and practical significance of the results of the work, provides a list of provisions submitted for defense.

Chapter 1. The state of knowledge of the mineral waters of Chuvashia

This chapter is reflected in published works. The dissertation briefly describes the work devoted to the study of mineral waters in the territory of the Chuvash Republic. Since the fifties of the last century, research on mineral waters has been widely developed in the USSR. In Chuvashia, they are associated with names, and. Thanks to these works, important results were obtained on the assessment of the mineral resources of Chuvashia. They were later studied by others as well. Thanks to these works, modern results have been achieved in assessing the mineral waters of the Chuvash Republic. For the first time, information on drinking mineral waters of the Chuvash Republic was summarized by i.

While highly evaluating the available information on mineral waters, one should, however, acknowledge the insufficient knowledge of the mineral waters of the republic under study from the standpoint of the formation of the chemical composition of mineral waters, the conditions for their formation and distribution patterns, the problem of protecting mineral waters from depletion and pollution.

These questions are the subject of research in this work.

Chapter 2. Methodology and technique of isotope-hydrochemical

natural waters research

This chapter is reflected in the works. To solve the set tasks, the indicator uranium-isotope method was used, which is based on the use of non-equilibrium natural uranium as an indicator (the ratio of activities of isotopes 234U / 238U¹ 1) contained in the waters of the Earth's hydrosphere. Due to this, it is environmentally friendly and compares favorably with other indicator methods, in which artificial isotopes or dyes are used as an indicator.

In each hydrogeological structure, the circulating waters acquire their characteristic mark in the form of a certain excess (and in some cases, a deficiency) of 234U in relation to 238U. The formed underground flow in the transit and discharge zone retains its mark (value g ) before mixing with others (having a different g ) streams. Under conditions of active water exchange, the change in the 234U / 238U isotopic ratio occurs only as a result of the mixing of waters of various adjacent streams or the introduction into their boundaries of waters with a different isotopic composition of uranium from other horizons.

The main methodological approach in researching the dynamics of groundwater using non-equilibrium uranium as an indicator is to study the spatial and temporal patterns of changes in the value of the isotopic ratio 234U / 238U = g in the waters of a separate area and modeling on this basis of hydrogeological processes. This approach was implemented by means of uranium isotope survey of the areas under study.

The sampling of natural waters and the concentration of uranium from them was carried out according to a special method, taking into account the water points existing in the area, which characterize various aquifers. In order to study the processes of the relationship between groundwater and surface water, samples were taken from wells, rivers, wells and springs. The volume of the water sample was 33-72 liters. Measurement of the isotopic composition and concentration of uranium in the samples was carried out using an ionization alpha spectrometer.

To determine the microelement composition of the waters, samples of 30-50 ml in volume were taken into polyethylene bottles, which, after acidification of the water, were stored in a refrigerator until sent for analysis. At the Institute of Applied Mathematics and Mechanics of the Russian Academy of Sciences, in the Laboratory of Nuclear Physics and Mass Spectral Methods of Analysis, which is part of the Analytical and Certification Center of the Institute for Problems of Microelectronics Technology and High Purity Materials of the Russian Academy of Sciences, the analysis of water samples was carried out. The center is accredited by the State Standard of the Russian Federation. The scope of accreditation includes elemental analysis of drinking and natural waters.

Content of elements Li, Be, B, Na, Mg, Al, P, S, K, Ca, Sc, Ti, V, Cr, Mn, Fe, Co, Ni, Cu, Zn, Ga, Ge, As, Se, Br, Rb, Sr, Y, Zr, Mo, Nb, Ru, Rh, Ag, Cd, In, Sn, Sb, Te, I, Cs, Ba, La, Ce, Pr, Nd, Sm, Eu, Gd, Tb, Dy, Ho, Er, Tm, Yb, Lu, Hf, Ta, W, Re, Os, Ir, Pt, Au, Hg, Tl, Pb, Bi, Th and U in the samples was determined by mass spectral (Plasma Quard , VG, England) and atomic emission (ICAP-61, Thermo jarrell ash, USA) by methods of analysis.

To interpret the obtained results of uranium-isotopic and multielement hydrogeochemical surveys of groundwater, as well as stock geological and hydrogeological materials, isolines were built over the area and in the section of aquifers using the computer program “ ArcView ”.

Chapter 3. Processes of formation of mineral waters

in the area of ​​the lineament zone according to the isotopic

hydrochemical data

This chapter is divided into two sections and is reflected in published works. This chapter examines the tectonic structure and hydrogeological zoning of the territory of the republic. A model of the conditions for the formation of underground mineral waters, studied by us by the isotope-hydrochemical method, during the formation of medicinal radon and drinking medicinal-table waters in the area of ​​the lineament zone of Cheboksary is shown.

3.1. Formation of radon waters in the area of ​​Cheboksary

based on isotope-hydrochemical data

Within the lineament zone near the city of Cheboksary, in the aquifers of the Quaternary and Permian deposits of the left-bank part of the Cheboksary reservoir, an increase in the content of radon in the drinking water of some production wells in the area of ​​the village of Sosnovka was first established.

We have studied the conditions for the formation of radon-containing groundwater in the area of ​​the village of Sosnovka using the uranium-isotope method. In the process of uranium-isotope survey, 11 water points were tested, including 8 production wells drilled for the extraction of groundwater from the aquifer of the Urzhum stage (P2 ur ), and 3 drilling wells, equipped on the lower horizon of the Quaternary deposits. In the groundwater of Permian deposits, the isotopic ratio is 234 U / 238 U varies within significant limits:from 0.80 ± 0.01 to 3.26 ± 0.09. In well. 16, the radon content is 107.8 Bq / l.

The zone with a high uranium content and an equilibrium isotope ratio tends to spread in sediments under the bottom of the Cheboksary reservoir. This indicates a possible connection of the indicated zone with anomalous uranium isotopeindicators and geomagnetic anomaly noted in this area earlier according to aeromag filming (Zander, Vorobiev, 1960).

3.2. Mineral waters in the river basin. Volga (on the example of the Suktersky site of the Cheboksary mineral water deposit)

Protected Scientific Provisions

1. A method for identifying the site of intrusion of deep waters on the basis of isotope-hydrochemical methods for identifying underground mineral waters in the northern part of the Tokmovsky arch.

2. The arrangement of occurrences and deposits of mineral waters in the investigated territories has a local character due to the point penetration of deep waters and their mixing with stratal waters.

3. The material for the formation of mineral medicinal table waters of the Urzhum aquifer complex is stratal and deep waters coming from the active areas of the Gorky-Kilmez lineament zone.

As a result of the research, the conditions for the formation of underground fresh and mineral waters in the area of ​​OOO Sanatorium Volzhskie Zori and OAO Volzhanka were determined on the basis of isotope-hydrochemical methods and an assessment of the protection of groundwater from pollution and depletion was carried out.

The research area is located within the Volga-Ural anteclise and is confined to the northern wing of the Tokmovskyvault. Hydrogeologically, raion belongs to the northeastern part of the Volga-Sursk artesian basin. The main aquifers are confined to the Kazan, Urzhum and quaternary deposits.

According to the river, on the Russian (East European) platform, interblock zones are traced, where deep faults are located. The cosmotectonic map, compiled on the basis of satellite observations and satellite images of the Earth's surface, indicates a rather intense tectonic regime of the Cheboksary Volga region. On the basis of a generalizing analysis of geological and geophysical materials, we came to the conclusion that neotectonic activation of faults manifested itself in the basement and in sedimentary

nom case. They argue that the basement is characterized by block and fracture tectonics, which is reflected in the sedimentary cover by various dislocations.

In the area of ​​the "Volzhskie Zori" resort, in the process of research, the author tested 30 water points to determine uranium isotope and hydrochemical indicators. Also, work was carried out to collect, systematize, analyze geological and hydrogeological information and analyze the distribution of sulfate ions in groundwater in the exploited aquifer of the Urzhum deposits of the Upper Permian (Fig. 1), where it can be seen that sulfate waters form a local area. In well. 3/91 of mineral medicinal-table waters, the sulfate content is 4.99 g / dm3, and in well 5924 - 1.87 g / dm3.

Rice. 1. Distribution of sulfate ion (SO42-) concentration in

Underground waters of Urzhum deposits in the region

Sanatorium "Volzhskie Zori"

1 - isoline of SO42- concentration, g / dm3; 2 - wells; 3 - settlements; 4 - roads; 5 - 7 - limits of change in concentration of SO42-, g / dm3: less, from 0.1 to and more; 8 - cut line; 9 - outline of the Volzhskie Zori sanatorium.

The reliability of the data obtained is illustrated by the data shown in Fig. 2 is a graph of comparison of uranium concentration in samples measured by alpha-spectrometric and mass-spectral methods in independent laboratories of OOO NIIGiGEP and IPTM RAS. The data given so far -

The lack of influence of the composition and age of water-bearing rocks on the uranium isotopic composition of the waters circulating in these rocks.

Rice. 2. Graph of the correlation of uranium concentration according to the data

Alpha spectrometry and mass spectral analysis

In the area of ​​the cities of Cheboksary and Novocheboksarsk, we established earlier that an increase in the mineralization of underground waters of the Urzhum deposits is noted only in local areas and their distribution in the section has a domed appearance. This indicates that mineral waters in the Chuvash Volga region were formed, in contrast to the previously existing concepts, as a result of the inflow of deep waters into the aquifers of the upper hydrogeological level in the active areas of tectonic disturbances of the Gorky-Kilmez lineament zone. These waters contain various trace elements and, when mixed with fresh

underground waters of the upper aquifers, form mineral medicinal table waters.

Based on the uranium-isotope survey, it was established that the value of the ratio 234 U / 238 U = γ in groundwater ranges from 0.96 ± 0.01 to 5.20 ± 0.10 rel. units with significant fluctuations in uranium concentration from 0.12 to 7.93 μg / dm3. As can be seen from Figure 3, there is an inflow of deep waters characterized by increased γ values ​​in tectonically weakened zones.

At the intersection of the Chuvash regional neotectonic zone with the Gorky-Kilmez lineament zone, a mineral water deposit was formed at the Syuktersky site in the area of ​​the Volzhskie Zori Sanatorium LLC due to the introduction of deep waters and their mixing with the formation waters of the Urzhum deposits. The field in the plan occupies a local coastal area and extends from west to east along a length of

font-size: 10.0pt "> Fig. 3. Map-model of the formation of underground freshwater and mineral

New waters in the area of ​​the sanatorium "Volzhskie Zori" on

Uranium isotope data

1 - isoline 234 U / 238 U = γ ; 2 - wells (a), wells (b); 3 - spring rivers; 4 - settlements; 5 - roads; 6 - outline of the Volzhskie Zori sanatorium; 7 - 9 - limits of change of valueγ ; less than 1.6 - formation waters of the Urzhum deposits (7), from 1.6 to 2.4 - mixed waters (8) and more than 2.4 - the area of ​​deep water inflow (9); 10 - direction of formation water flow; 11 - areas of penetration of deep waters; 12 - cut line.

nii 6 km in the form of a strip 1.5 km wide. The obtained uranium isotope data made it possible to explain the local increase in the concentration of sulfate ions in plan and section in the area of ​​the Syuktersky area.

There are four areas of deep water inflow: in the area of ​​the Volga and Berezka sanatoriums, in the area of ​​the Solnechny Bereg sanatorium complex, the Volzhskie Zori sanatorium and the village of Khirkasy. An increase in the isotopic ratio of uranium to 4.40 in the area of ​​borehole indicates the influx of deep waters. X3-X12-343 and until 5.20 in the area of ​​well. 558 and a dome-shaped piezometric level in the area of ​​well. 343 sanatorium “Volzhskie Zori”. Boron content in 17 out of 25 investigated wells exceeds the MPC (0.50 mg / dm3). High boron concentrations are observed in areas where, according to uranium-isotope data, the intrusion of deep waters is noted. There is a fairly good correlation dependence (K = 0.84) between the isotopic ratio of uranium and the boron concentration, which indicates the supply of boron with deep waters. At the same time, in the areas where the formation waters of the Urzhum deposits are spread, the boron content does not exceed the MPC.

In the central parts of the areas of deep water penetration, the boron concentration reaches 2.2 mg / dm3 (DOL “Volga”). In wells 3/91 and 5924 of the Volzhskie Zori sanatorium, the boron content is, respectively, 2.30 and 2.50 mg / dm3, ie, it exceeds the MPC up to 4-5 times.

Thus, a method for identifying the site of deep water penetration on the basis of isotope-hydrochemical methods for identifying underground mineral waters in the northern part of the Tokmov arch has been substantiated and proved.

It was shown above that the layout of the Syuktersky area of ​​the Cheboksary underground mineral water deposit has a local character due to the point penetration of deep waters and their mixing with formation waters.

The material for the formation of mineral medicinal table waters of the Urzhum aquifer complex is stratal and deep waters coming from the active areas of the Gorky-Kilmez lineament zone.

Chapter 4. Conditions for the formation of mineral waters

in the northern part of the Tokmovsky arch

4.1. Mineral waters in the region of the Chuvash submeridian regional neotectonic zone

(on the example of Vurnarsky district)

Protected scientific position

The material for the formation of the mineral medicinal table waters of the Urzhum aquifer complex is stratal and deep waters coming from the active areas of the Chuvash submeridian regional neotectonic zone.

This section is reflected in published works. This section describes the conditions for the formation of underground mineral waters in the region of the Chuvash submeridian regional neotectonic zone (by the example of the Vurnarsky region) and their study on the basis of isotope-hydrochemical methods within the central part of the ChRNTZ. As objects of research, the currently known manifestations of mineral waters on the territory of the Vurnarsky region were selected - low-mineralized sulfate sodium and hydrocarbonate-sulfate sodium waters with a mineralization of 1.6-3.2 g / dm3, used as drinking medicinal-table. The groundwater regime of the exploited aquifers in the areas of mineral waters is formed mainly under the influence of water intake and, to a lesser extent, under the influence of meteorological and hydrological factors. The quality of underground mineral waters, in general, meets the regulatory requirements, with the exception of the increased content of boron.

According to the data of uranium-isotope survey, it was established that the value of the ratio 234 U / 238 U = γ in groundwaters of the Vurnarsky region varies from 1.22 ± 0.01 to 9.45 ± 0.10 rel. units with significant fluctuations in uranium concentration (from 0.062 to 28,000 μg / dm3). As a result of the research, it was found that waters with γ more than 3.0 rel. units, which indicates a significant contribution of deep waters to the exploited aquifer of the Urzhum deposits.

The identified seven areas of deep water inflow are confined to the most weakened tectonic zones and the Bolshoi and Maly Tsivil rivers, the location of which is also determined by these zones. They are also associated with the currently identified manifestations of mineral waters in the Vurnarsky region. All these areas are located on the territory of the above-named neotectonic zone, the width of which is about 30 km.

The manifestations of mineral waters in the settlements of Kalinino and Vurnary are confined to tectonic faults, which confirms their formation as a result of the mixing of stratal waters of the Urzhum deposits with deep sulfate waters. The areas of deep water inflow should be considered promising for the identification of mineral medicinal table waters.

Deep waters are sulfate and give medicinal properties to the water. The content of sulfate ion in most of the territory exceeds 500 mg / dm3, which is significantly higher than the MPC requirements for domestic and drinking water supply.

The carried out microelement hydrochemical studies using high-precision mass-spectral methods have established that in the Vurnarsky region, in almost all production wells, an increased boron content is observed from 0.5 to 2.5 mg / dm3.

In this section, the third protected position is substantiated and proved, that the material for the formation of mineral medicinal table waters of the Urzhum aquifer complex is stratal and deep waters coming from the active areas of the Chuvash regional neotectonic zone.

Chapter 5. Forecasting new deposits

mineral waters based on isotopic

hydrochemical information

5.1. Forecast of deposits and occurrences of mineral

medicinal table waters

This section is reflected in published works. An analysis of the results of uranium-isotopic and microelement hydrochemical studies indicates that mineral waters in the Syuktersky area of ​​the Cheboksary mineral water deposit and the occurrence of mineral waters in the Vurnarsky region of the Chuvash Republic are formed as a result of the mixing of formation waters of the Urzhum deposits with deep waters entering the fractured-weakened areas. The research results illustrate the high information content of uranium-isotope methods for modeling the processes of formation and circulation of mineral waters formed by introducing deep waters into fresh water aquifers and mixing them with stratal waters. The regularities of the change in the concentration of uranium and the isotopic ratio of 234 U / 238 U , on the basis of which models of the formation and circulation of mineral medicinal table waters in the northern part of the Tokmovsky arch (Chuvash mineral province) were built, will allow to determine adjacent areas - promising for the identification of new areas of the mineral water deposit. The author proposed a new methodological approach to identify sites mineral waters and assessing the ecological state of these waters in the northern part of the Tokmov arch.

The revealed regularities of the formation of mineral medicinal table waters will also make it possible to select the optimal operating modes for the areas of the mineral water deposit, to assess the degree of protection of mineral waters from possible deep and surface pollution and to determine the volumes of the maximum allowable withdrawal of mineral waters.

The practical implementation of the presented provisions is the basis for furtherand a network of enterprises for industrial bottling of medical canteensmineral waters.

5.2. Typification of mineral waters of the Chuvash Republic

This section is reflected in published works. On the basis of balneological conclusions and GOST, the mineral waters of the Chuvash Republic were typified (table 1) and compared with the mineral waters "Borzhomi", "Narzan" and "Essentuki" according to indications of therapeutic (internal) use.

Table 1

Typification of mineral waters of the Chuvash Republic

Name Chuvash water and its index	Mineralization, g / dm3	Location chuvash water well drilling, (area inhabited by unkt, borehole no.)	Analogue denomination type of water	Location analogue Chuvash water
"Volga Dawns", Cl - S О4 Ca - Na		Cheboksary, Settlement Syukterka, 3/91	"Pskovskiy"	Pskov region
"Syvlakh", Cl-S О4 Na		Novocheboksarsk, 1/89	"Feodosia sky"	Republic Ukraine Crimea
"Cheboksarskaya-1", Cl - S О4 Mg - Ca - Na		Cheboksary, A-163	“ Nizhne-Ivkinsky”	Kirovskaya region
"Preobrazhenskaya", Cl-S О 4 -HCO Mg-Ca-Na		Komsomol, village Churachiki, S-162	"Varnitsky"	Republic Moldova
"Kudesners", Cl-S О 4 Mg-Na-Ca		Urmarsky, village Kudesnery, H-43	Izhevsk	Republic Tatarstan
"Burtaska", HCO - Cl - S О4 Na		Yalchiksky, e. Gender. Burtases, T-183	"Makhachkala"	Republic
"Elek", Cl-S О4 Ca - Na		Alikovsky, with. Alikovo, E-364	"Kashinsky"	Tverskaya region
"Poretskaya", S О4 Mg - Na - Ca		Poretsky, with. Poretskoe, 1026	"Kashinsky"	Tverskaya region
"Pearl Bay" S О4 Ca - Na	2. 8	Cheboksary, 1/97	"Uglichsky"	Yaroslavl region
"Norusovskaya", S О4 Na		Vurnarsky, with. Kalinino, L-89	"Shaambara"	Republic Tajikistan
"Vurnarskaya", Cl - S О4 Na		Vurnarsky, v. Vurnary, 1	"Anapsky"	Krasnodar region
"Kozlovskaya", S О 4 -HCO Ca-Mg, Fe = 23.3 m g / dm 3		Poretsky, Kozlovka village, n. with.	"Polyustrovsky"	St. Petersburg
"Director's", HCO - S О4 Na		Komsomol, d. Art. Sundyr, T-78	"Achaluksky"	Chechen Republic

CONCLUSION

Based on the studies performed, the following conclusions can be drawn:

1. Analysis of the results of complex uranium-isotope and microelement hydrochemical studies indicates that mineral waters in the "Syuktersky" area of ​​the Cheboksary mineral water deposit and known manifestations of mineral waters in the Vurnarsky region of the Chuvash Republic are formed as a result of mixing formation waters of the Urzhum deposits with deep waters entering fractured-weakened areas. Deep waters are characterized by an increased content of sulfate ion, boron and lithium.

2. The author has proposed a new method for identifying the site of deep water intrusion on the basis of isotope-hydrochemical methods, to identify underground mineral waters in the northern part of the Tokmov arch.

3. The revealed regularities of the formation of mineral medicinal table waters will provide: the choice of optimal modes of exploitation of areas of mineral water deposits; clarification of the genesis of mineral waters; determination of adjacent areas - promising for the identification of new

areas of deposits; assessment of the degree of protection of mineral medicinal table waters from natural and technogenic pollution.

4. Based on the generalization and systematization of extensive data on the state and composition of mineral medicinal table waters in the territory of Chuvashia, the author for the first time carried out the typification of drinking mineral waters in the underground hydrosphere of Chuvashia VII, IX, XIII, XIV, XVII and XXX groups and identified 15 types of their analogues in Russia and abroad. On the basis of a complex of physicochemical, geological and balneological signs, they were divided into separate groups and types. The author identified six new types of mineral drinking medicinal table waters (15 wells) in the Chuvash Republic, based on GOST and by analogy, of which 14 springs belong to the group without "specific" components and properties, and one source is attributed to the glandular group of medicinal mineral waters of the Polyustrovsky type, which made it possible to significantly expand the hydromineral base of the republic.

5. The research results are recommended for use in educational programs.process at the geological faculties of higher educational institutions when reading the courses "Mineral Waters", "General Hydrogeology", "Dynamics of underground waters ”and others, read for students in the direction of“ Geology ”and specialty“ Hydrogeology and engineering geology ”.

6. Development and practical implementation of the presented provisions and ideas related to the comprehensive study of the mineral waters of Chuvashia, is the basis for furtherthe expansion of the sanatorium and resort industry in the Chuvash Republicand a network of enterprises for industrial bottling of medical canteens and canteensmineral waters for drinking purposes.

7. Conclusions in relation to the deposits of mineral waters of the Volga-Sursky artesian basin can be used for other artesian basins similar to the one under consideration (Vetluzhsky, Sursko-Khopersky, Moscow, etc.).

1. Mineral drinking waters of the Chuvash Republic // Questions of balneology, physiotherapy and medical physical education. 1998. No. 3. S. 38-41.

2.,, Orlov radon waters in the area of ​​Cheboksary // Geochemistry. 1999. No. 2. S. 201-206.

3. ,Ivanov look at the genesis of mineral waters in the basin of the river. Volga on the basis of uranium isotope data (on the example of the Cheboksary deposit) // Water management of Russia. Ekaterinburg. 2007. No. 3. S. 68-84.

4., Mironova neotectonic activity of the Gorky-Kilmez lineament zone in the Chuvash Volga region according to isotope-hydrogeochemical data // Otechestvennaya Geologiya. 2009. No. 3. S. 78-85.

Articles in other publications

5., Radon waters in the areaCheboksary // News of the National Academy of Sciences and Arts of the Chuvash Republic. Cheboksary. 1997. No. 2. S. 120-126.

6., Drinev mineral waters of the Chuvash Republic - public // Reports scientific-practical conference dedicated to the 100th anniversary “Prospectsdevelopment of the mineral resource base of the Chuvash Republic ”, the Ministry of Natural Resources resources of the Chuvash Republic. Cheboksary. 1998.S. 36-38.

7. New mineral waters of the Chuvash Republic // News of the National Academy of Sciences and Arts of the Chuvash Republic. Cheboksary. 1998. No. 3. S. 78-84.

8. , Assessment of the ecological state and prediction of changes in the quality of groundwater using the isotope-hydrogeochemical method (by the example of the Vurnarsky district of the Chuvash Republic) // Vii International Congress “Water: ecology and technology”. Moscow. 2006. Collection of reports, part I. S. 222-223.

9. ,, Fedorov - hydrogeochemical diagnostics of changes in the hydrogeological conditions of the exploited fields (on the example of the Chergashinskoye field) // Regional scientific-practical conference of universities of the Volga region “Innovations in the educational process”. Cheboksary. 2006.S. 172-177.

10. , Features of the formation of mineral waters in the area of ​​the Volzhskie Zori sanatorium of the Chuvash Republic based on isotope-hydrogeochemical data // IX International Symposium and Exhibition “Pure Water of Russia-2007”. Ekaterinburg. 2007.S. 298-299.

11. , Mironov deep waters in fresh groundwater pollution and formation mineral waters of deep horizons according to isotope-hydrogeochemical studies in the area of ​​Cheboksary // Collection of scientific articles of readings in memory “Problems of mineralogy, petrography and metallogeny”. Issue 12. Perm. 2009.S. 311-316.

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Ilishev Vladimi, scientific adviser: German A.A.

The goal of my project was: to study the process of formation of mineral aggregates in nature by simulating the crystallization process at home.

1. To study the theoretical material on how geodes are formed in nature.

2. Get acquainted with the method of growing crystals at home.

3. Grow salt crystals at home.

The subject of research is the crystallization process.

Research hypothesis: if you create a model of the process, having recreated the approximate conditions for the formation of aggregates in nature, then will I be able to grow "secretions" at home.

Design product: secretions.

Methods: theoretical - modeling, empirical - observation, experiment, modeling.

1. While working on the project, I studied the processes of secretion formation in nature.

2. Acquainted with the method of growing crystals.

3. Has grown crystals in an eggshell. He found out that the size of the crystals depends on whether the water evaporates quickly or slowly.

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Tasks To study the theoretical material on how geodes are formed in nature To get acquainted with the method of growing crystals at home Grow crystals from table salt at home And to study the formation of mineral aggregates by simulating the crystallization process at home Purpose

Methods: modeling, experiment Mineral aggregate - secretion Secretion model (crystals of table salt grown in eggshell) Object Subject Hypothesis Product Crystallization process If you create a model of the process, recreating the approximate conditions for the formation of aggregates in nature, will I be able to grow secretion at home

Source - www.rusmineral Celestine, 13cm geode. Madagascar (Sakoany Mine, Sofia Region, Mahajanga Province) Secretions

Museum them. A.E. Fersman. Photo © A.A. Evseev Gu-nus tract, gobi, Mongolia. Sample ~ 15 cm Agate tonsils - execution of gas bubbles in basalt. Secretions

Source http://pikabu.ru, Museum. A.E. Fersman. Photo - © A.A. Evseev Goethite geode. Bakalskoe deposit, Yuzhn. Ural, Russia Ethiopian opal Secretions

Photo - Didier Descouens, Photo - © V. Sletov Agate geode, inlaid from the inside with Geode quartz crystals with calcite, 22 cm.France (Pau, Pyrénées-Atlantiques, Aquitaine). Secretions

Geode formation

Crystals grown under different conditions Slow evaporation of water Rapid evaporation of water

In the course of work on the project, I studied the processes of secretion formation in nature 1 2 3 I got acquainted with the method of growing crystals I grew crystals in an eggshell I found out that the size of crystals depends on whether water evaporates quickly or slowly 4 Conclusions

My collection

Thank you for the attention! MBOU MO Nyagan "Secondary School No. 2" 2014

"Formation of minerals in secretions by modeling the crystallization process at home" 2014

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Study of the formation of minerals in secretions by simulating the crystallization process at home.

Ilishev Vladim

Russia, Khanty-Mansi Autonomous Okrug-Yugra, Nyagan,

Municipal budgetary educational institution "Secondary school No. 2", grade 7

Research Article

My interest in the formation of minerals in nature began when I read an article by Elena Kryzhanovskaya "Star Cave or Natural Miracle - Geode" in the popular science journal "Kolosok".

Geode - (from the Greek. Earth-like) - a geological formation, a closed cavity in sedimentary or volcanic rocks, partially or almost entirely filled with crystalline substance, aggregates of minerals, large hollow secretion. Its shape can be any, but more often it is round.

In the article, the very process of the formation of a geode was described in a very interesting way, as if nature was baking pies. I was very interested in the process of maturation of crystals inside a geode, so I decided to work on the project "Formation of minerals in secretions by simulating the crystallization process at home."

The goal of my project was: to study the formation of mineral aggregates in nature by simulating the crystallization process at home.

Tasks:

1. Study the theoretical material on how geodes are formed in nature.
2. Get acquainted with the method of growing crystals at home.
3. Grow salt crystals at home.

The object of research is a mineral aggregate - secretion.

The subject of research is the crystallization process.

Research hypothesis: if you create a model of the process, recreating the approximate conditions for the formation of aggregates in nature, then will I be able to grow secretions at home.

Project product: secretions (crystals of sodium chloride grown in eggshells).

Methods: theoretical - modeling, empirical - observation, experiment.

My project can be used in the lessons of natural history and geography when studying the topic "Rocks", chemistry lessons when studying the topic "Solutions".

If you find secretion in nature, then it resembles some kind of incomprehensible ball, a nondescript stone. You can never guess if you don't know!

This is not an egg, although there is something valuable inside, not a fruit, although it ripens in the ground, not a cannonball and not an ordinary round pebble, although this thing is actually made of stone. More precisely, from different types of quartz - one of the most common minerals in the earth's crust.

It is a mineral aggregate, secretion. This nondescript ball outside has a really big secret, its own secret. It is very difficult to reveal it. To do this, it needs to be split or cut with a saw. And then the stars will shine for us from within the gray dense shell. (Annex 1)

What is this miracle? What kind of fabulous bird lays these stone eggs? From what star seed do such fruits grow?

Secretion is more like a pie with a valuable filling. The crust is made of silicon, and inside there is a "tasty" filling, crystals shine. What substances? Depends on the recipe. Various varieties of these delicacies are baked in the hottest natural ovens - volcanoes.

Secretion, inside which a cavity remains, where crystals grow from the edges to the center, is called a geode.

Geodes are formed in the cavities of the earth's crust. Minerals are deposited gradually, layer by layer, from edge to center. But this requires special conditions.

First, a closed shell. Most often, these are the walls of gas bubbles that form in magma when it pours out onto the surface during a volcanic eruption. Various substances dissolve in magma, and as soon as the magma cools down, the solutions begin to solidify layer by layer. If the temperature changes several times, then the substances crystallize in several layers in turn. If there are cracks in the walls of the frozen bubble, then new solutions seep through them until the secretion is completely filled.

The pie is baked. But how do they come out of the magma to the surface? The frozen magma cracks under the influence of the sun, cold, water (weathering process), and secretions are scattered over the surface.

From Wikipedia, I learned about the Crystal Cave. Crystal Cave (isp. Cueva de los Cristales) is connected to the Nike mine complex (isp. Naica), located 300 meters below the city of Nike, stateChihuahua , Mexico ... The cave is unique in the presence of giantcrystals selenite (mineral, structural varietygypsum ). The largest of the crystals found is 11 m long and 4 m wide, with a mass of 55 tons. These are some of the largest crystals known. It is very hot in the cave, temperatures reach 58 ° C with a humidity of 90-100%... These factors make it very difficult for people to explore the cave, making it necessary to use special equipment. Even with equipment, the stay in the cave usually does not exceed 20 minutes. (Appendix 2).

The new hall, named "Ice Palace", was opened during drilling in 2009. It is located at a depth of 150 m and is not filled with water. Crystal formations are much smaller, with thin filamentous outgrowths.

In the future, biologists may be interested in crystals, since ancientmicroorganisms .

Geodes are used to obtain ornamental stones for making jewelry. Crystals are solids that retain not only their volume, but also their shape. Crystals have a unique property: if the crystal is compressed, the mechanical energy from compression is transformed into light or electrical energy. From here, the use of crystals gets unlimited possibilities, and the most relevant today is the use in devices and devices from computers and mobile phones to space stations. They are used in grinding solid products, obtaining a laser beam when light is amplified and liquid crystals combine the properties of solids and liquids. In general, the use of crystals is a topic for a separate project. Work on the creation of technologies for crystalline materials is included in the List of Priority Directions for the Development of Science, Technology and Technology of the Russian Federation, approved by the President of the Russian Federation.

To grow the secretions at home, I needed: an empty egg shell, crystal salt, white glue, a brush, a glass dish, food paint, hot water, a spoon, rubber gloves, a newspaper.

What I've done:

1. He blew out an egg, broke the shell into two halves.
2. Using a brush, I applied a layer of white glue to the inner surface of the shell halves. I dried them.
3. I prepared a solution for growing crystals in a glass jar. Stir salt in hot water with a spoon and pour the solution into the shell.
4. For several days, I watched the evaporation of water from the solution and the formation of crystals.

A week later I received my secretions: shells filled with crystals. I noticed that

• if the future secretion is put on the windowsill (where it is colder and the process of evaporation of water from the solution will be slower), then the crystals form more slowly and become larger.
• if the future secretion is left in the room (where the heat and the process of evaporation of water from the solution will occur faster), then the crystals form quickly, about a week, and become smaller (Appendix 3).

I now have a collection of several "secretions". (Appendix 4) They are painted in different colors. Someday I will learn to identify the name of crystals by their color. I am currently working on growing a very large crystal. for this it is necessary that the evaporation of water from the solution proceeds very slowly, and it is necessary to constantly pour in a new solution so that there is something from which to grow crystals.

The conclusions I came to:

1. While working on the project, I studied the processes of secretion formation in nature.
2. I got acquainted with the method of growing crystals.
3. I grew crystals in an eggshell. He found out that the size of the crystals depends on whether the water evaporates quickly or slowly.

I posted information on my project on the Internet on the i-class website.

I managed to grow secretions from a highly concentrated salt solution at home.

Continuing the theme of my project, crystals can be grown not only from table salt, but from a supersaturated solution of granulated sugar. So you can get lollipops on a toothpick, and use berry juice as a dye. I also found on the Internet that you can grow multi-colored and multi-layered crystals.

Literature.

1. Kryzhanovskaya E. Star Cave or Natural Miracle - Geode. // Spikelet. No. 9, 2012. p. 38-45.
2. http://ru.wikipedia.org/wiki
3. [ http://news.nationalgeographic.com/news/2007/04/photogalleries/giant-crystals-cave/ Giant Crystal Cave Comes to Light] // April 9, 2007: "Temperatures hovered consistently around a steamy 136 degrees Fahrenheit (58 degrees Celsius)"
4. http://www.kristallikov.net/page6.html
5. http://studyport.ru/estestvennyie-nauki/rastvoryi-rastvorimost

All exhibits in the collection 1.A-1.D Native Elements 2.A-2.M Sulfides and their analogs (Sulfides) 3.A-3.D Halides 4.A-4.K Oxides and hydroxides (OXIDES (Hydroxides, V vanadates, arsenites, antim 4.DA.05 Silica (Quartz) 4.DA.05 Agates) 5.A-5.N Carbonates 6.A-6.H Borates ( Borates 7.A-7.E Sulfates 7.F-7.H Chromates, Molybdates, Tungstate 8.A-8.F Phosphates, Arsenates, Vanadates Silicates 9.A-9.B Island silicates (Nesosilicates + Sorosilicates) 9.C Ring silicates (Cyclosilicates) 9.D Chain silicates (Inosilicates) 9.E Layered silicates (Phyllosilicates) 9.F-9.G Framework silicates (Tektosilicates) 10.A-10.C Organic minerals and mineral formations Rocks Igneous Sedimentary Volcanic-clastic (Fragmented) Metamorphic Meteorites, tektites, impactites (meteorites, tekt ites) Fossils Modern Shells

Group by class by date: newest first

All deposits - Australia (Australia) Azerbaijan (Azerbaijan) Antarctica (Antarctic Continent) Argentina (Argentine) Armenia (Armenia) Afghanistan (Afghanistan) Africa (Africa) Belarus (Belorussia) Burma (Burma) Bulgaria (Bulgaria) Bolivia (Bolivia) Bosnia and Herzegovina Botswana, Africa (Botswana) Brazil (Brazil) United Kingdom (Great Britain) Hungary (Hungary) Vietnam (Vietnam) Guinea, Africa (Gvineya) Germany (Germany) Greenland (Greenland) Georgia (Georgia) Israel (Israel) India (India) Indonesia (Indonezia) Spain (Spain) Italy (Italy) Kazakhstan (Kazahstan) Kazakhstan, Dzhezkazgan region (Kaz) Kazakhstan, Karaganda region (Kaz) Kazakhstan, Kostanay region (Kongo DR) South Korea (South Korea) Crimea Lozovoe quarry, Lozovoe selo, Simferopol region (Crimea, Lozovoie) Crimea Mramornoye, quarries Biyuk-Yankoisky and Mramorny (Crimea, Mramornyj) Crimea Petropavlovsk quarry, Petropavlovka selo, Simferopol region ( Crimea, Petropavlovsky) Crimea Ukrainka village (Kurtsy (former)), Simferopol district (Crimea, Kurtzi) Central Crimea Crimea (Crimea) Crimea (SW). Nearby. Sevastopol (Crimea. Sevastopol) Crimea eastern Crimea Pervomaisky quarry (Trudolyubovsky quarry), Bakhchisarai region (Crimea, Trudolubovsky Crimea, Karadag volcanic massif (Crimea, Karadag) Crimea. Kerch peninsula (Crimea, Kerch) Crimea. South coast Latvia Lesotho, Africa ( Lesoto) Libya (Africa) Madagascar (Madagaskar) Malawi, Africa (malavi) Mali, Africa (Mali) Morocco, Africa (Morocco) Mexico (Mexica) Mozambique, Africa (Mozambik) Mongolia (Mongolia) Namibia, Africa (Republic of Namibia) Nepal Norway (Norway) Pakistan (Pakistan) Peru (Peru) Poland (Poland) Portugal (Portugal) Russia (Russia) Russia, Adygea, Belaya Rechka (Rus. Adygey) Russia, Altai Territory (Rus. Altay) Russia, Amur region. (Rus. Amur Region) Russia, Arkhangelsk Region (Rus. Arkhangel "sk) Russia, Bashkiria Ural South (Rus.Bashkortostan) Russia, Belgorod Region (Rus. Belgorod) Russia, Buryatia (Rus. Buryat) Russia, Gorny Altai (Rus. Gornyj-altaj) Russia, Transbaikalia (Rus. Zabaykal "ye) Russia, Irkutsk region. (Rus ... Irkutsk) Russia, Kabardino-Balkaria (Kabardino-Balkaria) Russia, Kaliningrad region Russia, Kaluga region (Rus. Kaluga) Russia, Kamchatka (Rus. Kamchatka) Russia, Karachay-Cherkessia (Rus. Karachay-Cherkess) Russia, Karelia (Rus. Karelia) Russia, Kemerovo region (Kemerovo) Russia, Kirov region (Rus. Kirov) Russia, Kola Peninsula (Rus. Kola Peninsula) Russia, Komi rep. Ural Subpolar (Komi) Russia, Krasnodar Territory (russia-krasnodar) Russia, Krasnoyarsk Territory (Rus. Krasnoyarsk) Russia, Krasnoyarsk Territory, Norilsk region, Talnakh deposit Russia, Kursk region. (Rus. Kursk) Russia, Leningrad region (Rus. Leningrad) Russia, Magadan region. (Rus. Magadan) Russia, Murmansk region (Murmansk) Russia, Nizhny Novgorod region (Rus.Nijnij Novgorod) Russia, Lower Tunguska (Rus. Lower Tunguska) Russia, Orenburg region Ural Yuzhny (Russia Orenburg) Russia, Perm Territory (Rus. Perm ") Russia, Moscow Region (Rus. Moscow Region) Russia, Primorsky Territory (Rus. Primor" ye) Russia, Primorsky Territory, Dalnegorsk (Rus. Dalnegorsk) Russia, Rostov region (Rostov) Russia, Ryazan region (Rus. Ryazan ") Russia, Samara region. (Rus. Samara) Russia, Sverdlovsk region Ural Middle (Russia. Sverdlovsk) Russia, Sverdlovsk region. Ural North (Russia Sverdlovsk) Russia, Sverdlovsk region Bazhenovskoe deposit (Russia. Sverdlovsk, Bazjenovskoje) Russia, North Ossetia (Rus. North Ossetia) Russia, North Caucasus (Rus. Northern Caucasia) Russia, Stavropol Territory (russia-stavropol) Russia, Tatarstan (Russia. Tatarstan) Russia, Timan Ridge (Rus. Komi) Russia, Tuva Russia, Tula region (Russia, Tula Region) Russia, Ulyanovsk region (Rus. Ul "yanovsk) Russia, Ural (Russia. Urals) Russia, Khabarovsk region (Rus. Khabarovsk) Russia, Khakassia (Russia-Khakassia) Russia, Khanty-Mansi Autonomous Okrug, Ural (Russia. Urals) Russia, Chelyabinsk Region Ural South (Rus. Chelyabinsk) Russia, Chita region (Rus. Chita) Russia, Chukotka (Rus. Chukot) Russia, Yakutia (Rus. Sakha) Russia, Yamalo-Nenets Autonomous Okrug, Ural Polar (Russia.Yamal) Romania Serbia (Serbia) Slovakia (Slovakia) USA (USA) Tajikistan ( Tajikistan) Tajikistan, Adrasman Thailand (Thailand) Taiwan (Taiwan) Tanzania, Africa (Tanzania) Turkmenistan (Turkmenistan) Turkey (Turkey) Uzbekistan (Uzbekistan) Ukraine (Ukraine) Ukraine, Vinnytsia region (Ukraine, Vinnitsa) Ukraine, Dnepropetrovsk region (Ukraine, Dnepropetrovsk) Ukraine, Donetsk region. (Ukraine, Donetsk Ukraine, Zhytomyr region. (Ukraine, Zhitomir Ukraine, Zhytomyr region., Volodarsk-Volyn pegmatite field Zhitomir Ukraine, Transcarpathian region. (Ukraine, Zakarpattia Ukraine, Zaporozhye region. (Ukraine, Zaporozhye Ukraine, Ivano-Frankivsk region. (Ukraine, Ivano-Frankovsk Ukraine, Kirovograd region. (Ukraine, Kirovograd Ukraine, Krivoy Rog (Fe) ore basin (Ukraine, Krivoy Rog Ukraine, Lugansk region. (Ukraine, Lugansk Ukraine, Lvov region. (Ukraine, Lvov Ukraine, Nagolny Ridge (Ukraine Ukraine, Pobuzhie region (Ukraine, Poltava Ukraine, Priazovye (Ukraine Ukraine, Rivne region) (Ukraine, Rovno Ukraine, Khmelnitsk region (Ukraine, Khmelnitskiy Ukraine, Cherkassy region region (Ukraine.Kharkov) Uruguay (Uruguay) Finland (Finland) France (France) Black sea (Czech Republic) Chile (Chile) Switzerland (Switzerland) Sri Lanka (Sri Lanka) South Africa, Africa (Republic of South Africa) Japan

All exposure & nbsp & nbsp & nbsp Mineralogy CRIMEA & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp Systematic collection Crimean minerals (s-Crimea) & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp Regional collection of minerals Crimean & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp Minerals Sebastopol neighborhoods (m-Crimea) & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp Minerals Center. Crimea & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp Bakhchisarai district, s.Trudolyubovka, Pervomaiskii crushed stone quarry & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp Simferopol district, crushed stone quarry "Lozove» (m-Crimea) & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp The neighborhood. Petropavlovka village, Petropavlovsk quarry (m-Crimea) & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp Ukrayinka (ex. Kurtz) (m-Crimea) & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp Marble, quarries Biyuk-Yankoysky and "Marble» (m-Crimea) & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp Minerals central Crimean (m-Crimea) & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp Minerals southern coast ( m-Crimea) & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp minerals Eastern Crimea (m-Crimea) & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp minerals Kerch Peninsula (m-Crimea) & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp Agatha Crimea (s-Crimea) & nbsp & nbsp & nbsp WORLD Mineralogy & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp The systematic collection of minerals (s) & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp Crystals (k) & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp Pseudomorphoses (OP) & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp Education and transformation (OP) & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp (M) & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp Minerals Russia (m) & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp Minerals CIS (m) & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp Minerals Europe (m) & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp Minerals foreign Asia (m) & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp Minerals Africa (m) & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp Minerals Australia , America and Antarctica (m) & nbsp & nbsp & nbsp meteorites, tektites and impactites (met) & nbsp & nbsp & nbsp rocks & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp Igneous rocks & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp Ultramafic rocks & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp The main rock & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp Average rocks & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp Acid rock & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp Sedimentary rocks & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp Wu lcanogenic-sedimentary rocks & nbsp & nbsp & nbsp & nbsp & nbsp & nbsp Metamorphic rocks & nbsp & nbsp & nbsp Ores & nbsp & nbsp & nbsp Agates (s) & nbsp & nbsp & nbsp Exposition of stone products collection of modern shells np & nbsp & nbsp Collection of stone products nbsp & nbsp & nbsp Collection of stone products np & nbsp & nbsp Collection of modern shells collection np & nbs & nbsp

EDITORIAL

The article presented below was written on the basis of a report made by a group of authors at the international conference "Modernization of the Economy" in April 2008. With this publication (following the publication of the report of the OP RF "Education and Society"), the journal opens a discussion about a promising vision of Russian education. The transition from short and medium-term development programs to a long-term vision of the country's development requires a corresponding change of perspective from education professionals. In the next issues of the journal, we plan to publish materials that will clarify the provisions put forward and present alternative views on promising directions for the development of education.

A.E. Volkov, Ya. I. Kuzminov, I.M. Remorenko, B.L. Rudnik, I. D. Frumin, L.I. Jacobson

The article was received in April 2008.

RUSSIAN EDUCATION 2020: A MODEL OF EDUCATION FOR AN INNOVATIVE ECONOMY

Discussion Material1

This publication attempts to offer a framework for public and professional discussion of the model of Russian education in the long term - what it will be in 2020. The text does not claim to be a final description of this model - it sets out only the most fundamental considerations that can, on the one hand, become the subject of discussion and, on the other hand, serve as guidelines for the development of a detailed plan for the implementation of new ideas.

1 The report uses the provisions put forward by A.A. Fursenko and V.A. Mau. The text of the report is published under the editorship of Ya.I. Kuzminov and I.D. Frumin.

The innovative development of Russia is an imperative, therefore the task of raising education becomes one of the key ones. It is education - as a system for the formation of the nation's intellectual capital and one of the main spheres of production of innovations - that creates the basic conditions for the rapid growth of markets based on the rapid renewal of technologies and products. It is it that acts as the first link in the innovation chain “education - research - venture projects - mass adoption of innovations”.

This formulation of the question is generally accepted and is not disputed by anyone. In this regard, the illusion arises that it is easy to solve it. The rise of education is identified with the expansion of the resource base of existing structural elements.

Russia today has a real risk - to invest heavily in the reproduction of yesterday's education. Meanwhile, even today, Russian education does not meet the needs of society and the economy, not only because of insufficient funding, but also because of the inconsistency of the existing structure of educational programs with current requirements.

It will be a mistake to restore the old education system, no matter how good it may seem to its graduates. Soviet education was one of the best examples of the industrial era (if not the best). Today we must create the best education system in the era of a global innovative order.

It is necessary, while maintaining the viable traditions of national education, mastering all the best that has developed in world practice, to grow a fundamentally new system of educational institutions, focused on the needs of the post-industrial economy and societies XXI v.

Some features of the "new education" are already manifesting themselves in the practice of the most developed countries. But the Russian model of education should be based precisely on Russian realities: culture, institutions (in that part of them that is supported by the mass behavior of people and organizations) and resources.

Recently, relevant analytical work has been carried out, the results of which are presented in a number of documents. Among them are the report of the Public Chamber of the Russian Federation "Education and Society: Is Russia Ready to Invest in its Future", analytical materials of the Ministry of Education and Science of Russia and the National Training Foundation on the basis of the

Educational policy

national project "Education", a number of reports from the State University - Higher School of Economics, seminars on scientific, technological and educational foresight at the Higher School of Economics. In this text, we rely on these works.

An innovative model for the development of the Russian economy, which is Russia's strategic choice;

Social needs of the population of Russia and the task of consolidating Russian society;

The requirements of global competition in the markets of innovation, labor and education.

For the professional educational community, such a task may sound somewhat unusual. Indeed, in professional discussions of the last decade, we have concentrated on current tasks: from survival to institutional modernization, catching up with the modernization of society. The current stage of the country's development allows and requires distracting from projects with a short implementation cycle and looking optimistically into a relatively distant future1.

In this text, we have tried to offer a framework for public and professional discussion of the future education model. We believe that a new model cannot be developed without a broad and open discussion with the participation of all stakeholders. It must be emphasized that this report is important for us as the beginning of the discussion and that it does not pretend to be definitive answers. Therefore, in the proposed text, we set out some initial considerations that can, on the one hand, become the subject of discussion and, on the other hand, serve as guidelines for the development of a detailed plan for the implementation of new ideas.

On the one hand, it would be easiest to find the features of the new model in the experience of competing countries that are already actively building an innovative economy, and to adapt these characteristics to Russian reality. Of course, such a search should be carried out. However, direct borrowing of social innovations is fraught with a twofold risk: first, it can conserve the lag, since, as a rule, it relies not on the latest, but on already widespread (and therefore distinguishable) practices; secondly, some “alien” solutions may be poorly applicable in the conditions of Russian society and economy. For example, in Mexico and other Latin American countries, huge universities have emerged that are actively using unified distance learning methods. But it is obvious that this is not suitable as a trunk

1 It is easy to see the relativity of this distance, recalling the state of Russian society and education 12 years ago, in 1996. A significant (if not the main) part of the acting “players” in education is the same, but institutions, reserves, and resource flows are qualitatively different.

1. Looking into the future - main features

1.1. How to identify the features of a new model

1.1.1. Search in existing practice

A.E. Volkov, Ya. I. Kuzminov, I.M. Remorenko, B.L. Rudnik, I. D. Frumin, L.I. Jacobson Russian Education - 2020

This is the way of development of higher education for Russia, where the cultural and educational level of the population is higher and there is a wide tradition of seminars and scientific schools at universities.

On the other hand, in Russia, both within the existing education system and outside it, practices are already emerging that meet the new requirements. The origins of these practices lie in the innovation boom of the early 1990s. In recent years, the National Priority Project "Education" has played a significant positive role in this process, supporting innovative practices in schools and universities.

Some innovative practices appear as a reaction of progressive elements of the educational system to changes in the Russian economy and society. These are author's schools, embedding of corporate training centers in universities, pre-university training departments, university districts and Internet schools that fill the methodological and meaningful gaps between schools and universities. Other practices are the result of attempts by clients of the educational system to fill in the "gaps in education" by their own efforts. So, in recent years, a significant sector of training centers has formed within corporations, which gradually began to work not only for internal needs, but also for the external market. A large array of reference and educational resources has emerged on the Internet, complementing the official set of educational materials. In some educational institutions, student self-help groups in learning have emerged, where high-performing students help the weaker ones to master the material in conditions of a lack of attention and qualifications of teachers.

However, reliance on the Russian “sprout” of new institutions in education is also fraught with risks: a significant part of new institutions and practices have grown in conditions of “survival at any cost” and are built on compromises. As a result, the quality of education suffers (mass correspondence universities as economic projects are distinguished by enviable efficiency, but they minimize the requirements for students and do not conduct research), or it becomes less accessible (elite private schools, governesses instead of kindergartens, the practice of early admission to universities).

We consider it useful to take into account the emerging "sprouts" of new practices (even if not yet conventional) and new institutions. However, their simple extrapolation will certainly not give a positive result.

In this case, the model responds to the “as it should be” requirements. Considering that politics always proceeds from certain interests, it is important to choose the right subject of interests.

The interests of the population (households) in relation to education are quite clearly defined by sociological research

1.1.2. Searching for the proper

Educational policy

in recent years, primarily within the framework of the Monitoring of the Economics of Education (2003-2007) of the Ministry of Education and Science of Russia. Strongest tendencies are children getting higher education(the absolute majority of respondents) and willingness to pay for educational services (more than 50%, i.e. much more than those who can be classified as middle class by any parameters) 1. At the same time, the population is not willing to control the quality of education and participate in the management of educational institutions. Slightly more pronounced, but still not enough - the preference for high quality education2.

The interests of the national capital (employers) are to obtain qualified specialists with higher education and general workers who can learn quickly, who are ready to quickly adapt to new working conditions, and change technologies. At the same time, the business is ready to spend significant funds on retraining employees within the framework of specific qualifications, but is absolutely not ready to finance a 3-year training in a profession that can be mastered in a few months.

The interests of the state can be “found” in the program and normative documents of 2000-2008. At the same time, it is reasonable to conduct such a search not in the sections devoted to education, but in those where education should act as a providing resource. It is obvious that education is a key resource in such areas as the formation of an innovative economy, the cohesion of society and the development of its social structure.

1.1.3. Foresight Foresight methodology consists in generalizing the disparate

There are many different expert positions (including by “pushing” experts against each other), which makes it possible, with some probability, to outline the most probable trajectories of scientific and technological progress in the future. As you know, the level of uncertainty of the future increases with each year of lengthening the forecast, and the assessment (most often extrapolation) of the observed "objective factors" - such as the volume of natural resources, production potential, demographic situation - abroad for 710 years becomes critically uncertain (or the interval of acceptable values ​​becomes too wide). The foresight method adds specific meanings to this picture of possible meanings, which, according to experts, with most likely can be selected by policy groups. Foresight is widespread precisely in the scientific and technological areas of forecasting, since experts have almost unique knowledge, being directly connected with very narrow groups of specialists making choices in these areas (despite the fact that broader layers of elites or completely

1 According to the Monitoring of Education Economics.

A.E. Volkov, Ya. I. Kuzminov, I.M. Remorenko, B.L. Rudnik, I. D. Frumin, L.I. Jacobson Russian Education - 2020

trust these specialized groups, or restrict their choice only in relation to the allocated resources).

Education, as a subject of foresight, has a much more complex decision-making structure in which very wide groups of the population are involved. Social foresight does not have such advantages over other forecasting methods such as scientific or technological foresight. This, of course, does not mean that it should be discarded. Moreover, forecasts of the promising structure of education and the modernization of its content (especially in vocational education) can be based on the results of technological and scientific foresight. In this report, we used the relevant materials of the Institute of Statistics and Economics of Knowledge of the State University - Higher School of Economics.

This approach is quite common in practice. Its essence is 1.1.4. Answers

highlighting and a clear description of the phenomena and factors that are on the challenges

negative or potentially threatening, and the construction of such a- ---------

his vision of the future, in which the elimination of these phenomena (factors) or limitation of their scale to previously known acceptable values ​​is ensured. For education, the “through challenges” approach is extremely important. Due to the fact that education affects the interests of wide layers of the population, the new model of this sphere should answer “sore” questions, demonstrate how the problems of concern to people will be solved. However, the risk of such a methodology is the lack of complexity, isolation of measures, as well as the ability to take into account only those factors that have already developed into systemic problems (the so-called risk of "overlooking" potential threats and even generating new threats as a result of non-systemic measures).

Below we provide examples of typical challenges for Russian education.

Challenges are social irritants

I. School overloads children with knowledge, the relevance of which is questionable. At the same time, the school does not teach useful skills (including social competencies, information search and assessment) and has little effect on the formation of values.

II. “Why so many students? Nobody wants to work with their hands. " (Today 60% of the age cohort is enrolled in universities, while specialists with specialized HPE make up only 30% of the employed.)

III. The training of qualified performers is extremely weak in the country. Vocational schools and technical schools for the most part do not provide modern qualifications.

Along with social stimulus challenges, one can single out the so-called system calls, which are recognized at the expert level and also become elements of the model.

System calls

IV. Resources are out of scale.

Educational policy

1.2. Model

education

and the main

principles

innovative

the economy

V. Continuing decline in quality.

Vi. The cycle of negative reproduction of the pedagogical corps.

Vii. Decreased competitiveness in the global market.

VIII. The structure does not correspond to the needs of the economy.

IX. Education stopped working as a mechanism for social mixing.

X. Higher education does not produce innovations and innovators.

In general, when discussing the future, we relied, first of all, on the ideas about what should be, arising from the requirements of innovative economic development, on the results of Foresight and on the assessment of emerging trends.

In an attempt to determine the contours of the future of Russian education, we do not discuss the fundamental functions of education, since, from our point of view, they should not change, but the means of their achievement and implementation. As today, the social function of education (ensuring the unity of society through the organized socialization of youth and social mixing), its function of ensuring the labor market and the function of producing innovations will be in demand. However, if today the inconsistency of domestic education with the realities of a new civilization often makes the performance of these functions fictitious, then the new model should include mechanisms for their full implementation. This can be achieved if the same characteristics that are decisive for a modern innovative economy and an information civilization are adequately implemented in the field of education.

These characteristics include:

Maximum flexibility and nonlinearity of organizational forms of production and social sphere;

Inclusion of the processes of obtaining and updating knowledge in all production and social processes;

Reliance on human talent, creativity and initiative as the most important resource for economic and social development;

Multiple, often unpredictable changes in technologies (including social ones) over short periods of time;

Changing the foundations of social positioning: from material capital and a once mastered profession to social capital and the ability to adapt;

The presence of two innovative circuits. The first is associated with the generation and promotion of innovations, the second - with their selection and development. If the first circuit existed a century ago (in the form of research institutes, universities and design bureaus), and changes in it are associated with a sharp increase in its complexity and its share in the economy, then

A.E. Volkov, Ya. I. Kuzminov, I.M. Remorenko, B.L. Rudnik, I. D. Frumin, L.I. Jacobson Russian Education - 2020

the second contour is selected only now. It is formed largely spontaneously and is not yet supported by either the education system or the labor market institutions. It requires the allocation of qualified performers from social groups of those workers who have increased adaptability to changes and specific competencies in the search, assessment and implementation of a new one. Enterprises with such workers receive great competitive advantages in the world of constantly changing technologies.

It is clear that new requirements for educational outcomes follow from these characteristics. The most important of them is the demand for the mass character of creative competences, which have so far been regarded as elite, and the mass readiness for retraining.

The differences presented below may seem not entirely fundamental and not bold and fantastic enough. But their adherence to principles is determined not so much by fantasy as by the fact that these characteristics are not added to the existing basic characteristics of the education system - they replace them, thus setting fundamentally new criteria for the modernity of methods and content of education and demanding new dominant institutions.

1.3. Fundamental differences between the new model and the existing one

The main difference between the new model and the previous one is the focus on the need for education throughout life. Today, lifelong education is still perceived as an idea of ​​a superstructure, additional training in cases where the basic is not enough. In the new model, however, education is fundamentally understood as incomplete.

Education in the new economy forms the core of a lifelong career, while back in the middle of the twentieth century. a career based on the accumulation of authority and life experience through regular activities.

The result is individualization educational trajectories: most of the set of educational services is no longer formed by the teacher / state in relation to the immature / passive student, but by an independent person for himself. There are a number of fundamental consequences associated with this:

A sharp increase in choice, the formation of an open market for educational programs and modules instead of a predetermined standard;

A transparent and understandable system for the recognition of educational results in each module;

New regulation of the educational market: the state can no longer control the quality of educational programs; the focus of regulation is shifting to ensuring the completeness and reliability of information provided by market participants;

1.3.1. Lifelong learning

Educational policy

the main subjects of regulation are the professional community and consumers.

In the new model, instead of rigid prescribed and final trajectories, students build individual trajectories and become mobile through the choice of courses and programs (both at all levels of formal education1 and in additional education, which provides an opportunity for constant renewal of competencies) and at the expense of the national (in a number of cases - international) credit transfer system. At the same time, the organizational boundaries of the education system are blurred, since the renewal of competencies and the receipt of academic credits can also occur in the actual production of goods, knowledge and technologies.

This can be realized only if the content of education is focused not only on the assimilation of ready-made specialized knowledge, but also on the formation of creative and social competences, as well as on the formation of readiness for retraining.

It is obvious that in the system of lifelong education, the key factor of effectiveness is the independent work of students, and, consequently, their independent access to educational resources and technologies of self-education. For this, access to educational resources will be provided at all levels of the educational system, primarily in the form of publicly available national libraries of digital educational resources based on domestic developments and localization of the best educational resources from around the world.

1.3.2. Culture of knowledge and competence renewal

Already in the second half of the twentieth century. the formation of a culture of (independent and creative) thinking was recognized as the most important expected result of education. However, despite the fact that this declaration is accepted everywhere, in the practice of mass education - both school and higher - the culture of thinking not only did not win, but is increasingly giving way to the culture of memorization and compliance with the standard. At the same time, the innovative economy is characterized by information overload2 and the inclusion of preliminary knowledge acquisition in most production and social processes, and it follows from this that the culture of assimilation should be replaced by the culture of search and renewal. At the same time, the culture of search, as a rule, arises in the context of collective work, which will require the development of team competencies, the ability to form heterogeneous teams for solving interdisciplinary problems.

1 Although in this model the very idea of ​​the level or stage of education is problematized.

2 We understand by information overload a situation when the volume of potentially useful knowledge obviously exceeds the possibility of its mastering by a single person. In such a situation, the importance of preliminary assessment and selection competencies sharply increases, as well as the zones of the so-called confidential knowledge and confidence measurement.

A.E. Volkov, Ya. I. Kuzminov, I.M. Remorenko, B.L. Rudnik, I. D. Frumin, L.I. Jacobson Russian Education - 2020

It is obvious that the institutionalization of this requirement should take place in the field of educational content and educational technologies. Today, however, it is still difficult to see the basic features of the new institutions that will bring about such an important cultural shift. Their clarification is the task of subsequent discussions and analysis. Urban culture and urban economics severely limit the possibilities of people without fundamental vocational education, which is the basis of constant retraining. In Russia, this is aggravated by the prevailing (since the 1970s) low social assessment of primary and even secondary vocational education. The salary bonus for employees with higher education in Russia is 10 or more times higher than that of graduates of secondary vocational education (in OECD countries - no more than 2 times) 1. 88% of Russian parents consider it important to give their child a higher education2. Apparently, this social expectation reflects the fact that the average time spent in the general education system in Russia is less than in the OECD countries3.

Already today, for the Russian economy, the first stage of higher education is actually turning into a continuation of general education, the main role of which is advanced socialization and the formation of key competencies. In Russia, the increase in the volume of general education, which in many countries occurred due to the lengthening of the senior school, is actually carried out at the level of vocational education4.

On the other hand, a long-term (taking years) study of rapidly aging professional competencies objectively loses its competitiveness5. Professional training is divided into a fundamental core (which is not rigidly tied to a particular profession, but has “outputs” for a number of possible uses6) and a rapidly changing set of applied competencies.

1.3.3. New social standard of education

1 Education and Society: Is Russia Ready to Invest in Its Future? / Societies. chamber Ros. Federation. Moscow: Ed. House of the State University - Higher School of Economics, 2007, p. 78.

2 According to the Monitoring of Education Economics.

3 Education and Society: Is Russia Ready to Invest in Its Future? P. 78.

4 For example, subjects such as philosophy, higher mathematics, economics and law in Russia and other post-Soviet states are taught in higher education, making up the so-called cycles of socio-economic and natural-mathematical disciplines that are not directly related to professional competencies. In Russia, the completion of the study of a foreign language has also been "taken out" to a higher school. In most countries with longer schooling, these subjects are taught at school.

5 This is evidenced by both the decline in interest in primary and secondary vocational education and the neglect of attending classes on the part of a significant portion of senior students (“preference for practice”). It is interesting that this kind of practice has become widespread, including in universities that have a good job market for graduates.

6 For example, a philosophy education might be the starting point for the profession of a business consultant, journalist, or civil servant, while an accountant might have a background in mathematics, economics, or management. In many ways, this tendency is a product of the permanent renewal of the nomenclature of professional niches. In conditions when the “actual life” of a profession is measured in 10-15 years, the corresponding “optimal” set of professional subjects simply does not have time to rebuild

Educational policy

In conditions of massive demand for higher education, the core of the educational system has every chance of becoming a basic level of higher education (bachelor's and applied bachelor's degrees). The bachelor's degree will acquire an ever wider profile, complemented by a wide selection of professional training and retraining programs, and will be completed with a range of systematically updated master's programs.

Thus, instead of a system in which access to higher education was limited and competitively selective, and higher education itself was the last stage of education, a fundamentally new educational system is emerging. In it, higher education becomes truly widespread. Here, however, it must be emphasized that this is not at all about the fact that traditional higher professional education will become universal and everyone will be taught for at least five years. The massiveness of the basic level of higher education means that it will change in essence, forming the competence of self-education and thereby creating the foundation not only for the master's degree, but also for flexible education throughout life, which, in turn, consists of a variety of educational modules (programs) ...

1.3.4. Focus on talent and skill

Another major difference of the new model is the “second edition” of the principle of meritocracy1 and the high value of talent and skill, understood as the possession of particularly effective means of activity in a specific area. The motivation, interest, inclinations of students are considered as the key and most expensive resource of education.

Allocation and special support of talent means a significant modification of the one formed in the twentieth century. education system, educational ideology of equal access to unified, standard education. It should be noted that for most societies of the twentieth century. the achievement of this model marked a real and serious progress both in social development and in the development of the educational system itself. This corresponds to an increase in the share of funding for education from public funds from 1–2% at the beginning of the 20th century. up to 3-4.5% of GDP at the end of the century. And today, equality in access to standard education remains a top priority for developing countries with a GDP per capita of less than $ 10,000.

At the same time, one cannot fail to see: “equality of the standard” means that the educational system does not have organizational and eco-

run. At the same time, the presence of several sources of systemic concepts of the subject enriches professional practice.

1 “The first edition” of the meritocratic nature of education (XVII-XIX centuries) was associated with the fundamental limitation of both access to high-level education and positions in the social division of labor associated with creative work. Under these conditions, strict selection and selection with the elimination of all the weakest looked socially justified and fair (at least to the extent that scarce places were not occupied by nobility or acquaintance).

A.E. Volkov, Ya. I. Kuzminov, I.M. Remorenko, B.L. Rudnik, I. D. Frumin, L.I. Jacobson Russian Education - 2020

nomic opportunities to provide each person with “their own” trajectory of education, which would reveal personal abilities to the maximum extent and follow personal preferences. If people from rich and influential families have the ability to compensate for this with private resources, then poor people with low social capital lose.

New economic opportunities that appear in societies that have reached a level of GDP per capita of more than 15-20 thousand dollars, allow the transition to the personalization of educational trajectories through public contribution to education. This corresponds to the level of public spending on education over 5% of GDP (Scandinavian countries, USA, France, Belgium, New Zealand, Switzerland) 1. This direction of public spending is gaining recognition on several grounds: first, it puts an end to the "burial of talent" and increases the opportunities for people from the poor to realize their abilities and preferences; - criminals "in various fields of activity.

A new mechanism is being formed, which, on the one hand, is highly competitive and supports talents, and on the other hand, provides targeted support to children from the "lower" strata for upward social mobility.

The consistent implementation of this principle obviously runs into infinity: it is possible to infinitely increase the personal orientation of education along with the resources spent per student. Today, the most effective educational systems can provide special support to the abilities of 10-15% of gifted students. It is important to create tools to properly support this group, providing opportunities for the development of the potential of different types of giftedness and inclinations.

At the same time, the formation and increase in the availability of such educational institutions as educational and reference Internet portals and electronic libraries, Internet schools and Olympiads, suggests that in the new education system each student will be assisted in determining the optimal individual trajectory and in overcoming educational difficulties.

Individualization of educational trajectories and increased independence are changing the role of teacher and educator. The traditional teacher (a monopolist in the transmission and interpretation of the necessary knowledge) leaves the stage. A new port is being formed

1 OECD in Figures 2007> Education> Expenditure, 2003 - Education at a Glance OECD, Paris, 2006 or revised data. www.oecd.org/edu/eag2006

1.3.5. New teacher

OECD Indicators 2006,

Educational policy

1.3.6. New

technologies

education

teacher ret: this is a researcher, educator, consultant, project manager. The labor market for teachers and educators will acquire the following characteristics:

The share of "hermetic" educational institutions, whose teachers do not work anywhere else, is decreasing; among teachers, the share of part-time workers from other fields of activity (science, business, public organizations, media, state and municipal administration) is growing;

The labor market for teachers and the labor markets for intellectual workers of other professions overlap, the competitive salary of a teacher is growing sharply1;

Selective mechanisms are being strengthened to ensure the accelerated replacement of ineffective teachers and targeted support for effective and promising ones.

It can be stated that decades of isolation of Russian education have led to the fact that only educational knowledge and technologies of the industrial era have been formed and polished in it. It does not integrate modern (including information) technologies for knowledge management, individualization of education and the development of individual skills and abilities that are important for the information society.

At the same time, it is generally accepted that the beginning of the XXI century. becomes a time of rapid development of the sciences of cognition2, humanities and social technologies. In the same row is the emergence of educational technologies that reliably ensure the planned results. Until now, educational planning assumed either the expenditure of certain resources (for example, coverage of 95% of schoolchildren with 11-year education) or the achievement of a formal result (it is "planned" that 95% of schoolchildren will graduate from school, that is, they will successfully pass the final exams or the Unified State Exam. ). It is the change in technology that plays a key role in obtaining new results. We are talking not only about information technologies (although their role is extremely important), but in general about technologies for collective and individual work with knowledge, which are based on modern research on the development of activities (cognitive sciences). The very transformation of education into a high-tech sphere requires a new look

1 Calculated as the marginal wage earned by a suitably qualified worker in another sector of employment. The phenomenon of "intersection of labor markets" leads to the fact that the transaction costs of entering alternative labor markets are sharply reduced, both for the teacher and for a specialist in another field who aspires to become a teacher. This, in turn, leads to the erosion of the niches of low labor mobility in educational institutions; more and more teachers are beginning to seriously consider offers from other labor markets.

2 The position about a new scientific and technological revolution - the cognitive one - has spread quite widely.

A.E. Volkov, Ya. I. Kuzminov, I.M. Remorenko, B.L. Rudnik, I. D. Frumin, L.I. Jacobson Russian Education - 2020

For the training of teachers;

Educational research and development;

Standards and training materials.

Pedagogical activity begins to lose its foundation in routines, some of which are imposed from above (standards and textbooks), and some are developed by years of teaching. New technologies require a completely different scale of research and experimental development (as well as the involvement of masses of teachers).

Of course, we are only at the beginning of the creative transformation of educational technologies. Perhaps the revolution will take decades. But it is important to take the necessary institutional and resource steps in time to prepare for future changes.

We can talk about the following areas:

Increasing the research component in teacher training;

A significant increase in funding for educational research and experiments (subject to an increase in their quality);

Rapid adoption of global educational innovation.

Finally, the fundamental difference of the new model lies in the orientation towards the genuine openness of the system, towards the formation of its network interaction with other institutions and agents of individual, economic and social development.

This openness can be realized in different aspects. Today, most of the education system exists outside the innovation process, at best only serving the national innovation system through training. And in the new model, vocational education institutions at all levels become part of the innovation system, form networks and enter knowledge management networks, support the production and transfer of new knowledge and technologies, and motivate innovative behavior.

Thus, employers and consumers of new knowledge will have the opportunity to really influence the state of affairs in education, to effectively cooperate with vocational education institutions. In turn, teachers and professors will actively participate in life outside the school or university, gain experience in other areas, leave and return to education.

The rigid framework of the formal education system will be blurred. New "non-system" educational institutions: scientific laboratories, electronic and Internet media; reference and "abstract" sites; training centers manufacturing firms and distributors; private consultants, coaches and tutors - already now form a significant part of the total supply of educational programs and services and claim, among other things, to participate in the distribution of public funds allocated for education.

1.3.7. Education is an open system

Educational policy

The principle of openness also requires a change in the role of the state

in education - from deliberate dominance to ensuring uninterrupted effective interaction of various subjects of demand and supply of education. Reducing the activity of the state in the unified detailed administration of the educational process at all levels will be combined not only with the preservation, but also with a significant strengthening of its functions as a regulator of interactions between participants in educational activities, and a source of funds that they are endowed with in order to stimulate demand and equalize financial opportunities. ... But at the same time, in place of a largely self-sufficient system that is guided by standards and rules developed by internal experts, institutional mechanisms of dialogue with consumers arise, and customer satisfaction becomes the most important indicator of success and effectiveness.

And of course, the consistent implementation of the principle of openness means that instead of isolation and autarky, the Russian education system will become part of the global education sector. This presupposes regular participation in international comparative studies, active search and use of the best international developments in the field of technologies and educational content, creation of incentives and infrastructure for the import and export of educational services, attraction by Russian universities of scientific and pedagogical personnel from abroad, the activities of Russian scientists at universities - partners abroad.

1.4. Macroeconomic parameters and constraints

The budgetary component of financing education is always the result of the choice of a certain policy. We proceed from the financing parameters contained in the draft Concept for the long-term development of Russia, which envisage an increase in the state's contribution to education by 1% of GDP by 2015, to 4.7%. In our opinion, this value is in the zone of the economically possible and politically achievable1.

At the same time, one of the objectives of this article is to give a qualitative assessment of those changes in education, which can be used as the basis for more accurate and detailed calculations of the need for resources.

The general premise of such an assessment is the assumption that the contribution of individuals (both family money and enterprise money) to education will grow much faster than the contribution of the state and public organizations. This assumption is based on two factors that have been observed empirically over the past 20-30 years. First, the growth of incomes of the population leads to an absolute reduction in

1 The political achievability of certain financing parameters (as well as the introduction of certain formal institutions) is ensured by the relative bargaining power of the "educational coalition", i.e. social groups interested in the development of education.

A.E. Volkov, Ya. I. Kuzminov, I.M. Remorenko, B.L. Rudnik, I. D. Frumin, L.I. Jacobson Russian Education - 2020

a group of families whose low incomes do not allow investing in education. Second, the need for constant renewal of competencies shifts the "center of gravity" of the educational system to the sector where economically capable people receive education.

In Russia, however, additional factors are at work, taking into account which can significantly modify the general assumption. First, the state, since 1990, has significantly reduced funding for education, and this state was reproduced throughout the 1990s and has not been completely overcome even today, despite the upward trend in the last 8 years. There is reason to believe that the recovery of public funding will continue until 2015, balancing (and even outstripping in the school and university sectors) the growth of private investment. Secondly, the task for Russia is to reduce the adverse consequences of social stratification, and the education system will clearly become one of the instruments of social equalization and social mixing. These instruments will also "work" towards the outstripping growth of budget funding and limiting paid educational services. The third specific factor is the persistent labor shortage characteristic of the Russian economy. This can lead to an outstripping growth in investments by enterprises compared to investments by families (within the framework of private financing of education).

The planned reform of taxation in terms of attributing all costs of research and education to the cost of production will have an effect in the form of a significant increase in enterprises' investments in the educational sphere (including financing of scientific and experimental developments of universities) from the current 0.3% of GDP to 0.6-0. 7% of GDP, mainly due to lower costs for internal staff training.

We do not consider here the possible macroeconomic implications of measures such as reforming preschool education, introducing educational lending, or switching to short “modular” vocational qualification programs, although this will undoubtedly lead to an increase in private investment in education. The growth of private money in these sectors will be accompanied by a restriction of its use in others, such as the general education school or the system of additional education for schoolchildren. It is possible to make a general assumption that in the period 2008-2020. in Russia, families' contributions to education will grow at a rate that will not exceed the growth in family disposable income; deposits of enterprises - at a rate 1-2 percentage points outstripping the growth of average wages. By 2020, the aggregate contribution of the private sector to education may range from 1.6 to 2.1% of GDP, compared to 1.2-1.3% of GDP at present (while the expenditures of enterprises on "domestic"

Educational policy

additional training of their workers will be reduced from 2% of GDP to 1.5-1.7% of GDP, which will help to raise labor productivity in the economy).

The key player in the provision of resources for education will remain the state, whose contribution will play a decisive role not only because of its size, but also because of the restrictions on private investment that exist in a number of education sectors. Accordingly, the feasibility of the promising education model, which is outlined below, is determined by the amount of state funding for education and the procedure for increasing it (in particular, whether the planned increase in budget funding by 1% of GDP will be implemented in 2009-2012 or attributed to 2015-2020)

1.5. Organizational, economic and management mechanism

The transformation of education will be possible only in new organizational and economic conditions, the essence of which is the maximum liberation of the space of initiative and stimulation of activity and independence in education. Some of these conditions are listed below.

Tax incentives are being introduced to finance education by individuals and legal entities.

A significant part of educational institutions are transferred to the status of autonomous. This will expand their economic opportunities, allow more flexible use of resources, but at the same time increase accountability for results.

All types of educational institutions should be funded on the basis of transparent formulas that stimulate work for the result (including on the principle of “money follows the student”).

There is a flexible system of teachers' salaries, which brings it on average to a level comparable to the average salary in the economy and stimulates the quality of work.

Up to 10% of resources are distributed through grant programs that support research, academic mobility, university-business partnerships, and innovative educational programs.

Competition is developing between educational institutions of various forms of ownership for receiving both budgetary and extrabudgetary funds.

The new model, obviously, will require a new management, which will be based on the principles of the development of an innovative economy. Let's outline its main characteristics.

Public administration institutions will really participate in the management and control of the quality of education, both at the level of institutions and at the municipal and regional levels (supervisory boards, boards of trustees, school, governing boards).

Reflexive control mechanisms will be based on the transparency of the education system both for its employees and for

A.E. Volkov, Ya. I. Kuzminov, I.M. Remorenko, B.L. Rudnik, I. D. Frumin, L.I. Jacobson Russian Education - 2020

consumers. Educational institutions will provide complete information about their activities and resources (by posting it on their own website, which is part of the national educational portal): educational programs, staff of teachers and their qualifications, budget of the institution, material and technical base. In turn, the national education portal will provide search and collation of such information, making choices easier for education consumers.

As an effective contract with teachers is restored, the role of professional (academic) self-government will increase. The community of teachers and researchers will be one of the main participants in decision-making and quality control in the education system: both at the level of pedagogical collectives and academic councils, and in the form of recreated subject professional associations.

Obviously, this organizational and financial mechanism will help not only consumers of educational services, who will be able to choose educational programs and institutions. It will also create new opportunities for those who want to open their own program or their educational organization. Between organizations of different forms of ownership, the difference in access to state and municipal orders for the provision of educational services will be practically eliminated.

The main resource of education has been and remains personnel. But for the implementation of the new model in 2010-2020. the education system must undergo dramatic personnel changes. A significant increase in the competitiveness of a qualified teacher, a master of industrial training and a university teacher in the labor market will lead to an influx of new highly effective and professional workers into the education system. At the same time, wage increases, mainly through selective instruments, and increasing pressure on unskilled and non-professional workers from consumers and the professional community will lead to their faster replacement.

To form a regular mechanism for the renewal of the teaching corps, it is necessary to switch to a sectoral system of pension provision for teachers on the basis of co-financing of voluntary pension savings from the budgets of autonomous institutions and the state budget. The corresponding costs of general education schools and vocational education institutions should be taken into account when forming their budgetary funding. The renewal of personnel should also be supported by a program for co-financing mortgages for young teachers, similar to the one in the Armed Forces.

It has already been said above that the very idea of ​​a "normal" career will change with the implementation of a new model of education.

1.6. Education personnel

Educational policy

2. What will the vocational education system look like by 2020 ( General characteristics)

2.1. The structure of the vocational education system

ere a teacher or teacher. It will become habitual to come to teaching after experience in other fields, to combine teaching with other work.

A subject teacher in a general education school will, as a rule, have an advanced level of education - a pedagogical master's degree. Professional development programs for teachers will be more focused on meeting the needs of teachers and based on personalized funding mechanisms for professional development and retraining programs.

The structure of vocational education programs will actually determine the lifelong learning system. It will combine basic training with a range of continuing education and retraining opportunities. It will provide every citizen of Russia with the opportunity to receive basic vocational training at the level he needs: short programs of vocational training and vocational education, applied (technical) bachelor's degree, academic bachelor's degree. At the same time, a constantly updated set of modular professional qualifications programs will be offered for effective adaptation to the demands of the labor market. These programs will be optimized for the duration of the study and will be open to everyone.

Such measures will make it possible to bring together the social characteristics of various professional educational trajectories. This means that there will be no dead ends in the vocational education system. In general, there will be no rigid boundary between basic and additional vocational education, since a flexible system of accounting for educational results (credit and credit system) will make it possible to “collect” the credits necessary to obtain an academic certificate (diploma) bachelor's or master's in different programs.

The main organizational structural elements of the vocational education system will be universities (academies and institutes), colleges and qualifications centers, among which will stand out:

40-50 federal research universities selected and supported on a competitive basis, whose activities are supported on the basis of long-term development programs and ensures the implementation of research programs in the most priority areas of science and technology development; FIUs must ensure the competitiveness of Russian science and education at the world level and receive the necessary resource support;

A.E. Volkov, Ya. I. Kuzminov, I.M. Remorenko, B.L. Rudnik, I. D. Frumin, L.I. Jacobson Russian Education - 2020

100-150 large universities of regional and interregional importance, implementing multidisciplinary programs to solve personnel problems of the constituent entities of the Federation;

Universities, academies and institutes, implementing mainly bachelor's degree programs (including applied), flexibly responding to the demands of the labor market;

Colleges that implement applied bachelor's programs and modular training programs in specific specialties - colleges that implement basic vocational education programs can be part of universities;

Centers for the development of qualifications, which will implement modular programs for obtaining specific qualifications - in fact, these centers will largely replace today's vocational schools.

The restructuring of the vocational education system will create the necessary conditions for changing the very essence of what happens to young people and adults who have come to educational institutions. For them, the usual process of retelling knowledge from textbooks will largely be replaced by project work, participation in research and development, and periodic exits from the walls of educational institutions into real production.

In accordance with the principle of openness, a number of educational programs will be integrated with real production, including through the provision of educational services by leading enterprises in the relevant industries. This means that students will study both at the university and in a partner company engaged in the real production of goods and services.

In order to form professionals for an innovative economy, a system of professional standards and examinations will be created, independent of educational institutions and ensuring the constant rejection of outdated educational programs. This system will include mechanisms for the independent assignment of qualifications to graduates of vocational education institutions. This may, in particular, mean that the number of programs that lead to the issuance of state diplomas that automatically give the right to certain professional activities will decrease, and the number of programs that require a professional examination to enter the labor market will increase.

2.2. The innovative nature of vocational education

Public-private partnership will not only provide an inflow of additional funds to education, but will also become a guarantee of its high flexibility and adequacy to the requirements of an innovative economy. Employers' associations will be really involved in the development and implementation of state educational policy (development of legislative and other regulatory legal acts in the field of vocational education,

2.3. Public-private partnership in vocational education

Educational policy

compilation of lists of areas of training (specialties), development of state educational standards for vocational education, participation in quality control procedures for vocational education).

The innovative infrastructure of universities (business incubators, technology parks, venture capital enterprises) will be built jointly with business.

Non-profit organizations (including those representing associations of employers) will form a public-state system of professional standards (serving as the basis for the development of educational standards) and independent professional examinations.

2.4. New system

funding for vocational education

One of the key changes, which also provides system flexibility and support for talent, is the modernization of approaches to the existing system of ongoing financing of vocational education institutions. The next step is the transition from estimated to normative per capita financing, which will lead to transparent competition of universities for capable school graduates in the context of the Unified State Examination as a form of external independent objective attestation. Similar to the traditional form of entrance examinations, it is proposed to establish a boundary for those whose knowledge and competence will not be sufficient for higher education. It is also proposed to establish a threshold above which school graduates will receive admission to higher vocational education, paid for from budget funds. At the same time, universities will be given the opportunity to decide on which areas of study and with what score of the single exam to admit applicants on a competitive basis. This mechanism will make it possible to overcome the existing gap between the school and the university in the requirements imposed on the student.

University master's degrees will be funded on the basis of long-term programs, subject to competition. At the same time, significantly higher funding standards per student will be applied in the master's program (2.5-3 times higher than the average for bachelors). This will significantly increase the requirements for maintenance. independent work students in the magistracy. In reality, the course of study in the magistracy (and in graduate school) will turn from a school pastime into a joint work of teachers and students at the forefront of modern science.

At the same time, not all expenses for the implementation of educational programs should be included in the per capita funding standards. It is advisable to develop the material and technical base through special state support, taking into account the cost of specific areas of training,

A.E. Volkov, Ya. I. Kuzminov, I.M. Remorenko, B.L. Rudnik, I. D. Frumin, L.I. Jacobson Russian Education - 2020

renewal of production and research technologies. Part of this funding will be provided on a competitive basis.

The system of state support for educational loans to students will help increase non-state funding for universities. It will also help talented students from low-income families.

By 2015, the transition to a two-tier higher education will be completed, which will significantly increase the flexibility of the vocational education system. More than two thirds of the graduates of the general education school will be involved in the system of academic and applied bachelor's degree. Thus, the basic level of higher education will become the social standard of the generation entering active life in the first quarter of the 21st century. This will ensure the long-term competitiveness of Russia in the world economy, the constant generation of innovations and the readiness to perceive and use new things in all sectors of the economy.

A mass bachelor's degree, available to every citizen of Russia who has successfully mastered the program of a general education school and is ready to invest efforts in his further education, should ensure the development of the widest range of competencies - from fundamental knowledge and research methods to applied skills that make it possible to successfully perform in the labor market. Consolidation of the areas of training bachelors will be combined with a wide scope for the initiative of educational institutions and the students themselves. The state standard for the preparation of bachelors will regulate no more than 50% of subjects, and the share of courses independently chosen by students will exceed 30%. In fact, the mass bachelor's degree will become the foundation of the system of lifelong education, since on its basis, regular retraining will be possible in the future.

The transition to level-based higher education will be completed with a significant reduction in the list of specialties (areas of training) of higher education at the bachelor's level and with the introduction of the most flexible standards for diverse master's programs. Apparently, it will be possible to make standards for master's degree frameworks, without defining content elements.

Within the framework of the bachelor's degree, a wide range of courses will be provided so that by the end of this period of study, the graduate is ready either to start working or to continue his studies in the master's program.

Preparatory departments will be supported at the magistracy of federal research universities (for graduates of educational programs from other universities), as well as at

3. Updated system of higher education

3.1. Mass Bachelor's Degree

Educational policy

3.2. New management in higher education

3.3. New quality of higher education

bachelor's degree from leading regional universities (for citizens who have served on a contract in the Armed Forces, and other categories who need special support for their educational choice).

The dialogue with the consumer will become the basis for the development of higher education. The transparency of the activities of universities, which was mentioned above, will be combined with a system of independent ratings of universities and individual educational programs, including those based on surveys of alumni and employers. The quality control of mastering the competencies laid down in the basic standard will be complemented by professional examinations independent of the education system.

Rectors will be appointed by the university boards of trustees, which will be formed from authoritative "outside" figures and representatives of the founders, local authorities and professional staff. The emerging market of professional academic managers and managers of higher education institutions with the competencies necessary to manage universities as autonomous organizations will be based on the principles of horizontal mobility of academic managers and the comparability of educational programs for them.

The very nature of the educational process in higher educational institutions will change. In addition to the already mentioned modular trajectories, a wide choice of courses, the new type of education will be characterized by a large volume of independent work of students, their involvement in real projects, and the emergence of collective forms of educational work. Mastering a foreign language at a level sufficient for free communication, learning, participation in joint research and educational projects (for students and teachers) will become an unconditional requirement for a bachelor's degree in research universities and for a master's degree.

The reform of distance higher education will be carried out, which remains the main way of obtaining it for citizens living in remote areas or for other reasons who are not able to study full-time. Due to a sharp increase in requirements for the quality of educational programs, its share will decrease from the current 49% to 35%, which corresponds to the maximum value for other developed countries. Taking into account the fact that distance education is received mainly by people from low-income groups of the population, the state on a competitive basis will support several universities that will specialize in the implementation of relevant educational programs. At the same time, up to 50% of the cost of such programs will be subsidized from the federal budget, which will ensure the required quality of education, despite the restrictions on the demand price.

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The most important characteristic of research and development at universities will be their focus on the needs of an innovative economy through real interaction with high-tech enterprises.

To effectively integrate the processes of obtaining and disseminating knowledge, long-term research funding will be concentrated in research universities and state-supported research centers as part of other higher educational institutions, and on their basis venture capital enterprises, business incubators, consulting, engineering and technology transfer centers will be created.

By 2015, funding for research in higher education from the federal budget should reach 25% of the corresponding funding for the "education" section, and by 2020 - 35%.

On a competitive basis, a group of federal research universities (FIUs) will be formed that will be able to compete with the world's leading research and educational centers. By 2010, it is planned to select at least 12 such universities, by 2015 - at least 16, by 2020 - more than 20. These universities will have broad academic, financial and organizational autonomy. They will receive increased funding for their educational activities, primarily postgraduate and graduate studies. An important characteristic of research universities will be the granting of the right to independently determine the directions of their scientific work on the basis of long-term program funding.

In universities that are not research universities, competitive support will be provided for advanced research and educational programs at the level of faculties and departments. Research centers (RCs) will be created, uniting advanced researchers, they will be provided on a competitive basis with program funding for a 5-7-year period.

The FIU and the IC will mainly focus on the training of scientific personnel and staff of teachers of higher education, on their basis the advanced training of teachers will be carried out.

The state will constantly update the range of FIUs and supported academic research teams through regularly held competitions. At the same time, localism will be reduced to a minimum, in which researchers perform work, publish and defend dissertations at the same university. An external peer review system will be institutionalized for all scientific publications.

In general, the restructuring of the system of higher education institutions will take place on the basis of the action of market mechanisms, consumer demand and quality assessment. Restructuring

3.4. Restoration of the research component of higher education

Educational policy

3.5. New staff of higher education

This will lead not only to the diversification of universities according to the above types, but also to their enlargement, in which their average size will reach 10 thousand students.

On the basis of new funding mechanisms and a significant expansion of research opportunities in higher education, the existing body of teachers will be updated. For those who have retained their qualifications and scientific potential, the base salary will be supplemented by a whole system of grants and additional payments, which together will provide a level of remuneration comparable to foreign universities and Russian business. The share of higher education teachers involved in scientific research will increase from 16% in 2007 to 35% in 2015 and 42% in 2020. At the same time, for federal research universities, these indicators will be 65% and 75%, respectively. For the formation of a single Russian market for researchers and teachers of higher education, start-up grants will be introduced.

The state will stimulate international and domestic academic mobility of teachers, including financing long-term scientific internships for graduate students and teachers and contracts of Russian universities with promising foreign teachers. At the same time, mobility will also imply the flexibility of a university teacher's career: the possibility of moving into the business sector (and coming from it) at different stages of the career, the possibility of a flexible combination of work in the academic and business sectors.

Mobility and the dissemination of new ideas will be facilitated by the allocation of targeted grants to young researchers and teachers who are not tied to a specific university: a researcher who has received a long-term federal grant chooses a place of work (“money follows the teacher”). Institutions will have incentives to attract such teachers and researchers and to provide a competitive environment for their work.

To support the most talented students, to consolidate their academic choice in 2010, the institution of targeted masters and graduate students will be introduced. They will be paid a scholarship in the amount of the average salary in the economy. By 2015, this system will cover 20% of masters and 35% of graduate students of federal research universities, by 2020 - 25 and 50%, respectively.

At the same time, professional associations of professors and researchers will be supported, creating conditions and opportunities for inter-university cooperation at the individual level, at the level of research teams and educational programs.

A.E. Volkov, Ya. I. Kuzminov, I.M. Remorenko, B.L. Rudnik, I. D. Frumin, L.I. Jacobson Russian Education - 2020

In general, this will lead to the fact that, as a rule, the teacher will study undergraduate, graduate, postgraduate and work in different universities.

Fundamental changes will take place in this system. The very concept of primary vocational education will become a thing of the past, since any professional competencies will be superimposed on a high level of general education. At the same time, the rapid reduction in the life of production and service technologies will require every 5-7 years (or even more often) to obtain a new qualification. This need will be met by a much more compact, time-saving training in applied technologies.

A significant proportion of secondary vocational education programs will be transferred to the status of an applied bachelor's degree, with the possible endowment of enlarged colleges with a university status or with the inclusion of relevant institutions in the composition of universities. An applied bachelor's degree will be more specialized than an academic one, and is aimed at mastering specific competencies with a broad knowledge base. At the same time, students of academic and applied bachelor's degree will have a single status and scholarship support, the possibility of transition from one program to another with mutual offset of academic credits will be provided.

On the basis of vocational lyceums and schools, as well as part of colleges and technical schools, complex training centers for vocational qualifications will arise, as a rule, with the transfer of the general educational functions of primary vocational education institutions to the general education system (evening schools). At the same time, for certain categories of children, institutions that implement programs of both professional and general education may remain.

Vocational qualification programs will become much more compact and diversified in comparison with the existing system of initial vocational education. They will focus on mastering a specific set of competencies for professional activity... These programs will not be approved by the government in detail. The state educational standard will be of a framework nature. Specific programs will be accredited by professional associations. This will create incentives for software developers to modernize programs.

4. System for obtaining basic applied qualifications

4.1. Restructuring programs

Educational policy

4.2. Financing vocational qualifications training programs

Funding for training in vocational qualifications will be carried out on the basis of personal state educational grants and subsidies. At the same time, graduates of a general education school, citizens who have completed military service or under a contract in the Armed Forces, as well as citizens in the direction of the employment service will be able to automatically count on state support. Scholarships for students and incentive additional payments to training centers can be established for teaching the most relevant qualifications. At the same time, in conditions of an overestimated demand of workers for certain qualifications, the state will limit their budgetary support to a certain number of grants (subsidies), which in this case will be distributed on a competitive basis.

The wages of vocational training masters should be established by the training centers themselves on a market basis in an amount that ensures the attraction of the most qualified workers who own the most modern technologies in their field. Taking this into account, it should be at least 150% of the regional average. Ensuring such a level of wages and regular updating of the training and production base will underlie the determination of the size of state grants (subsidies) for training in professional qualifications.

Public-private partnership in education will develop. Existing private technology-specific training centers - both individual firms and divisions within large companies - will become a full-fledged part of the national vocational education system. They, along with state educational institutions, on a competitive basis, will receive state funding for training and development programs.

5. Non-formal and informal education

Today, the competitiveness of countries depends not only on the activities of traditional educational institutions, but also on the ability to constantly improve the quality of skills used in the economy and in social life. People who have received professional education and want to improve their skills or acquire new ones are a key resource of the economy. Moreover, the acquisition of new skills and knowledge is becoming an independent need for many people (especially young people), and for the economy - a growing service sector. Lifelong learning is becoming a necessary and increasingly important element of modern educational systems. Therefore, an increasing role in them is played by both non-formal education (courses, trainings, short programs that can be offered at any stage of education or professional career), and informal (spontaneous) education, which implements

A.E. Volkov, Ya. I. Kuzminov, I.M. Remorenko, B.L. Rudnik, I. D. Frumin, L.I. Jacobson Russian Education - 2020

Xia due to their own activity of individuals in a rich cultural and educational environment.

The essence of the system of additional (non-formal) education is the transition from centralized and rigidly organized trajectories of professional training to a free meeting of a wide range of educational services and diverse needs for advanced training, in the development of new knowledge and technologies.

The development of non-formal education (NI) will become possible only with a sharp expansion of the range of suppliers. This expansion will include the activation of in-house education through tax incentives (attributing the cost of in-house training to the cost price ^. Support for public-private partnerships in the field of non-profit can be carried out in the form of co-financing of non-profit education services provided by educational organizations to businesses and citizens. For example, there can be an effective grant program to improve the quality of BUT programs provided by successful educational organizations.

The use of non-profit organizations for the implementation of state functions in the field of education will expand. Non-profit organizations already play a significant role in the system of additional education for children and youth. At the same time, they still work almost exclusively on a paid basis, although they could well effectively provide services in the form of a public-private partnership. The state can distribute among non-governmental organizations the state order for the services of additional education for young people, for summer programs.

Financing training programs in the public sector and retraining programs for the unemployed on the basis of personalized certificates (with the possibility of using these certificates in non-state educational organizations) will break the monopoly of advanced training institutions and significantly expand the choice of consumers.

The variety of non-formal education services will require the formation of a corps of educational consultants and brokers who will help citizens build complex educational trajectories, often passing through both formal and non-formal institutions.

The final element of the field of DO will be independent qualification centers, which will be accredited by employers.

The task of creating a rich cultural and educational environment conducive to self-education and lifelong education will shift from the periphery to the center of educational policy. To solve this problem, you need:

5.1. New infrastructure for non-formal education

5.2. Informal education

Educational policy

6. How will it be

to look like

and preschool

education

6.1. Preschool education

Creation of publicly available national libraries of digital educational resources;

Modernization of the work of libraries;

State support for distance self-education services - the formation of publicly available self-education services via the Internet based on new technologies for working with knowledge and with consciousness;

Development of a system of educational counseling and support for continuing education, which will include counseling centers for additional education at employment services and organizations that provide career counseling services (vocational and educational guidance) in schools and other educational institutions.

Domestic practice and numerous studies in different countries of the world show that contributions to early childhood development and preschool education are the most effective in terms of long-term social and educational effects. Successful development in the early stages largely determines the success of further education.

Therefore, the system of early development of children (from 0 to 3 years old) is becoming an independent element of the modern education model. By 2010, special pedagogical support services for early family education and targeted programs for accompanying children from families at risk will be created. For the effective implementation of these programs, special guidelines will be developed for the constituent entities of the Russian Federation, municipalities and educational institutions.

For mass coverage of preschool education, the state will support a variety of early childhood development programs offered by organizations of various forms of ownership. Within the framework of these programs, special attention will be paid to identifying giftedness and possible developmental difficulties. This type of educational services is aimed primarily at the fullest possible use of the educational potential of families and early support for a variety of children's giftedness and motivation.

Increased emphasis on early childhood development will lead to a reduction in the number of children in special education programs and a significant improvement in the quality of primary education outcomes.

Preschool education (4-6 years) exists today, as a rule, in the form of preschool institutions with rigidly standardized services, which do not provide a sufficiently wide coverage of children with preschool education services. At the same time, sometimes preparation for the next stage of education is built as a simple transfer of elements of school education to kindergarten.

A.E. Volkov, Ya. I. Kuzminov, I.M. Remorenko, B.L. Rudnik, I. D. Frumin, L.I. Jacobson Russian Education - 2020

By 2012, organizations of various forms of ownership will be involved in expanding the coverage of various preschool education services. Public-private partnership in this area will be expressed in the system of per capita financing of preschool education programs, which implies the possibility of receiving budget funding by non-governmental organizations providing preschool education services, based on the principle of “money follows the pupil”.

At the same time, the fundamental requirement for the new scheme for the provision of preschool education services will be the flexibility of educational programs, their "adaptability" to the various needs of families. Specific options for the new scheme may be groups of preschool education at general educational institutions, groups of short-term stays at educational institutions of various types and types, including those at institutions of additional education.

Already at the age of 3-6, such key qualities for today's society as creativity, the ability to search for knowledge are formed. Therefore, the modern model of education presupposes high technologies for the development of imagination, literacy and other basic abilities of children. The use of these technologies requires high qualifications of educators and educators.

In Russia, the work of educators is still viewed primarily from the point of view of looking after children. In the next four years, it is necessary to modernize the technologies of preschool education, and then in four to five years - retraining of teachers.

In general, already in the near future, the preschool stage of education should become universal and widespread. By 2014, at least two years of preschool education in various forms will be an indispensable stage in the maturation of every Russian child.

As a result, not only the high readiness of children for school education will be ensured, but also their early positive socialization, which reduces the likelihood of antisocial behavior.

6.2. School education

In the second half of the twentieth century. complete secondary education has become universal and compulsory. Therefore, a model of school education is becoming relevant, which assumes division by age - the creation of special schools for primary schoolchildren and for young men. Often, the educational stage of the adolescent school is also considered as a separate stage. This model is common in other countries, and the experience of a number of regions and schools shows its effectiveness for Russia.

Thus, an important part of the new model of education is the selection of specific methods and approaches to teaching at different age levels. An experiment will be completed by 2015, during which specific mechanisms will be tested.

Educational policy

we are updating the internal structure of school education. By 2020, this transition can be carried out throughout the country.

Another important component of the new model of school education is its focus on practical skills, on the ability to apply knowledge, to implement their own projects. In modern pedagogical science and in the practice of innovative educational institutions, this approach is usually called competence. This is not about memorizing simple algorithms, but about the genuine fundamentalization of school education. It implies that the emphasis is not on memorizing an encyclopedic set of knowledge from different fields, but on mastering the fundamental skills of communication, analysis, understanding, decision-making.

A special role in this approach is played by the disciplines of the social and humanitarian cycle and training courses with elements of technology mastering. It is in them that project methods can be actively used, involving schoolchildren in practical activities. This will require the development of new educational technologies and teaching materials, the use of information and communication technologies. The country's innovative development requires that by 2015 all curricula and teaching methods be updated using elements of a competency-based approach. At the same time, it should be emphasized that a number of pedagogical approaches of the Soviet school will be developed as Russian know-how for global advancement in the educational technology market. First of all, we are talking about the approaches of developing education, for the first time in the world of psychological and pedagogical science solving the problem coordinated development of practical intelligence and theoretical thinking.

By 2010, the organizational transition to the principles of specialized education in high school will be completed. At the same time, specialized education will be built not as a rigid set of specializations, but as an opportunity for schoolchildren to build individual trajectories. By 2015, methodological and technological support of a wide range of individual educational trajectories, including with the use of information technologies, and the opportunity to receive the basics of vocational education will be completed.

Specialized education will also make it possible and necessary to unload children, including at the teenage level of school. A student's free time from lessons will become a valuable resource for self-education and additional education. This means that the child's field of coercion will sharply narrow and the space of his initiative action will expand. All this will require a significant expansion of the scope of additional education for schoolchildren. By 2012, budgetary funding standards will provide each student with an average of at least

A.E. Volkov, Ya. I. Kuzminov, I.M. Remorenko, B.L. Rudnik, I. D. Frumin, L.I. Jacobson Russian Education - 2020

than two hours of supplementary education per week, and by 2020 at least six hours.

It should be noted that all the transformations noted above are aimed at the full realization of the potential of students, based on their interests and inclinations. In general, this means that the school stops being aggressive towards the student. This, at first glance, a declarative requirement should be institutionalized and turned into a system of measures that will keep interested and enthusiastic students in the school.

Since the learning process becomes diverse and variable in the new model, both external and internal quality assessment systems will play an important role, focused not so much on regulating the process as on new results. This assessment will find a place not only for standardized external examinations, which inevitably simplify and level educational results, but also new assessment methods that will reflect the achievements and individual progress of the child. By 2012, an assessment of the quality of the system's work, based on sample statistical analysis, will be put into practice, and by 2015 a unified voluntary digital system for recording the educational achievements of schoolchildren will be created. In addition to the Unified State Exam, other institutions for assessing the results of general education of schoolchildren will be developed.

To ensure the new quality of education, it will be necessary not only to increase the salaries of teachers, but also to change the system of their training and retraining. Perhaps it is advisable to abandon the separation of pedagogical universities as separate institutions and not resist their spontaneous transformation into classical universities or humanitarian universities while preserving specializations for future teachers. Along with this, the specialized magistracy will become the dominant form of training and professional retraining of teachers for basic and senior schools.

Unfortunately, tradition forces us to think about the future in terms of funding, structures, organizations. It is difficult for us to even imagine what will change in the future for an individual person. However, unfolding a discussion about the future is impossible without a view from the student, student, teacher, parents and employers. What will be their future educational reality? This is especially important in the context of reliance on creativity, motivation, interest as the main resources for the development of an innovative economy. Therefore, the next step in discussing the future may be an answer to the question of how the life, study and work of those who end up in schools and universities in 2020 will improve in this future.

Leo Tolstoy wrote: "There is no future - it is made by us." Russian education gets a chance to implement this approach. If

7. Conclusion - Whose Future?

Educational policy

it will not be used, it will be in the future, made for him by someone else. Perhaps the future will look very different from the picture presented in this article. Perhaps we did not find any important trends that will sharply and vividly manifest themselves in 12 years. We invite readers to try to think about the future brighter and bolder, together with us to look for its features in today's innovations. This joint search will become the basis for real programs for the development of Russian education.