Particular cases of successful pharmacological use of nanoparticles. Nanoparticles in medicine and pharmaceuticals. ... and achievements are modest

Education is the most important component of a person's quality of life. The governing bodies of the educational system both in the Russian Federation as a whole and in the constituent entities are obliged to provide a single educational space with appropriate quality and accessibility, which will make it possible to improve the standard of living of the population.

The main source of data on the level of education of the population is the census. The census program involves obtaining information about the state of education of any person, about the types of educational institutions in which he carried out training or graduated from it.

Considerable attention is paid to the study of training and advanced training of the employed population. Such a study was carried out on the basis of information from one-time registrations of both workers and specialists with secondary specialized and higher education. Information about the level, profile of training and vocational training included in the programs of periodic sample surveys of the unemployed population, which have been conducted by the state statistics services since 1992.

The main source of data on government agencies education remains state statistical reporting, which is submitted once a year. The reporting program includes: data on the number, composition and movement of students, professional training of teachers and the duration of pedagogical work; information about the material viability and financial performance of educational institutions. Various information is collected in sample studies students, which are conducted not only by statistical services, but also by teachers, sociologists, doctors and other specialists. Least of all is the study of the standard of living of teachers and masters of vocational and technical, school teachers, secondary specialized and higher educational institutions.

With the development of the market economy, paid services appeared, including in the field of education, a network of private educational institutions is being intensively created, and training programs are being developed. foreign universities, the system is formed distance learning... It is difficult to collect statistical information on the work of private educational institutions in the form of systematic reporting. To study their activities, it is rational to conduct special surveys.

Educational level of the population

Currently, there is a growing need for specialists who have a wide range of professional competencies.

Consequently, the improvement of the education system should contribute to the solution of the main task of providing continuous formation of the professional level of a citizen that meets the modern requirements of society.

Studying the education system in Russia and a number of foreign countries, we can draw the following conclusion:

1) it is necessary to revise the boundaries and forms of state influence;

2) it is necessary to expand the organizational and economic autonomy in the education system;

3) bring the system closer vocational education to the needs of the economy of the state and a separate region in personnel.

There is no doubt that in the education system the state is entrusted with quite specific functions that other subjects cannot perform. Both in Russia and abroad, the state determines or recommends lists of specialties, within the framework of which the so-called educational goods are formed and the basic features of their assortment are created. The state carries out certification and state accreditation of manufacturers of educational goods, contributes to the creation of a state system of certification and diagnostic centers, thereby acting as a guarantor of the quality of educational goods, their compliance with the level of national educational standards.

State regulation of the education system also expects to provide data to manufacturers of educational goods. Along with other subjects, state bodies establish an information and consulting base for the functioning of the education market for established periods of time. In addition, the state acts as an investor in the formation and development of the education system, and also provides guarantees to other subjects of long-term investments.

The growth in the number of private producers imposes an obligation on the state to protect consumers of educational products, that is, the state is obliged to maintain a policy of accreditation of manufacturers of educational products and certification of educational programs. Undoubtedly, national certification systems reduce the uncertainty for future consumers, as well as for employers, regarding the level of competence of workers, promote the development of professional mobility of citizens, and also prevent the emergence of poor quality educational products. Along with this, it is very important when the state is not a monopoly of certification and accreditation of manufacturers of educational products. For these purposes, it is rational to involve non-state structures. This is the case, for example, in the UK and Germany.

Thus, in areas where the state is not predominantly the sole supplier of educational goods, it is obliged to reserve the right to determine and maintain national standards of educational goods, as well as to provide equal accessibility of these goods for the population, specifically by creating an appropriate regulatory framework.

At the same time, the organization of the regulatory framework should be carried out in two directions:

1) development and implementation of amendments and additions to current documents;

2) development and implementation of new documents at various levels.

Accordingly, there are two most important fundamental approaches, taking into account which the regulatory and legal framework should be built, which serves the education system:

1) it is necessary to develop the foundations of the state policy of the Russian Federation in the field of permanent vocational education, when the functions of the center and the regions should be clearly delineated. Now in our country there is no unified system of continuous education, according to research, this leads to an imbalance in the levels of education and, as a result, to a decrease in its quality in general;

2) an essential condition for the development of the regulatory framework is the development of appropriate documents to regulate the rights and obligations of financial support of educational institutions of various levels, their interaction with each other, as well as with the labor market and enterprises, control and management of this area.

Today, in our country, most educational institutions are given the right to provide educational services on a paid basis. This led to an increase in their extrabudgetary income. Consequently, if in 1999 extra-budgetary income educational institutions in the system of the Ministry of Education of Russia amounted to 11.5 billion rubles, then in 2005 total amount extrabudgetary revenues have already amounted to about 45 billion rubles

According to the Budget Code of the Russian Federation, all funds earned by an educational institution are considered state income and must be transferred to the budget.

Rightly based on the experience of organizational and economic autonomy in education, which has been accumulated both in Russia and abroad, the following measures can be proposed as priority areas for improving the education system:

1) creating conditions for the normalization of budgetary financing of educational institutions;

2) streamlining of property relations in the education system;

3) stimulation and creation of favorable conditions conducive to the development of contractual relations between educational institutions and organizations of various organizational and legal forms of ownership, aimed at expanding the training of workers and specialists on the orders of legal entities with payment of the cost of training;

4) improving the mechanism of interaction between federal and regional education authorities, as well as sectoral management bodies on the basis of interrelated programs for the development of vocational education;

5) monitoring the development of the education system;

6) expanding the rights of educational institutions to manage financial resources;

7) transparency and accessibility for public and state control of all financial activities of educational orientation, including the development of uniform reporting forms and the annual publication of financial reports.

Approval of these approaches will not only extend the beliefs of organizational and economic freedom to all educational institutions of the country, but also eliminate the contradictions between the "budget" and economic independence of educational institutions. In addition, this mechanism will help stabilize the economic situation of educational institutions by streamlining the funds raised for the education system.

Along with this, the issue of expanding the organizational and economic autonomy of the education system will be open in our country, if we leave unchanged the totality of professional educational institutions that produce educational goods.

The current system of training workers and specialists in single-profile vocational schools, technical schools, lyceums, colleges and universities does not correspond to the idea of continuity, in essence it is discrete, self-closed. The content, forms and methods of teaching have not been appropriately coordinated, and a qualitative transition from one educational stage to another has not been formed. There is duplication teaching material, the growth of the level of education of young people is weakly stimulated at each stage, which ultimately negatively affects the quality of training of workers and specialists, slows down the process of their further growth

To eliminate these obstacles, it is reasonable to move on to the creation of educational institutions of continuing education. The basis of their functioning should be the integration of all possible levels of vocational education, which will help to eliminate the disproportion between the structure of training workers and specialists and their demand in the labor market. At the same time, the main principle is the development of the diversity (variability) of educational programs within structural units educational institutions. As a result, they are formed into multidimensional aggregates that provide permanent education with the maximum mobilization of resources.

Along with this, the activities of educational institutions of continuing education must be formed in accordance with state standards of the corresponding level of education.

Consequently, the experience gained abroad and the customs formed in Russian system education, in conjunction with the needs of society to the professional level of citizens speak of the need to choose initial provisions for improvement educational system generally:

1) implementation of state regulation of the education system based on the principles of efficiency and economic justice;

2) increasing the interest of state and regional authorities in the development of the education system;

3) stimulating the production infrastructure to invest in the education system;

4) ensuring organizational and economic autonomy in the education system;

5) a combination of budgetary and extrabudgetary financing of the activities of an educational institution, which comprehensively reflects its target orientation;

6) ensuring a balance between different levels of education in accordance with the needs of citizens and economic development a separate region;

7) development of new organizational forms for the provision of educational services based on the principles of continuity

In addition, it is essential to eliminate the existing fragmentation in the organization of work on training workers and specialists. Currently, there is an opinion about the need to combine the efforts of various interested structures in this area of activity, which will make it possible to mobilize funds (federations, regions, enterprises of the state and non-state sectors, various associations), technical training areas, qualified teachers.

On the basis of census materials, two types of generalizing indicators are created. The first type includes indicators of state that characterize specific gravity population that has a certain level of education, and the duration of education. The most popular metrics here are:

1) the percentage of literate among the population aged 15 and over;

2) the level of literacy among adults;

3) the number of persons who have higher, incomplete and incomplete higher, secondary specialized and secondary (complete and incomplete) education per 1000 population aged 15 years and older (or 1000 employed population);

4) the number of persons with higher education per 1000 people aged 15 and over;

5) the average level of education in the years of study; while the presence primary education equates to 4 years, higher - to 15

Aggregate indicators of the second type consist of the characteristics of the process, which are determined by the ratio of the number of the contingent who is trained at this stage to the number of the population of a certain age. Such indicators can be determined on the gross basis (the numerator shows the number of students without regard to age, including repeaters) and on the net (in the numerator, the number of students in the age range corresponding to this stage of training) bases.

The most commonly used of these indicators include:

1) the gross enrollment rate as a whole and by educational level - the proportion of children of the corresponding age enrolled (entered) at various levels of education;

2) coverage (general and private, gross and net) - the ratio of students at a certain stage of education to the population in the age group corresponding to a given stage of education;

3) the proportion of pupils of a given stage who have completed their studies in full, relative to the number of pupils at this stage of education. For example, the proportion of student children primary school who finished 3rd grade, in relation to the number of primary school students. To determine the availability to the computer network of the Internet, the indicator of the number of users (Internet users) is calculated according to the data on subscribers

Let us examine the methods of studying generalized indicators of the level of education and the coverage of young people in education. Population census data make it possible to analyze the structure, dynamics and differentiation of educational levels of the urban and rural population, men and women, employed and unemployed population.

The close relationship between the level of education and the age structure of the population requires a certain application of the listed indicators in the study of dynamics, as well as in interregional comparisons. Growth in the structure of the population of the number of persons aged 25-45 who have high level education, has an impact on the aggregate indicator. On the contrary, an increase in the number of young people aged 15-20 years who do not have higher education, gives a slowdown to changes in the aggregate indicator. Taking into account the conclusions is achieved by comparing the level of education for homogeneous socio-demographic groups. Comparability of the generalized indicators is ensured by weighing the indicators of the level of education by groups by the standard age structure of the population:

Two options for comparative analysis are acceptable. The first is contained in the standardization of sex and age indicators of education for a single (standard) age structure of the population. The second consists in decomposing the generalized indicator of the level of education into indices of variable, constant composition and structural changes.

The development of the global Internet and accompanying technologies has reached such a level that most enterprises can no longer do without e-mail, web advertising and web representation, and online communication.

A successful professional career requires a quality education. In order to get an additional special or a second higher education, whether you like it or not, you have to turn to paid courses. To date, distance learning through the global Internet is widespread. In addition, the student has the opportunity to gain knowledge from anywhere in the world. In this case, it is simply enough to have a computer with Internet access. Therefore, you can listen to and watch lectures, perform laboratory and course assignments and, most importantly, even pass exams.

Distance learning is completely individual, there are no fixed deadlines for admission: when it is convenient for the listener, then he can start learning. All students, according to their abilities, employment, study the same material for all with different speed and the degree of understanding. Each student works at an acceptable speed for him, spending as much time as he needs to study the material. The time of classes is also not rigidly fixed, you can practice during the day, you can do it in the evening, every day or once a week. Everyone chooses their individual plan, which courses they will listen to. Limitations are possible only in terms of certification.

In distance learning, it is convenient to use video conferencing, when an unlimited number of people can participate in communication at the same time. Undoubtedly, there are certain technical limitations, but still the number of potential participants is much more than two, and these limitations are decreasing every year, the equipment is getting cheaper. In addition, communication can be carried out not only through voice communication, but also with the use of video, multimedia and others. modern technologies provided by the global Internet.

The one-to-many videoconferencing mode plays the most important role. A lecturer or consultant simultaneously conducts a lesson with several connected listeners. An interactive system will be extremely advantageous, when each listener can ask a question and receive an answer to it online. ... Accordingly, if a response is sent later via email or some other type of one-to-one communication, the sessions will be less effective.

Some issues of building distance learning systems via the Internet

The use of widespread e-mail can include the following: distribution of lectures, assignments for typical calculations, laboratory and coursework, acceptance of completed assignments, sending of test results. This method very similar to distance learning, just do not need to come to the institute. The personal presence of the student is mandatory only when the documents are drawn up and during the exams, at least graduation or entrance exams. Any person who subscribes to the student can send an e-mail, and on the exam it is necessary to verify the identity of the examiner using photographs in the institute's documents and passport.

Of course, work only by e-mail is not always convenient, it is better to post reference data, public lectures, assignments on the site, and only receive work performed by students and answer questions by mail.

It is a good idea to create a chat, for example, for each of the subjects, where you can ask a question to the teacher, as well as communicate with other students. The teacher can technically, just as he writes on a regular blackboard, conduct his lecture in this chat, consistently explaining to everyone, as in a regular audience. Only he does not see those who are listening to him, and how they perceive him.

In addition to the public chat, you can use a program specially written for distance learning. This program is based on client-server technology, all students receive client software, with which they can observe the actions of the teacher who works on the server. Those working in this program see every movement of the mouse and every phrase typed by the teacher. ...

Education statistics study quantitative and qualitative characteristics educational activities both within institutions implementing certain educational programs and providing the maintenance and upbringing of students (pupils), and outside them, throughout a person's life, including training in organizations without interrupting work at various advanced training courses or through self-education. The statistics are intended to reflect the development of the education system at all its levels, the composition and conditions of the functioning of educational institutions, the state and use of the material and technical base, cadres of educators and teachers, student populations, their structure and dynamics, the main and additional activities of educational institutions and its effectiveness.

Education statistics is built as a multi-level system, which is based on information flows from the subjects of the educational services market: the population, educational institutions and enterprises.

Based on the data obtained, analytical studies are carried out in various areas: the markets of educational services at the federal and regional levels, the behavior of families in these markets, economic processes in the field of education, the state and development of the material, technical and information base, human resources institutions of vocational education.

The purpose of education statistics is Information support development and implementation of educational policy, provision of educational authorities Russian Federation up-to-date, complete, reliable and regularly updated information on the state of the education system in the Russian Federation, the formation of an information base necessary for analyzing and forecasting the development of education.

Achieving the goal of education statistics is ensured by solving several problems:

system identification of the subject statistics;

the selection of observable and unobservable processes and phenomena in the field of education, the factors and relationships that determine them;

accumulation of information necessary for analyzing the situation, describing the forecast background, and, finally, actually forecasting and modeling scenarios for the development of the education system.

Education statistics as Information system must meet the following requirements:

have a targeted focus;

ensure the continuity and regularity of observations;

provide regular updates topics and tools in accordance with the needs of users;

ensure the maximum reliability of information and the objectivity of the conclusions formulated on its basis.

A holistic vision of the education statistics system, coordination of all various types of activity is both a factor of success and the most difficult task of building an effective management mechanism on its basis.

The university(from him. Universität, which, in turn, originated from lat. universitas- totality, community) is a higher educational institution where specialists in fundamental and many applied sciences are trained. As a rule, he also carries out research work. Many modern universities operate as educational, scientific and practical complexes. Universities unite in their composition several faculties, which represent the totality of various disciplines that constitute the basis of scientific knowledge.

The oldest university in Europe, the medical university, was founded in Salerno no later than the first half of the 11th century. Around 1100, a university in Bologna was opened, originally a school where legal norms were developed on the basis of Roman law. On the basis of several monastic schools at the end of the XII century. the University of Paris grew up; in 1096 the University of Oxford was already teaching students, and according to history after the conflict between the inhabitants of Oxford and the professors and students of the university in 1209, some scholars fled north, where they founded the University of Cambridge.

Academy- higher education institution, which:

· Implements educational programs of higher and postgraduate professional education;

· Carries out training, retraining and / or advanced training of highly qualified workers for a certain area of scientific and scientific-pedagogical activity;

Performs fundamental and applied Scientific research mainly in one of the fields of science or culture;

Institute(lat. institutum- establishment, custom, institution) is a term used to designate a certain class of institutions. In particular, this term denotes: the most common type of higher education institution in Russia and the CIS.

Education statistics bring together a wide range of actors, from federal education authorities to households who are surveyed and receive Additional information to build educational strategies.

The Ministry of Education and Science of the Russian Federation, as well as the Federal Agency for Education and the Federal Service for Supervision in Education, subordinate to it, determine the main directions of monitoring the education economy, provide departmental statistics and other relevant information. The leading specialists of these departments perform the functions of experts and consultants in the conduct of methodological and analytical research. Federal education authorities are the main users of the results of monitoring the education economy.

The Federal State Statistics Service (Rosstat) is the supplier of information for the state federal statistical observation... The leading specialists of Rosstat perform the functions of experts and consultants for methodological and analytical research.

Other federal ministries and agencies interested in producing education statistics and their results. Their potential functions are to provide departmental information, participate in research on user needs, and analyze the results of monitoring the economy of the education system for making decisions within their competence.

Educational authorities at the regional and municipal levels decide to conduct statistical studies in their region (with the exception of pilot regions, the choice of which is determined by federal authorities), coordinating statistical work in the subjects of the federation and municipalities in the behavior of statistics at the regional level.

Users of education statistics information include public authorities, businesses, employers, scientific and educational institutions, media mass media, the public. The functions of users vary depending on the level of their responsibility and competence in the process of developing educational policy, making managerial and other decisions, and shaping public opinion.

Almost all levels of the education system are currently represented in education statistics: preschool education for children, general education: primary, basic, complete (secondary), vocational education: primary, secondary and higher.

There is also non-systemic education for children and adults, in which the learning process is provided on the basis of direct interaction between the teacher and the student.

Within the framework of education statistics, data are collected for Russia as a whole, as well as for the constituent entities of the Russian Federation, which differ significantly in their geographic location, socio-economic situation, indicators of living standards and other characteristics. This allows you to get an idea, on the one hand, about typical situations in the field of education, and on the other hand, to take into account their uniqueness, due to regional specifics.

Main sources of information on education statistics:

materials of state and departmental statistics;

data from the Ministry of Finance characterizing the volume and structure of budgetary financing of the education system;

results of special statistical surveys in educational organizations and institutions;

results of mass polls and sociological surveys;

expert assessments.

Education statistics has a whole range of different kinds of effects: methodological, analytical, informational, and managerial.

1) Methodological effects are provided by the development of new indicators and indicators, original tools for collecting statistical and sociological information.

2) Information effects are associated with obtaining fundamentally new data that comprehensively characterize the education sector in the Russian Federation and its regions.

3) Analytical effects are formalized in the use of a fundamentally new information field for research and forecasting the development of education.

4) Management effects are due to the fact that monitoring information is really focused on the goals of educational policy development and decision support.

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Introduction

Social statistics is an integral part of modern official statistics in Russia. Its data are needed by state and municipal authorities, taking into account which decisions are made on issues of economic, demographic and social state policy. It provides a quantitative characteristic of the structure of society, the life and activities of people, their relationship with the state, allows you to identify and measure the basic patterns in the behavior of people, in the distribution of benefits between them.

An important area of social statistics is education statistics - the most important component of the quality of human life.

The main source of information on the educational composition and level of the population is continuous and selective population censuses, taking into account the name of the university, the number of years of study, the type of educational institution, etc. Considerable attention is paid to the study of training and advanced training of the employed population: information on the level, profile of education and vocational training.

The main source of data on state educational institutions remains the state statistical reporting, which is submitted once a year. The reporting program includes: data on the number, composition and movement of students, professional training of teachers and the duration of pedagogical work; information about the material viability and financial performance of educational institutions.

Various information is collected in sample studies of students, which are carried out not only by statistical services, but also by teachers, sociologists, physicians and other specialists.

The work consists of an introduction, two chapters, a conclusion, a bibliography and an appendix.

1. Statistics of the level of education of the population and the development of the education system

1.1 General information on statistics of population education

Education statistics is a branch of statistics that studies the activities of institutions: preschool; general education; primary secondary and higher vocational education; additional education.

Tasks of education statistics:

Adequate display of the state and trends in the development of education;

Compliance with the information needs of users;

Creation of a system of indicators that meets Russian and international statistical standards;

Modernization of statistical observation tools;

Formation of a block of financial statistics;

Elimination of interdepartmental disunity;

Providing a unified approach to the organization of statistical observation;

Formation of an effective mechanism for the analysis and dissemination of statistical information;

Measurement of the level of education of the population is carried out during population censuses, in the course of sample surveys.

The main source of information on the level of education of the population is the census. Census materials make it possible to analyze the differentiation of the educational levels of the urban and rural population, men and women, employed and unemployed people employed mainly in physical and mental labor, etc.

The census program provides for obtaining information about the level of education of each person, as well as about the types of educational institutions in which he studies or graduated. During the census, the following levels of education are recorded: higher, incomplete higher, secondary specialized, secondary general, incomplete secondary and primary. Based on the census program, a methodology is being created for constructing generalizing indicators of education for the population as a whole and for individual socio-demographic groups, for studying their differentiation and dynamics. V modern conditions the following problems have become urgent:

Availability of education for people with different levels of ability to pay;

Identification of priorities in the development of the training system;

Development of the concept and methodology for measuring the quality of education.

Education statistics studies the activities of preschool institutions, general education institutions, institutions of primary, secondary and higher vocational education, additional education.

The current state system of statistical observation in the field of general education in the Russian Federation provides for the passage of statistical information through the bodies of the Ministry of Education and Science of the Russian Federation and the Federal State Statistics Service.

The Ministry of Education and Science of the Russian Federation collects and develops statistical information on educational institutions, boarding schools for children, institutions of additional education, educational institutions primary vocational education.

Rosstat collects and summarizes reporting data on the activities of preschool institutions, state higher and secondary vocational schools, non-state general education schools and universities.

The reports of higher educational institutions in connection with the introduction of a multi-level structure of education in Russian universities include indicators on the admission, contingent and graduation of specialists in areas of study (except for specialties), and for III levels of training - specialists with incomplete higher education (level 1), bachelor's degree (II level), specialist diploma with higher education, master's degree (III level).

The collection and development of information on groups of specialties, areas of knowledge (sciences), specialties of secondary and higher vocational education, areas of training (in higher education) is carried out in accordance with All-Russian classifier specialties in education (OKSO).

1 .2 System of indicators for education statistics

The system of indicators characterizing the quantitative and qualitative changes taking place in the field of education allows obtaining information on the number of educational institutions, the contingent of students, characteristics of the internal efficiency of the learning process, data on admission to educational institutions, graduation of specialists, quantitative and qualitative characteristics of the teaching staff for each level of education. personnel, the state of the material and technical base of educational institutions.

In the process of statistical observation, the following basic concepts are used.

Preschool educational institution is a type of educational institution that implements general educational programs of preschool education of various orientations. The preschool educational institution provides upbringing, training, supervision, care and health improvement for children aged 2 months to 7 years. In accordance with the focus, preschool institutions are divided into types: Kindergarten, a kindergarten with priority implementation of one or several directions of development of pupils (intellectual, artistic, physical, etc.), a compensatory kindergarten with priority implementation of qualified correction of deviations in the physical and mental development of pupils; a kindergarten for supervision and health improvement with priority implementation of sanitary and hygienic, preventive and health-improving measures and procedures, a combined type of kindergarten; child development center. A sharp decline in the number of preschool institutions has been characteristic of recent years. When analyzing the activities of preschool institutions, the following indicators are used.

The provision of places for children in preschool institutions(there are children per 100 places):

where Ko / mb - provision of places for children in preschool institutions;

Mddu - the number of places in preschool institutions;

H d / ddu - the number of children in preschool institutions (preschool institutions).

Provision (coverage) of children with preschool institutions

where Kddu / about - Provision (coverage) of children with preschool institutions;

H d / ddu - the number of children attending preschool institutions;

Provision of children preschool age places in preschool institutions (there are places for 1000 children):

where Km.ddu / ob.doshk - provision of preschool children with places in preschool institutions;

Mddu - the number of places in preschool institutions;

Ch1-6 is the number of children aged 1-6 years according to demographic statistics, adjusted for the number of children aged 6 years enrolled in school.

A general educational institution implements general education programs of primary general, basic general, secondary (complete) general education. Types of educational institutions: primary, basic, secondary complete general education schools, including those with in-depth study of individual subjects, lyceums, gymnasiums.

General educational institutions are divided into state, municipal and non-state. A general educational institution is the main link in the system of continuing education and provides all citizens of the Russian Federation with the opportunity to exercise the state-guaranteed right to receive free general education within the limits of state standards.

Per last years in Russia there was a decrease in the number of state educational institutions, in many cases this affected, accordingly, the number of students. The only exceptions were higher education institutions. In contrast, there is an increase in the number of non-state educational institutions.

A non-governmental educational institution is an educational institution that is not under the jurisdiction of any government body, regardless of whether it is funded by such bodies or not. A private educational institution may or may not receive financial support from government agencies.

Levels of general education programs - a general education institution carries out educational process in accordance with the levels of general education programs of three levels of education: level 1 - primary general education (the standard term of development is 3-4 years); II stage - basic general education (standard term of development is 5 years); III stage - secondary (complete) general education (standard term of development is 2-3 years).

The number of pupils (students) of educational institutions - the number of students in educational institutions, institutions of primary, secondary and higher vocational education.

In statistical reporting, data on the number of pupils (students) are given by grade (course), gender, age, specialty and other indicators.

An evening (shift) general education institution is an educational institution that provides citizens of Russia of any age (working and non-working) with a real opportunity to receive basic general and secondary (complete) general education. Types: evening (shift) general education schools, open (shift) general education schools, educational centers, evening (shift) general education schools at correctional labor institutions and educational labor colonies.

General education programs are mastered in the form of full-time, part-time, family education, self-education, external studies.

An educational institution of higher professional education (higher educational institution) is an institution that has the status of a legal entity and implements professional educational programs of higher professional education. Education for the purpose of obtaining higher education is carried out in the following types of educational institutions: university, academy, institute, college. Higher education institutions may have branches, faculties, departments, preparatory departments, research laboratories, postgraduate studies, doctoral studies, educational departments of vocational education, experimental farms, educational theaters and other structural divisions.

Educational institution of secondary vocational education (secondary specialized educational institution) - an institution that implements professional educational programs of secondary vocational education. Secondary specialized educational institutions include: technical school (college, school), college, technical school-enterprise (institution).

Secondary specialized educational institutions may have branches, educational consulting centers, departments, preparatory courses, classrooms and laboratories, educational and training workshops and farms, training grounds, departments of advanced training and retraining of specialists and workers and other structural divisions.

Admission to educational institutions is an indicator of the number of persons accepted for training in a given academic year. The number of those accepted does not include repeaters and persons reinstated for training. Quantitative characteristics admission to educational institutions of a given level of education include: the number of admissions, the structure of admission by forms of study, by directions, by basic education, competition in educational institutions, the degree of access to a given level of education.

Competition in educational institutions - admission to higher and secondary vocational educational institutions is carried out on the basis of applications from citizens on a competitive basis based on the results entrance examinations(except for the cases established by the legislation of the Russian Federation) When analyzing the results of admission, an indicator is used that characterizes the ratio of the number of applicants and the number of those enrolled in training (passed the exams) and is expressed as follows: applications for admission were submitted per 100 places. These indicators differ very significantly depending on the industry group of the university, on the specialists for work in which field it trains.

Forms of obtaining higher and secondary vocational education - educational programs of higher and secondary specialized education can be mastered in different forms, differing in the volume of compulsory classes of the teacher with the students: full-time, part-time (evening), part-time, in the form of external studies. After a significant reduction in the mid-90s in the number of students enrolled in extramural and evening departments of universities, in recent years there has been a significant increase in the indicator.

Graduation from educational institutions - the number of persons who have fully completed the course of study in educational institutions and received the appropriate education (specialty). Persons who graduated from secondary specialized educational institutions and higher educational institutions are awarded a qualification in accordance with the specialty received, a diploma of the established form is issued.

The number of students in higher and secondary specialized educational institutions per 10 thousand population is determined as the ratio of the number of students at the beginning school year to the size of the available population.

The graduation of specialists from higher and secondary specialized educational institutions per 10 thousand of the population is determined as the ratio of the number of graduates to the average annual number of the available population of a given year.

The material base of educational institutions is a complex of buildings and equipment used to organize the educational process. The characteristics of the material and technical base of a specific level of education are the following indicators: the volume of areas by functional purpose, study areas per student, dormitory areas per resident, provision of dormitories, provision of technical teaching aids, library fund, catering establishments. Education statistics also study the technical condition of the buildings of general education schools and their improvement.

Indicators on the level of shift work of schools are expressed by the proportion of schools working in one, two, three shifts, as well as the proportion of the number of students involved in the first, second and third shifts.

The calculation of the shift in the work of schools is carried out for primary, basic and secondary (complete) schools, i.e. no schools for children with mental or physical disabilities.

Classroom area of daytime general education schools per student. The data on the area of classrooms (including classrooms and laboratories) is divided by the estimated number of students in the first shift in primary, primary and secondary (complete) schools (excluding schools for children with mental or physical disabilities).

Provision of students of secondary specialized and higher educational institutions with a public catering network. According to the currently valid norms, there should be 200 places in the catering establishments of the educational institution per 1000 students. To obtain the number of seats at the norm, you need to multiply the estimated number of students by 200 and divide by 1000. The number of seats in the educational institution is compared with the number of seats at the rate (calculation) and thus the degree of provision of catering establishments of the educational institution is determined. The calculation is also carried out for the educational institutions of the region.

1.3 Statistics of educational attainment of the population

One of the leading tasks of statistics is to measure the educational potential of society.

The educational potential of society is the volume and quality of knowledge and professional experience accumulated by generations, which are assimilated by the population and are reproduced through the education system. The main source of information on the level of education of the population is the census. The census program provides for obtaining information about the level of education of each person, as well as about the types of educational institutions in which he studies or graduated.

Census materials make it possible to analyze the differentiation of educational levels of the urban and rural population, men and women, employed and unemployed people employed mainly in physical and mental labor, etc. the state statistics service since 1992. During the census, the following levels of education are recorded: higher, incomplete higher, secondary specialized, secondary general, incomplete secondary and primary.

Starting from the 1989 census, the program includes the question of graduating from a vocational school, and from the 2002 census, postgraduate education (graduation from postgraduate studies, postgraduate studies, doctoral studies) is taken into account. Future census programs need to be able to reflect the introduction of a tiered higher education system (bachelor's and master's). On the basis of the census data, the population is distributed according to the level of education, and general indicators of its level are found. These indicators in general view characterize the proportion of the population with a certain level of education. In practice, the following generalized indicators of the level of education are most common:

Literacy rate among the population aged 9 to 49;

The number of persons with higher, incomplete higher, secondary specialized and secondary (complete and incomplete) education, per 1000 people over the age of 15;

The number of persons with higher, incomplete higher, secondary specialized and secondary (complete and incomplete) education, per 1000 employed population;

Number of persons with higher education per 1000 people over the age of 15.

When conducting sample surveys of the population, in addition to the above generalized indicators, indicators can be constructed based on the number of years of study. At the same time, the presence of primary education is equivalent to 4 years of study, higher education - to 15 years. This measurement makes it possible to construct the indicator “average level of education in years of study”. When studying the educational status of families, education levels of spouses are usually compared and homogeneous and heterogeneous families are distinguished (that is, families with the same or different educational levels of spouses). Combinations in the level of education of spouses in heterogeneous families are being studied.

2. Main statistical indicators of education in the Russian Federation in 2013

This chapter contains individual indicators of education statistics, statistical data on preschool educational institutions developed by Rosstat, data on general educational institutions, educational institutions of primary, secondary and higher vocational education, boarding schools for children, institutions of additional education for children developed by the Ministry of Education and Science of Russia.

Performance indicators characterizing the level and trends in the development of education in the country are published in the statistical collection “Education in the Russian Federation”.

The publication of these data is prepared by the National research university « graduate School Economy "jointly with the Ministry of Education and Science of the Russian Federation and Federal Service state statistics.

Until 1993, all educational institutions operating in the country had the status of state; with the adoption of the Constitution of the Russian Federation, they were divided into state and municipal.

According to the Ministry of Education and Science of the Russian Federation (Table 1), in 2013 the number of general education organizations (excluding evening (shift) general education organizations) decreased by 4.4% and amounted to 44,436 units. At the same time, the number of gymnasiums (by 1.2%), lyceums (by 0.3%) and the number of students in them increased (by 3.7% and 3.2%, respectively).

Compared to 2012, the number of private educational institutions increased by 0.7% and amounted to 720 units, the number of students in them increased by 3.3% and amounted to 94.9 thousand people.

Table 1 - Selected indicators of the activity of educational organizations in 2013

			For reference

State and municipal general educational organizations(excluding evening (shift) educational organizations): number of organizations, units
of which: gymnasiums


of which: in gymnasiums

Private educational organizations number of organizations, units
of which: gymnasiums

number of students, thousand people
of which: in gymnasiums

State and municipal professional educational organizations that train mid-level specialists
number of organizations, units
number of students, thousand people
reception, thousand people
output, thousand people
Private professional educational organizations that train mid-level specialists
number of organizations, units

reception, thousand people
output, thousand people
State and municipal educational organizations of higher education
number of organizations, units
number of students, thousand people
reception, thousand people
output, thousand people
Private educational institutions of higher education
number of organizations, units
number of students, thousand people
reception, thousand people
output, thousand people

In 2013. the number of professional educational organizations providing training for mid-level specialists decreased by 9% and amounted to 2703 units. The reduction in the number of professional educational organizations occurred both among state and municipal and among private professional educational organizations.

Compared to 2012 the number of state and municipal professional educational organizations decreased by 8.7% and amounted to 2488 units; the number of private professional educational organizations decreased by 16% and amounted to 215 units.

In 2013. (compared to 2012) the share of those accepted for training in professional educational organizations that train mid-level specialists increased by 3.1%.

Also in 2013. the trend of redistribution of admission to professional educational organizations that train mid-level specialists continued in favor of the non-state sector.

Admission to private professional educational organizations in 2013. increased by 31.1%; at the same time, training programs for middle-level specialists are implemented by a number of private educational institutions of higher education, in 2013. the number of such organizations was 112.

In 2013. the trend for further optimization of the number of educational institutions of higher education remained relevant. Thus, the total number of educational institutions of higher education decreased and amounted to 969 units. Accordingly, the number of state and municipal educational institutions of higher education decreased by 31 units, and private educational organizations - by 46 units.

In 2013. the structure of admission to educational institutions of higher education by forms of study did not undergo significant changes - 53.3% of applicants entered the full-time form training (in 2012 - 51.9%).

As in 2012, in 2013. the share of those accepted for training in educational institutions of higher education with full reimbursement of the cost of training remained and amounted to 60.0%.

Admission to state and municipal professional educational organizations and educational institutions of higher education in 2013 is clearly shown in the diagrams (Figure 1), thousand people.

The dynamics of the state of education in Russia: preschool education, general education, secondary and higher vocational education, postgraduate vocational education, are presented in the Appendix. The tables below show selected indicators of education statistics in the Russian Federation.

Table 2 - Educational level of the population aged 15 and over (according to population censuses)

For 1000 people of the corresponding age have an education
higher professional	incomplete higher professional	Secondary vocational	initial vocational	average (complete) general	main common	initial general

population education level statistics

Table 3 - The level of education of the population by age groups (according to the 2010 All-Russian Population Census)

	Indicating the level of education	including
		have professional education	have general education	do not have primary general education
		postgraduate		incomplete higher	initial	average (complete)	the main	initial
Thousands of people

including age, years











70 and more
Per 1000 people of the corresponding age group who indicated the level of education
All population aged 15 and over











70 years and more

Table 4 - Literacy of the population aged 9-49 years (according to population censuses; in percent)

All population	Urban population	Rural population

So the statistics Russian education, implemented by the Ministry of Education in cooperation with the Goskomstat of Russia, affects all the main components of the system - from the analysis of the updated composition of indicators and statistical reporting forms to the organization and procedures for collecting data.

At the same time, Russian education statistics need significant reform. This is determined by a number of factors.

Firstly, over the past 15 years, fundamental changes have taken place in the system and in the conditions of its functioning: variability of educational programs and multichannel funding, new types of educational institutions have appeared, the structure of education management has changed in terms of the redistribution of functions, rights and responsibilities between governing bodies of all levels, the autonomy of educational institutions has increased, and they are gradually being transformed into independent structures with the status of a legal entity.

Secondly, the request for information on education has fundamentally changed on the part of governing bodies of all levels, various professional and social groups: the pressing tasks of optimizing available resources, monitoring the education system in the face of changes require expanding the set of indicators and analyzed data, changing sections and groupings, setting the task of increasing the efficiency of data collection and processing, and tightening their requirements for the composition of data.

Thirdly, the possibilities and efficiency of collection, transmission, processing and presentation of information have radically changed: modern information Technology created prerequisites for collecting information on a paperless basis, forming data banks and accessing them via the Internet, exchanging information between databases.

The need to reform the system of education statistics is fully recognized by both the education authorities and the state statistics bodies. The process of modernization of education statistics that has begun aims to turn it into an effective information basis for decision-making - from the development of educational policy at the country and regional level to the choice of educational institutions and educational paths by parents and students. To do this, it is necessary to revise the composition of the collected data, the organization of collection, processing and analysis of statistical information, the forms of data presentation.

Conclusion

Thus, the statistics of the level of education of the population and the development of the educational system considers a number of problems related to education: the educational system, preschool education and education, school and extracurricular education, social and professional orientation of graduates of secondary schools, vocational education, etc. The main task of statistics on the level of education of the population and the development of the education system is to measure the educational potential of society, the process of its formation, differentiation and use. The source of information on the level of education of the population is the population census; on state institutions - annual state statistical reporting; on the activities of private educational institutions - special surveys and regular reporting.

The result of the work of statistics on the level of education of the population and the development of the education system is the development of recommendations for improving the quality of education, correlation and continuity different types, stages, stages and forms of education.

However, the statistics of education in our country has historically been torn between the departments in charge of general education and higher education, the system for collecting, transmitting and processing information is morally and technically outdated, and does not cover all modern aspects of the development of the education sector and does not allow the calculation of many necessary indicators.

Therefore, there is a need to more clearly coordinate the activities of existing and emerging structures working in the field of education monitoring and statistics. As well as the development of new indicators of education statistics.

Bibliography

1. Gokhberg L.M. Education statistics: a new toolbox. Information bulletin / L.M. Gokhberg and others - M .: GUVSHE, 2006 .-- 88 p.

2. Efimova M.R. Social statistics: Textbook. allowance / M.R. Efimova, S.G. Bychkov. - M .: Finance and statistics, 2007 .-- 556 p.

3. Ivanov S.A. Monitoring and statistics in education: Educational-methodical set of materials for the training of tutors / S.A. Ivanov et al. - M .: APK and PPRO, 2007. - 28 p.

4. Kuchmaeva O.V. Social statistics Social statistics: Textbook / O.V. Kuchmaev. - M .: Ed. Center EAOI, 2009 .-- 288 p.

5. Lobova N.N. Socio-economic statistics: tutorial/ N.N. Lobova, S.N. Pencheva, I.N. Pospelova. - Barnaul: AGAU, 2007 .-- 112 p.

6. Education in the Russian Federation: 2012: stat. Sat. - M .: NRU "Higher School of Economics", 2012. - 444 p.

7. Russian statistical yearbook. 2013: stat. Sat. - M .: Rosstat, 2013 .-- 717 p.

8. Social statistics: Textbook / Ed. I.I. Eliseeva. - M .: Finance and statistics, 2011 .-- 278p.

9. Sherstneva G.S. Social statistics: lecture notes / G.S. Sherstneva. - M .: Eksmo, 2009 .-- 156 p.

Application

Dynamics of the main indicators of education in Russia

Number of preschool educational institutions, thous.

They have children:

thousand people

as a percentage of the number of children of the corresponding age

The number of children per 100 places in preschool educational institutions, people

Number of general education institutions (excluding evening (shift) general education institutions), thous.

including:

state and municipal

non-state

Number of students in general education institutions (excluding evening (shift) general education institutions), thousand people

including:

in non-state

Coverage of children with general education

Number of evening (shift) educational institutions, thous.

Number of educational institutions of primary vocational education

Students in them, thousand people

The number of students in educational institutions of primary vocational education per 10,000 population

Admitted to educational institutions of primary vocational education, thousand people

Qualified workers and employees graduated from educational institutions of primary vocational education:

total, thousand people

per 10,000 employed in the economy, people

Number of educational institutions of secondary vocational education

including:

state and municipal

non-state

Number of students in educational institutions of secondary vocational education, thousand people

including:

in state and municipal

in non-state

Number of students in educational institutions of secondary vocational education per 10,000 population

Students admitted to educational institutions of secondary vocational education, thousand people

including:

to state and municipal

to non-state

Admission rate to educational institutions of secondary vocational education, percent

Specialists graduated from educational institutions of secondary vocational education, thousand people

including:

from non-state

Specialists graduated from educational institutions of secondary vocational education for 10,000 employed in the economy, people

Graduation rate from educational institutions of secondary vocational education, percent

Number of educational institutions of higher professional education

including:

state and municipal

non-state

Number of students in educational institutions of higher professional education, thousand people

including:

in state and municipal

in non-state

The number of students in educational institutions of higher professional education per 10,000 population

Students admitted to educational institutions of higher professional education, thousand people

including:

to state and municipal

to non-state

Admission rate to educational institutions of higher professional education, percent

Specialists graduated from educational institutions of higher professional education, thousand people

including:

from state and municipal

from non-state

Specialists graduated from educational institutions of higher professional education per 10,000 employed in the economy, people

Graduation rate from educational institutions of higher professional education 1), percent

Coverage of young people with programs of primary, secondary, higher and postgraduate professional education, percent

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