Traditional medicine

Correspondence education in primary school. Everything you need to know about distance learning in high school

Externship at school

I have a question, we left for permanent place residence in Europe in April 2015,

At that time, the child had completed 1st grade and 3 quarters of 2nd grade.

In what cases is it possible to study part-time and part-time?

Article 17 Federal Law“On Education in the Russian Federation” establishes that in Russian Federation education can be obtained:

1) in organizations carrying out educational activities;

2) outside organizations carrying out educational activities (in the form of family education and self-education)

How does the correspondence form of education differ from the family form and external studies?

How does the correspondence form of education differ from the family form and external studies according to the new law on education in the Russian Federation?

The legal regulation of forms of education and forms of training in the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” (hereinafter referred to as the Federal Law “On Education in the Russian Federation”) has not actually changed.

What is an externship

With the introduction of the Federal Law “On Education in the Russian Federation”, has such a form of education as external studies been preserved?

Ask your question and get an answer

Popular explanations

Current materials

About usperm.ru

The “School and Law” project is being implemented by the Public Organization “Civic Participation” using a grant from the President of the Russian Federation for the development of civil society provided by the Presidential Grants Fund in the period from June 2018 to June 2019.

Municipal educational institution secondary school No. 11

POSITION

about forms of education

1. General provisions

The regulations were developed in accordance with the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”, the Charter of the School;
These Regulations regulate the activities of the Municipal educational institution of secondary school No. 11 in Tver, which implements general education programs (hereinafter referred to as the School) for organizing the educational process in various forms Oh.

Forms of education and forms of training

1. Education can be obtained:

 in an educational institution: full-time, part-time, part-time, correspondence;
 outside the educational institution: in the form of family education and self-education.

2. The opportunity to master educational programs in various forms: full-time, part-time, correspondence, family education and self-education are provided at all levels general education in order to create a varied educational environment that provides favorable conditions for the training and development of students in accordance with their interests and abilities, and in agreement with their parents (legal representatives).

3. A combination of various forms of education is allowed, as well as the organization of the educational process according to an individual curriculum with the right to subsequently undergo intermediate and state final certification.

4. For all forms of education within a specific basic general education program, a single federal state educational standard applies.

5. The school is responsible to students, their parents (legal representatives), educational authorities for the implementation of the constitutional rights of individuals to education, compliance of the chosen forms of education with the age-related psychophysical characteristics of children and medical recommendations, quality of education that meets the federal state educational standard.

1. Education in various forms of education is organized in accordance with the main educational program of the school, the Charter of the school, and the curriculum reflecting the educational strategy of the school. The curriculum and basic educational program of the school contain mandatory minimum the content of basic educational programs, which every student is required to master.

2. When mastering general education programs in the forms provided for by these Regulations, an adult citizen or parents (legal representatives) of a minor student must be familiar with these Regulations, the programs of academic subjects, the criteria for the standard level of their development, an approximate list basic topics, standards for assessing the student’s knowledge, skills and abilities in each subject, and other documents regulating the organization of the educational process in the chosen form.

3. Students mastering general education programs in full-time, full-time, part-time, correspondence forms, in the form of family education or self-education, according to an individual curriculum, are enrolled in the school student population.

The school order and the student’s personal file reflect the form of mastering general education programs in accordance with the application of an adult citizen or parents ( legal representatives) minor student. All data about the student is entered into the journal of the class in which he will be enrolled, or a journal of individual lessons is drawn up.

4. State final certification of students in various forms of education is carried out in full accordance with the Regulations on the state final certification of graduates of 9th and 11th grades in general educational institutions of the Russian Federation, approved by the federal executive body exercising the functions of developing public policy and legal regulation in the field of education.

4 . Organization of part-time, correspondence form obtaining general education.

1. Full-time, part-time and part-time education is organized in accordance with Art. 17 clause 2 of the Federal Law of December 29, 2012 N 273-FZ “On Education in the Russian Federation”), taking into account the needs and capabilities of students, upon application of an adult citizen and in agreement with the parents (legal representatives) of minor students, if any necessary conditions at school.

2. Part-time and part-time education is carried out subject to mandatory compliance with state educational standards in all subjects curriculum specific school class.

3. When mastering general education programs in full-time, part-time, correspondence form, the School provides the student with:

school address information (telephones, Internet site, email address);
syllabus;
plan academic work for half a year or academic year;
textbooks;
a list of practical and laboratory work with recommendations for their preparation;
tests with samples of their design;
list of methodological kits for completing tasks.

4. The educational process for part-time and part-time groups can be organized:

throughout the academic year;
in the form of examination sessions.

5. The educational process for part-time and part-time groups is organized at the rate of 504 hours per academic year.

6. When organizing the educational process for a correspondence group throughout the entire academic year, the specified training hours are evenly distributed over 2-3 school days per week, taking into account the sanitary and epidemiological rules and regulations approved by the resolution of the Chief State Sanitary Doctor of the Russian Federation dated December 29, 2010. No. 189 SanPiN 2.4.2.2821-10 “Sanitary and epidemiological requirements for the conditions and organization of training in a general education institution.”

7. In the session mode of organizing training for a correspondence group, the volume of training hours provided for the academic year does not change. The number of examination sessions, their duration, and timing are determined by the School.

8. The procedure, forms and timing of intermediate certification of part-time and part-time students are determined by the School independently.

9. Annual grades for students in this group are given taking into account the results of exams and completed work in the subject. The results of the certification are recorded in the class journal of educational activities, the student’s diary in accordance with the schedule for the intermediate certification.

10. Students who have successfully completed the prescribed practical, laboratory, test and test work are allowed to take exams.

11. Teacher consultations can be organized between examination sessions. The consultation schedule is approved by the school director and posted on the information board (school website). The number of consultations is determined by the capabilities of the School.

12. Training is organized for students at the rate of one academic hour per week for each student.

13. The total number of training hours is evenly distributed for intermediate certification, practical, laboratory, and advisory classes. The right to distribute hours is granted to the School.

14. To organize full-time, part-time, correspondence courses, it is necessary to maintain the following documentation:

journals of educational, advisory and extracurricular activities;
curriculum;
calendar training schedule;
class schedule;
schedule and examination protocols.

15. Documentation of full-time and part-time education is stored at the School for 3 years.

5. Organization of training in the form of family education and self-education.

1. The right to educate a child in the form of family education, in the form of self-education is granted to all parents. When parents (legal representatives) of children choose a form of education in the form of family education, parents (legal representatives) inform the authority about this choice local government municipal district in which they live.

2. Students at any level of general education can switch to a family form of education: primary general, basic general and secondary general education. Secondary general education can be obtained in the form of self-education.

Students receiving education in the family have the right, at any stage of education, by the decision of their parents (legal representatives), to continue their education at the School.

3. Mastering general education programs in the form of family education presupposes independent or with the help of teachers, or with the help of parents (legal representatives) of a minor student, mastering general education programs followed by passing intermediate and state final certification at the School.

4. Relations between the School and the parents (legal representatives) of a minor student are governed by an agreement. The contract specifies the educational program under which the student will receive general education in the family, the forms and timing of intermediate certification in curriculum subjects, and the timing of practical and laboratory work.

5. The school, in accordance with the agreement, provides the student with free textbooks and other literature available in the school library for the duration of his studies; provides the student with methodological and consulting assistance necessary for mastering general education programs.

6. To perform laboratory and practical work, receiving advisory and methodological assistance, passing intermediate certification, the student is invited to educational, practical and other classes that correspond to the deadlines for completing laboratory and practical work, conducting intermediate certification on a full-time basis according to the School schedule.

7. Interim certification of a student in general educational programs of primary general, basic general, secondary general education when studying in the form of family education is carried out in accordance with federal state educational standards and the schedule for its implementation.

The certification results are recorded in the classroom and electronic magazines and student diary.

At the same time, children studying in the form of self-education or family education can externally undergo intermediate and state final certification.

Externs, in turn, are persons enrolled in an educational organization to undergo intermediate and state final certification.

8. The transfer of a student to the next grade is made by decision of the school’s pedagogical council based on the results of the interim certification.

9. Parents (legal representatives) of a minor student may be present at consultations and intermediate certification and must be informed in writing on the level of students’ mastery of general education programs.

10. The school has the right to terminate the contract if the parents (legal representatives) of the minor student have not provided:

students’ mastery of general education programs specified in the agreement in accordance with the requirements of the federal state educational standard within the established time frame;
the student’s attendance at the School within the terms specified in the contract to perform laboratory and practical work, and pass intermediate and state final certification.

11. Parents (legal representatives) raising and educating a minor child in the family are paid money in the amount of the costs of education for each child at the appropriate stage of education at the School, determined by federal regulations. Payments are made from the budget of the founder of the School in the manner established by the founder in accordance with the law.

12. Additional expenses incurred by the family in excess of those paid cash, are covered by parents (persons replacing them) independently.

6. Organization of the educational process based on individual educational plans (IEP).

1. Training according to the IEP is introduced with the aim of creating conditions for increasing the opportunities for students to choose models of their further education, ensuring individualization of training and more fully satisfying the cognitive needs and interests of students, as a rule, of secondary general education. Taking into account the characteristics and educational needs of a particular student, an individual curriculum is drawn up.

2. To organize training according to individual curricula at school, the following conditions must be present: personnel, content, material, psychological (readiness of high school students to study according to the IEP).

3. Training on IEP can be organized for students:

With high degree success in mastering programs (for example, when organizing specialized training);
with persistent maladaptation to school and inability to assimilate to the conditions of educational programs in a large group of children;
receiving education in the form of family education, self-education, and correspondence;
for health reasons;
for other reasons.

4. At the preparatory stage, in the content aspect of the educational process, levels of differentiation are identified, which are the basis for the development of an individual curriculum.

5. Preparatory stage ends with determining the number of study groups (depending on the choice of students), the necessary personnel requirements, and their placement.

6. At the organizational stage, an individual schedule is drawn up, for which in educational groups, regardless of the days of the week, a combination of lessons is built in which greatest number students.

Lessons attended by all students are divided into 3rd, 4th, 5th lessons; at which not all students are present - for the 1st, 2nd, 6th lessons.

7. At the stage of introducing the school’s individual curriculum, in order to monitor and correct the implementation of the student’s individual curriculum, the content of each subject is divided into educational modules, and their study ends with a test or test.

The results of tests and tests are recorded in statements and protocols.

8. At the analytical stage, the results of work on the implementation of individual curricula are discussed at meetings of the pedagogical council, scientific and methodological associations, parent meetings, and student meetings. Taking into account the conclusions of the problem analysis and the results of the discussions, the process of organizing work according to individual curricula and planning work for the next academic year are being adjusted.

www.school.tver.ru

How is the curriculum for distance learning at school compiled? According to what regulatory documents is the curriculum for correspondence students drawn up? What documents must parents submit for distance learning?

In the absence of norms contained in the Federal State Educational Standards of primary general, basic general and secondary general education on the regulation of the learning process, depending on the appropriate form, an educational organization has the right to use the powers established for it in Articles 28 and 30 of the Law on Education regarding the development and approval of educational programs, establishing a schedule of classes, means and methods of teaching, forms, order and frequency of ongoing monitoring and intermediate certification.

Consequently, the curriculum for correspondence education at school involves the preparation of an individual curriculum in accordance with the Federal State Educational Standard. According to Art. 34 of the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”:

an individual curriculum ensures the development of an educational program based on the individualization of its content, taking into account the characteristics and educational needs of a particular student;
students are given the right to study according to an individual curriculum, including accelerated learning, within the limits of the educational program being mastered in the manner established by local regulations;
students are required to follow an individual curriculum, including attending training sessions, self-training to classes, carry out the teacher’s assignments.

The basis is the curriculum of the main educational program of the school, which the student masters. Regardless of the form of study, the main educational program must be fully mastered(Part 7, Article 28 of Law No. 273-FZ). Therefore it is necessary:

Define percentage classes with a teacher and independent work of the student, depending on the form of education, subject to the full implementation of the number of training hours established by the curriculum in accordance with the Federal State Educational Standard or the federal component.
Provide independent work student teaching materials and (or) electronic educational resources(EER) and (or) other teaching aids, educational technologies.
The development of an individual curriculum is carried out depending on the individual capabilities and needs of the individual. Accordingly, the development of an individual curriculum for accelerated learning for a gifted child will differ from an individual curriculum for a child with disabilities (taking into account the recommendations of the PMPC). Therefore, when developing an individual curriculum it is necessary:

determine the form of education (if parents have a statement about choosing a form of education or a combination of forms of education and (or) education).
determine the period for mastering the main educational program (accelerated education or, conversely, an increase in the period of study provided for by the Federal State Educational Standards LLC, the Federal State Educational Standards SOO, the Federal State Educational Standards for children with intellectual disabilities). For example, the period for obtaining secondary general education is two years, and for persons with disabilities health and disabilities when studying in adapted basic educational programs of secondary general education, and for students mastering the basic educational program in full-time or part-time forms, regardless of the educational technologies used, it increases by no more than one year (clause 2 of the Federal State Educational Standard SOO, approved by Order of the Ministry of Education and Science of Russia dated May 17, 2012 No. 413).
determine the frequency and forms of intermediate certification, taking into account the planned date of the final certification.
determine methods and forms of control, both methodological and administrative, over the development of the basic educational program according to an individual curriculum.

To change the form of education, a written application from parents is sufficient. When parents (legal representatives) of a minor student choose a form of general education and a form of training, the child’s opinion is taken into account (clause 7, part 1, article 3, clause 1, part 3, article 44, part 4, article 65 of Law No. 273- Federal Law). The legislation on education does not establish requirements for providing a specific list of documents for choosing a correspondence course of study.

Download the book “Management of an educational organization” in pdf format >>>

How are curricula drawn up for full-time and part-time education?

Questions and answers on the topic

According to Art. 17 of the Federal Law “On Education in the Russian Federation”, training in organizations engaged in educational activities, taking into account the needs, capabilities of the individual and depending on the volume of compulsory classes of the teacher with students, is carried out in full-time, part-time or correspondence form. What regulatory documents need to be guided when developing curricula for part-time or part-time courses?

On legislative level none legal acts regulating the procedure for developing curricula for part-time and part-time education.

Part 2 Art. 17 of Federal Law No. 273-FZ establishes following forms training: full-time, part-time or part-time. At the same time, according to Part 4 of Art. 17 of Federal Law No. 273-FZ allows a combination of various forms of education and forms of training.

Forms of education in educational institutions differ in the number of training hours, which provide for direct interaction between students and teaching staff in the process of mastering the main educational program.

In accordance with Part 5 of Art. 17 of the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”, forms of education and forms of training in the basic educational program for each level of education, profession, specialty and area of training are determined by the relevant federal state educational standards, educational standards.

The Education System provides an example template (to view it, follow the link):

A selection of the best materials for heads of educational institutions.

Download the book “Management of an educational organization” in pdf format >>>

Full-time correspondence education at school under the new education law

How to keep young teachers in school?

It is necessary to incentivize young teachers financially in every possible way

It is worth assigning experienced mentors to young people

It is important to create a favorable psychological microclimate in the team

No need to hold anyone back

Current number

The new certification model opens up unlimited opportunities for professional growth for teachers

Read in the next issue of the Teacher's Newspaper

“Today we talk a lot about the individualization of education, the need to create original programs, and the fact that every child is a unique personality. And then it turns out that for teachers it’s all words, words, words. The overwhelming majority of teachers believe that parents have no actual educational needs at all. " - from an exclusive interview with Vladimir Sobkin, Doctor of Psychology, head of the Center for the Sociology of Education at the Institute of Educational Management of the Russian Academy of Education.

Lying on the road or lawn abandoned by someone plastic bottle or plastic bag. What needs to be done? Pick it up and throw it in the nearest trash can. Indeed, the solution to many problems, if you look at them from the outside, seems quite obvious. But this is only in general outline. And in particular? The answer is in the material of Vadim Meleshko.

Today, when clubs and libraries are closing in many villages, the only center of culture remains the school. Children come here for knowledge, and adults come here for communication and good mood. Therefore, according to the director of the Sosnovskaya rural school, Marina Makarova, one should be proud not of how many rural students entered universities, but of how they influenced the development of the village.

Our applications

Do you want to study part-time? The school has no right to refuse!

“Part-time students” and “part-time students” are full-fledged students of the school with all the ensuing consequences

This is in theory. But in practice, not all schools are ready to organize part-time or part-time forms of education. Why? Because the constituent documents (charter, regulations and others local acts) majority educational organizations are not brought into compliance with the new law and the requirements of the Federal State Educational Standard. Why are most school leaders in no hurry to make changes? Because so far there is no desire in these schools to transfer children to part-time or part-time forms. No statements - there will be no changes. The market principle operates in education: demand creates supply. Why there are no takers is also understandable. The vast majority of parents do not know about new forms of education, and are not even aware of them. The concept of “correspondence” in the minds of most Russians is associated only with obtaining higher education. Secondary educational institutions do not advertise new forms, much less advertise them at parent meetings. It’s also clear why. If even one statement appears, the usual system that has been established for years will have to be changed. Nobody needs an extra headache - the director and his deputies already have their hands full.

Previously, children who did not want or for some reason could not study full-time were simply sent to evening (shift) school. Evening schools had a special license - permission to study by correspondence. Now, in the annex to the license, only the level of education is indicated and there is not a word about the form of obtaining it. In most regions, evening (shift) schools became part of secondary schools educational organizations, became their structural divisions. It was these united schools (they are now called “education centers”) that were forced to be the first to amend their constituent documents and begin to operate in all three forms.

Has the change in the status of evening (shift) schools led to positive changes? Not everywhere.

It is known that the curricula of evening schools have always been shortened, especially in the correspondence form of education (almost all schools in the FSIN system operate on it), while the coefficient for financing was 0.65 of the standard for day schools. When, in accordance with the Federal State Educational Standard, subjects were included in the curricula that were not taught before: physical education, music, fine arts, life safety, schools had to hire new specialists or increase the workload of existing ones, but the funding standard remained the same.

It is logical to assume that if a shift school is part of a general education school, then its funding increases. But this is in theory. In practice, financing is organized differently depending on the budget of a particular region.

In addition to education centers, some rural schools have brought their internal school documents into compliance with the new law and the requirements of the Federal State Educational Standard. Apparently, they were also pushed to this by vital necessity. It is no secret that transporting children from remote settlements is often associated with difficulties of a purely technical nature: from time to time, schools are faced with a shortage of fuel, driver illness, or a technical malfunction of the bus. And not only like that. I know many cases when a school bus with an accompanying teacher rolls at 6-30 in the morning for a single student to a village located 25-28 kilometers from the school. The driver is not allowed to carry one unaccompanied student. So teachers have to get up in line early in the morning, lack sleep, and give up their morning homework to give a ride to one student. Moreover, this responsibility, distributed among members of the teaching staff of a rural school, is most often not paid. The director simply says: “What should we do, colleagues? If we don’t carry them, we will lose one soul and, accordingly, funding. The numbers will fall." Since almost all rural schools face the threat of closure, and teachers face the prospect of losing their jobs, no one objects. Without much joy, teachers submit to necessity. For such cases, part-time education is a salvation. A child living far away may not be taken every day, but, say, once a week - for consultations and tests and for school-wide events.

In addition, there are children who do not tolerate the road well, especially if it is uneven, with bumps and holes (this, alas, is not uncommon in the provinces). They will bring the child to school half-dead, incapable of learning, by the third lesson he will gradually come to his senses, and after the fourth he will again have to endure the same torment of the road. Parents do not have a heart of stone; they leave their child at home under any pretext. For families faced with such a problem, correspondence is the most acceptable solution. Distance education would also be a solution, but the speed of the Internet in Russian villages, even large ones, does not allow not only ordinary residents, but even school management to use Skype. Undoubtedly, distance education is the future, but for most rural schools it will not come soon.

But let's return to the stated topic. Unlike “family students”, about whom we wrote in detail in the last article, “correspondence students” and “part-time students” are full-fledged students of the school with all the ensuing consequences. The school is responsible for their academic performance, development, and gives everything necessary consultations, provides educational material, conducts diagnostics, etc. Each “correspondence student” has a curator and teachers assigned to him. The state educational standard applies to both full-time and part-time students; the education of part-time students, as well as part-time students, is financed by the founder. The only difference is that students in full-time and part-time forms master the general education program in individual plan. The organization of education in full-time and part-time forms also has its own characteristics, although it is also regulated by the curriculum, class schedule, educational programs and work programs of teachers.

Here are a few points of the regulation on the organization of training in full-time and part-time forms:

» ABOUT students mastering educational programs in full-time — correspondence or by correspondence form, can be transferred to full-time education at the request of parents ( h legal representatives). Along with the application, documents confirming the completion of educational programs are submitted. M Documents may be submitted for the period preceding study in the form of family education in educational institutions of foreign countries. In the absence of documents level of development general education programs are carried out school commission on the basis of an administrative document that determines the procedure, list of items, terms and forms of passing diagnostic certification.

When accepting an application for enrollment or transfer of students to correspondence or about Full-time and part-time education, an educational institution is obliged to familiarize parents (legal representatives) of students with the procedure for conducting certification (intermediate and state (final)) And educational programs of academic subjects.

To master educational programs, training hours are distributed during school days, taking into account the needs and capabilities of the student based on the curriculum. Tests and tests are carried out at the expense of the allotted hours of the curriculum. The number of tests is determined by the teacher in agreement with the administration of the educational institution. The forms of assessments are determined by the teacher. The schedule of classes, tests and tests is approved by order of the head of the educational institution.

The school opens classes (groups) with at least 9 people. When enrolled in a class (group) of less than 9 students, the development of general education programs is carried out according to an individual plan, the number of teaching hours per week is set at the rate of 1 academic hour for each student. P If there are 16 or more people in a group, an additional 72 training hours are allocated for individual consultations. The total number of training hours is evenly distributed to conduct intermediate certification, practical, laboratory, and advisory classes.

When organizing the educational process throughout the entire academic year, the specified training hours are evenly distributed over 2-3 school days per week, taking into account the current Sanitary Regulations and Regulations.

The school is independent in choosing a system for assessing students, the order and frequency of intermediate certifications of students. The quality of mastering basic general education programs submitted to self-study by students, checked using various types control. The forms and timing of assessing the student’s knowledge are determined by the participants in the educational process and are recorded in the student’s curriculum.

G State (final) certification of students in subjects studied in full-time and part-time forms is carried out in accordance with the Regulations on state (final) certification of graduates of educational institutions of the Russian Federation.

Participants in the educational process right e k O adjust the forms of organizing the student’s education and choose the most convenient for the student’s successful development of the educational program (distance, group, individual).

A student receiving education in full-time or part-time form may receive additional educational services at school (including on a contractual basis) outside the main educational program, taking into account interests and individual characteristics student. Procedure for mastering programs additional education and extracurricular activities are reflected in the student’s individual plan.”

On paper everything looks very good. Everything is “at the request of the parents”, “taking into account the opinion of the child”, in accordance with the law and the requirements of the Federal State Educational Standard. Beautiful - no words. But who pays for the “banquet”? Founder. This means that the order to transfer or enroll a child in a part-time or part-time form must be agreed upon with the founder. It’s good if the application is written by the parents before the start of the school year, but what if they decide to transfer the child in the middle of the quarter, after the budget of the educational institution has been approved? Where will the funding for the extra hours come from? From the school budget, most likely, money will be taken from the wage fund. Is this beneficial for schools? No, this is not profitable for most schools. Much more profitable than “correspondence students” are “semeiniki”, for whom the school is not responsible; by law it is obliged to organize only his certification - intermediate and final. Agree that these are completely different costs.

Svetlana Viktorovna Savitskaya, director of Lyceum No. 40, Petrozavodsk:

— In our institution for the last 10 years, children have been studying, whose parents transferred them to the family form of education, and now to correspondence. But these were always special, isolated cases.
I think that this practice will expand, and parents will become more confident in choosing correspondence forms of education for their children. The most common arguments against correspondence courses and family education – the lack of opportunities for the child’s socialization, the paucity of his communications with peers – seem to me to be untenable. Are parents who are ready to take full responsibility for their children’s education really unable to provide their child with adequate communication with other children? Today there are plenty of opportunities for this. But what the school “doesn’t keep up” with modern development society and technology, does not always really build educational process taking into account the individual characteristics of EACH child, there is no doubt for me. But this is exactly what every parent expects from us. If we answer the request, the children will come to school; if we don’t answer, the parents will look for alternative options to educate your children.

Order of the Prosecutor General's Office of the Russian Federation dated July 1, 2015 No. 346 “On amendments to the order of the Prosecutor General of the Russian Federation dated August 29, 2014 No. 454 “On the organization of prosecutorial supervision over the implementation of legislation on […]

Government of Russia On the application of a risk-based approach to federal state supervision in the field of road safety Resolution No. 172 of February 17, 2018. It has been established that risk-oriented [...]

Legislation Order No. 71 of the CF of March 1, 2018 Ministry of Health of the Republic of Kazakhstan Committee of Pharmacy Order No. 71 of March 1, 2018 On the recall registration certificate medicine“Olicio, […]

This is in theory. But in practice, not all schools are ready to organize part-time or part-time forms of education. Why? Because the constituent documents (charter, regulations and other local acts) of most educational organizations are not brought into compliance with the new law and the requirements of the Federal State Educational Standard. Why are most school leaders in no hurry to make changes? Because so far there is no desire in these schools to transfer children to part-time or part-time forms. No statements - there will be no changes. The market principle operates in education: demand creates supply. Why there are no takers is also understandable. The vast majority of parents do not know about new forms of education, and are not even aware of them. The concept of “correspondence” in the minds of most Russians is associated only with obtaining higher education. Secondary educational institutions do not advertise new forms, much less advertise them at parent meetings. It’s also clear why. If even one statement appears, the usual system that has been established for years will have to be changed. Nobody needs an extra headache - the director and his deputies already have too much trouble.

Previously, children who did not want or for some reason could not study full-time were simply sent to evening (shift) school. Evening schools had a special license - permission to study by correspondence. Now, in the annex to the license, only the level of education is indicated and there is not a word about the form of obtaining it. In most regions, evening (shift) schools became part of secondary general education organizations and became their structural divisions. It was these united schools (they are now called “education centers”) that were forced to be the first to amend their constituent documents and begin to operate in all three forms.

Has the change in the status of evening (shift) schools led to positive changes? Not everywhere.

In addition to education centers, some rural schools have brought their internal school documents into compliance with the new law and the requirements of the Federal State Educational Standard. Apparently, they were also pushed to this by vital necessity. It is no secret that transporting children from remote settlements is often associated with difficulties of a purely technical nature: from time to time, schools are faced with a shortage of fuel, driver illness, or a technical malfunction of the bus. And not only like that. I know many cases when a school bus with an accompanying teacher rolls at 6-30 in the morning for a single student to a village located 25-28 kilometers from the school. The driver is not allowed to carry one unaccompanied student. So teachers have to get up in line early in the morning, lack sleep, and give up their morning homework to give a ride to one student. Moreover, this responsibility, distributed among members of the teaching staff of a rural school, is most often not paid. The director simply says: “What should we do, colleagues? If we don’t carry them, we will lose one soul and, accordingly, funding. The numbers will fall." Since almost all rural schools face the threat of closure, and teachers face the prospect of losing their jobs, no one objects. Without much joy, teachers submit to necessity. For such cases, part-time education is a salvation. A child who lives far away may not be taken every day, but, say, once a week - for consultations and tests and to school-wide events.

But let's return to the stated topic. Unlike the “family students” we are talking about, “correspondence students” and “part-time students” are full-fledged students of the school with all the ensuing consequences. The school is responsible for their academic performance, development, gives all the necessary consultations, provides educational material, conducts diagnostics, etc. Each “correspondence student” has a curator and teachers assigned to him. For both “full-time” and “correspondence” studentsthe state educational standard is in force,The education of part-time students, as well as full-time students, is financed by the founder. The only difference is that educational in full-time and part-time forms master general education program according to an individual plan.Organization of training in full-time and part-time formsalso has its own characteristics, although she tooregulated by the curriculum, class schedule, educational programs And work programs teachers.

Here are a few points of the regulation on the organization of training in full-time and part-time forms:

" ABOUTstudents mastering educational programs in full-time - correspondenceor by correspondenceform, can be transferred to full-time education at the request of parents ( hlegal representatives). Along with the application, documents confirming the completion of educational programs are submitted. MDocuments may be submitted for the period preceding study in the form of family education in educational institutions of foreign countries. In the absence of documents level of development general education programs are carried out schoolcommission on the basis of an administrative document that determines the procedure, list of items, terms and forms of passing diagnostic certification.

When accepting an application for enrollment or transfer of students to correspondence or aboutFull-time and part-time education, an educational institution is obliged to familiarize parents (legal representatives) of students with the procedure for conducting certification (intermediate and state (final)) Andeducational programs of academic subjects.

The school opens classes (groups) with at least 9 people. When enrolled in a class (group) of less than 9 students, the development of general education programs is carried out according to an individual plan, the number of teaching hours per week is set at the rate of 1 academic hour for each student. PIf there are 16 or more people in a group, an additional 72 training hours are allocated for individual consultations. The total number of training hours is evenly distributed to conduct intermediate certification, practical, laboratory, and advisory classes.

The school is independent in choosing a system for assessing students, the order and frequency of intermediate certifications of students. The quality of mastering basic general education programs submitted for independent study by students is checked using various types of control. The forms and timing of assessing the student’s knowledge are determined by the participants in the educational process and are recorded in the student’s curriculum.

GState (final) certification of students in subjects studied in full-time and part-time forms is carried out in accordance with the Regulations on state (final) certification of graduates of educational institutions of the Russian Federation.

Participants in the educational process righte kOadjust the forms of organizing the student’s education and choose the most convenient for the student’s successful development of the educational program (distance, group, individual).

A student receiving education in full-time or part-time form may receive additional educational services at school (including on a contractual basis) outside the main educational program, taking into account the interests and individual characteristics of the student. The procedure for mastering additional education programs and extracurricular employment is reflected in the student’s individual plan.”

On paper everything looks very good. Everything is “at the request of the parents”, “taking into account the opinion of the child”, in accordance with the law and the requirements of the Federal State Educational Standard... Beautiful - no words... But who pays for the “banquet”? Founder. This means that the order to transfer or enroll a child in a part-time or part-time form must be agreed upon with the founder. It’s good if the application is written by the parents before the start of the school year, but what if they decide to transfer the child in the middle of the quarter, after the budget of the educational institution has been approved? Where will the funding for the extra hours come from? From the school budget, most likely, money will be taken from the wage fund. Is this beneficial for schools? No, this is not profitable for most schools. Much more profitable than “correspondence students” are “family students”, for whom the school is not responsible; by law it is obliged to organize only his certification - intermediate and final. Agree that these are completely different costs.

I have an opinion!

Svetlana Viktorovna Savitskaya, director of Lyceum No. 40, Petrozavodsk:

For the last 10 years, our institution has been teaching children whose parents transferred them to the family form of education, and now to correspondence education. But these were always special, isolated cases.
I think that this practice will expand, and parents will become more confident in choosing correspondence forms of education for their children. The most common arguments against correspondence courses and family education - the lack of opportunities for the child’s socialization, the paucity of his communications with peers - seem to me to be untenable. Are parents who are ready to take full responsibility for their children’s education really unable to provide their child with adequate communication with other children? Today there are plenty of opportunities for this. But the fact that the school “does not keep up” with the modern development of society and technology, and does not always really build the educational process taking into account the individual characteristics of EACH child, is beyond doubt for me. But this is exactly what every parent expects from us. If we answer the request, the children will come to school; if we don’t answer, parents will look for alternative options for educating their children.

Photo by Vera Kostrova

Not all schools can offer a student all of them at once; this depends on the permissions received and the occupancy of the educational institution.

Full-time education

This is a familiar form of education at school, recommended for all students. Most children use it school age. It is based on attending classes every day, doing homework, writing verification work, direct control of the teacher over the progress of each student. With this format of education, the student spends a significant amount of time at school, and his success directly depends not only on himself, but also on the work of the teacher.

Evening course

In this case everything characteristic features daytime education are also valid for evening education: it also consists of direct communication between student and teacher, only it takes place in evening time. Usually, in the evening, either adult students study who once had to leave school, but want to complete their secondary education, or several classes are switched from daytime to when there are too many children in the school, so there are not enough classrooms for everyone.

Externship

It's pretty unusual shape training, it is not allowed in all schools. For such training, the student does not have to come to school every day; classes are organized for him every few weeks or every week in certain time, where the teacher goes through new topics with such students, works through the most difficult questions. Studying is especially convenient for those children who are actively involved in sports sections or choreographic clubs, who often go to competitions, or for those children who want to devote maximum time to certain subjects, preparing for exams and not waste time on everyday trips to school. They can study according to a regular or enhanced program, completing several classes in one year.

Homeschooling

This form of education can be prescribed by a doctor if a child becomes ill with a serious illness, or chosen by a parent if he wants to teach the child at home on his own. The school has no right to prohibit similar form education or not to provide a place for such a child. Then the student does not need to attend classes throughout the year; he can come to school only at the end of the academic semester to take the necessary tests or exams to confirm the level of knowledge and transfer to the next one. However, if such a child requires advice or help from teachers, it should be provided to him. Family schooling is becoming increasingly popular among some parents who believe that schooling kills creativity in their children, teaches them to obey the system, breaks the child’s psyche. However, teaching your children yourself for 11 years is quite problematic; usually such families use the help of educational sites, the services of tutors, or invite school teachers to their homes.

Almost none of the parents know that the Law “On Education in the Russian Federation,” adopted three years ago, provides for not only full-time, but also part-time, as well as part-time and part-time forms of secondary education. At the same time, the right to choose belongs to the student’s parents, taking into account his wishes, and the school administration has no right to refuse this.

However, in reality not everything educational organizations ready to implement both forms of education. The reason lies in the constituent documentation, which in most schools does not yet comply with the new law and the requirements of the Federal State Educational Standard.

Why is this process moving so slowly? Everything is very simple: due to the lack of applications from those wishing to choose a part-time or part-time form of education, since most parents do not have information about such an opportunity. In addition, correspondence education in the minds of Russians, as a rule, is associated with universities, and not with schools. Schools are also in no hurry to announce such rights in order to avoid unnecessary headaches.

Previously, students who did not want or could not study full-time were sent to evening schools that had licenses for correspondence education. However, now the annex to the license indicates only the level of education, and not its form. Basically, evening or shift schools today have become part of ( structural unit) secondary educational organizations, becoming educational centers that were the first to amend their constituent documents and began to offer training in three forms.

But such a change in the status of evening schools did not lead to success everywhere. Especially considering the reduction in curriculum and funding by a factor of 0.65 from the norm for day schools.

In addition to education centers, internal school documentation was changed, in accordance with the new legislation and the Federal State Educational Standard, and in some schools rural areas, where the correspondence form has higher value, since children often have to be transported long distances, which takes a lot of time and exhausts students.

For part-time A school should open a group if it has at least nine people. If there are 16 people in a group, then 72 hours are allocated for individual consultations, which include laboratory and practical exercises, as well as intermediate certification. When organizing the learning process for the entire academic year, the hours are distributed evenly - 2-3 school days weekly, according to the current SanPiN.

The entire process of organizing full-time and part-time education is approved by order of the head of the educational institution on the basis of the curriculum and taking into account the abilities and needs of students applying for a similar form of education.

The final state certification takes place, like all graduates of educational institutions of the Russian Federation, on the basis current Regulations about her. But the forms of organizing training (distance, group or individual) may vary depending on the mutual consent of the participants in the educational process.

In general, school management does not seek to offer the mentioned forms of education, with the exception of isolated cases, since an attempt to implement the correspondence form on a mass scale can lead to serious difficulties in the education system.

Photo taken from http://lh4.googleusercontent.com.