What is the Federal State Educational Standard? How and why educational standards are changing

Contents:

• How the first generations of the Federal State Educational Standards for schools developed
• What has changed in the 2022 Federal State Educational Standard
• Federal State Educational Standards for Higher Education and Secondary Vocational Education: how they developed and why they are criticized
• Who needs the Federal State Educational Standards and what will happen to them next

The term "educational standard" first appeared in Russian legislation 30 years ago in the Law "On Education." In 1993, it was enshrined in the Constitution, which stated that "the Russian Federation establishes federal state educational standards" (Part 5, Article 43). These standards were to be mandatory for use in educational programs at all levels. Educational standards play a key role in ensuring the quality and accessibility of education in Russia, defining requirements for the content, level of preparation, and assessment of students' knowledge. They serve as the basis for the development of curricula and programs, which helps ensure uniform approaches to teaching and upbringing in educational institutions across the country.

The difficulty lay in the fact that at the time the Constitution was adopted, there were no developed educational standards. Furthermore, there were no documents from the previous era that could serve as a basis for their creation. This created significant difficulties in developing the educational system and defining its key parameters.

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In the Soviet Union, education was characterized by standardization, but compared to modern times, it had its own peculiarities. Curriculums and plans strictly regulated both the content and forms of instruction in schools and universities. Despite this, experts note that Soviet teachers had a certain freedom for creativity: they could independently develop teaching methods and lesson plans. However, teachers did not have the opportunity to show initiative in choosing the content and formats of instruction.

In the new reality, educational standards should establish minimum requirements for the content of disciplines, learning conditions, and its outcomes, as opposed to standard programs. In the 1990s, when many different programs and approaches to education emerged, the introduction of basic requirements became especially relevant. This would create a unified space for educational institutions and ensure higher learning outcomes. Standards will help to unify approaches and make the educational process more transparent and accessible for all participants.

The process of implementing school educational standards has been delayed and has been going on for more than ten years.

How the first generations of FSES for schools developed

Twelve years passed from the moment educational standards were mentioned in legislation until the first version for general education, which covers schools, was approved.

State regulation in the field of education in Russia began to take shape with the advent of the basic curriculum in 1998. Later, temporary requirements for the mandatory minimum and the content of basic general education itself were developed. However, the Federal State Educational Standards (FSES) were only implemented in 2004. This delay in the development and implementation of standards is explained by the need for careful consideration of curricula and requirements for educational institutions. The formation of the Federal State Educational Standard (FSES) was an important step in ensuring the quality of education and standardizing the educational process, which contributed to the improvement of the knowledge and skills of students in Russia.

According to Russian Education Minister Eduard Dneprov, as outlined in his book "The Recent Political History of Russian Education: Experience and Lessons," a struggle between conservatives and radical reformers raged for many years. This situation was complicated by the fact that the approval of educational standards was under the jurisdiction of the State Duma. However, after a number of amendments, this authority was transferred to the ministry, which led to the emergence of the first educational standards for schools. Thus, the process of education reform in Russia demonstrates the complexity of the interaction between various political forces and the need to adapt legislation for the effective implementation of new standards.

Victor Bolotov, a professor at the Higher School of Economics and former Deputy Minister of Education, shared his opinion on the difficulties faced by the developers of educational standards in the 1990s at a meeting with young teachers at the "Teacher's Workshop." The main problem was defining the content of the standards, which sparked debate over compulsory subjects. Participants discussed which elements should be retained in the curriculum and which should be excluded.

Until satisfactory standards for education can be developed, the school continues Bolotov noted that schools operate using modernized versions of model programs developed in the final years of the Soviet Union.

The first edition of the state educational standards for schools (SES) is commonly referred to as first-generation standards. These standards served as the foundation for the formation of the educational system and defined the key principles of teaching and upbringing in educational institutions. They were developed to ensure uniform educational requirements and improve the quality of the educational process in Russia. First-generation standards laid the foundation for further reforms in the educational sector and became the starting point for the implementation of more modern approaches to teaching.

State educational standards (SES) include a mandatory minimum content, which is a list of required topics for each subject. These standards also define requirements for learning outcomes, establishing clear criteria for assessing student knowledge and skills. Furthermore, the State Educational Standards (SES) establish the maximum permissible academic workload and formulate rules for the material, personnel, and informational support of the educational process, thereby contributing to the creation of a high-quality learning environment and improving educational outcomes.

The Minister of Education approved the federal component of the educational program, which became the basis for the development of regional components in various constituent entities of the federation, as well as components for educational institutions. Based on the federal component, a federal basic curriculum (BUC) was created, which includes sample subject programs and assessment materials. This made it possible to standardize the educational process and ensure uniform requirements for the quality of education throughout the country.

The introduction of the State Educational Standard (SES) brought a number of significant changes to school education. In particular, a transition to a four-year program in primary school was established, allowing children to adapt more quickly to the educational process. The principle of profiling in senior grades was also introduced, allowing students to study subjects in depth that match their interests and future professions. Moreover, with the introduction of the State Educational Standard, the study of a foreign language began in the second grade, which contributes to the early development of language skills and cultural competence in children. These innovations are aimed at improving the quality of education and meeting the modern requirements of the labor market.

The first generation of standards emphasizes an activity-based approach to education. School education should not only include the mastery of educational material but also contribute to the development of academic skills and abilities, as well as provide experience in practical and creative activities. This creates the basis for students' active participation in the educational process and their personal development.

Participants in the development of the standard noted in critical articles that references to general educational skills remained only declarative. The standard focused on a detailed description of the minimum content. However, the requirements for the level of training of graduates and their skills were formulated insufficiently specifically, which hindered their practical application.

The first state educational standards were replaced for a predetermined reason. The text of these standards initially stated that they were transitional. In 2007, the Law on Education was amended to require standards to be updated at least once every ten years. This decision is aimed at updating educational programs and ensuring their compliance with modern requirements. Regularly updating standards ensures their alignment with new scientific and technological advances, as well as the changing needs of society.

Since 2009, Russian schools have been implementing the second-generation Federal State Educational Standards (FSES). This process occurred in stages: first, the standards were introduced in elementary schools, then in middle schools, and finally in high schools. As part of the FSES implementation, special standards for the education of children with disabilities were also developed. The bulk of this process was completed by 2012. As a result, the first graduates, who studied in grades one through eleven using programs developed in accordance with FSES requirements, completed their education only in 2022. Thus, the implementation of the Federal State Educational Standard has become an important step towards improving the quality of education in Russia, providing more modern approaches to teaching and support for all categories of students.

In Second-generation standards attempted to shift the emphasis from subject-specific outcomes to personal outcomes. Requirements for learning outcomes became the core element of the standard. The hierarchy of outcomes is organized as follows: personal outcomes are at the top level, followed by meta-subject and subject-specific outcomes. The term "universal learning activities" has become popular in educational practice, denoting competencies developed throughout all subjects. These changes are aimed at developing students not only the knowledge but also the skills necessary for successful socialization and adaptation in modern society. The concept of an individualized educational path emerged in the text of the educational system standards. This idea is realized through the opportunity to choose subjects for high school students, as well as through the differentiation of levels of instruction in high school. An advanced level is being introduced and specialized classes are being created, allowing students to more effectively develop their abilities and interests. An individualized approach to learning fosters a deeper understanding of subjects and develops a strong motivation for learning in high school students.

The second-generation Federal State Educational Standards lacked clear requirements for the educational content of individual subjects, as well as subject-specific outcomes. Anna Lazebnikova, a representative of the Institute for Education Development Strategy of the Russian Academy of Education, noted that these requirements were formulated rather vaguely. This created difficulties in interpreting the standards and applying them in practice, which in turn could negatively impact the quality of the educational process and student achievement.

In the previous version of the Federal State Educational Standards (FSES) of 2009–2012, subject-specific outcomes were formulated in general terms. This allowed for a broad range of educational elements to be covered, which could be presented in various forms and content. This approach provided flexibility in the interpretation and application of standards, allowing educational institutions to adapt them to their needs.

Lazebnikova noted that this solution allowed the use of old textbooks during the transition from the first state educational standards (SES) to the new Federal state educational standards (FSES). A "Complies with FSES" icon was simply added to the textbook covers, indicating that these textbooks met the new requirements.

The discussion of the vagueness of subject requirements in the second-generation standards is generating responses among educators. Opinions on this issue are varied, and many teachers express concern about the lack of clarity in wording, which can hinder the learning process. It is important to note that clear and specific requirements are the foundation for an effective educational process and allow educators to better adapt their teaching methods to the needs of students. The discussion of this topic remains relevant, as the quality of education in today's environment depends on it.

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Educational standards must be clear, precise, and legal. However, as Elena Dubrovskaya, director of a lyceum in Krasnoyarsk Krai, notes, Federal State Educational Standards (FSES) are more like a pedagogical poem, sometimes resembling a manifesto or slogan. These standards lack specificity regarding the subjects studied, and their approaches to education leave much to be desired. The need for a clearer and more practical framework for education is becoming increasingly urgent.

What has changed in the FSES-2022

The need for a clearer definition of educational content requirements by subject was emphasized in the context of the development of the third-generation FSES by the previous Minister of Education, Olga Vasilyeva. She emphasized the importance of creating clear and specific standards that would improve the quality of education and meet modern educational needs. Clarifying the content of curricula and programs is key to ensuring high academic results and preparing students for the challenges of the modern world. Our goal is to provide families and students with an optimal and understandable set of learning and development outcomes that are age-appropriate. We strive for consistent study of the fundamentals of science and the development of personal qualities, which creates a reliable foundation for further education at subsequent levels of general or vocational education. In 2019, new versions of educational standards were discussed, in which, as in the 2004 State Educational Standards, school curriculum topics were distributed by grade level. However, the draft standards were subsequently amended, and final approval took place about a year ago. Currently, the new standards apply only to primary and basic education.

FSES-2022 retains the main functions of previous versions, while emphasizing The focus is on the uniformity of the educational environment and the variability of curricula. The new standard significantly increases attention to the personal development of students and their upbringing, as well as the development of a culture of lifelong learning. Particular attention is paid to developing knowledge of Russian history and culture, as well as Russia's place in the global context. These changes are aimed at creating a more harmonious and comprehensive educational process. A key point in the 2022 Federal State Educational Standard changes is that a second foreign language will no longer be mandatory in basic school, as was stipulated in the second-generation standards. Now, each school will be able to independently decide, taking into account parental input, whether a second language is needed in the educational process. Instead, instruction in the basics of financial literacy will become mandatory. Topics related to financial literacy will be integrated into the curricula of various subjects: in elementary grades, into mathematics and the world around us, and for students in grades 5–9, into social studies, mathematics, and geography. These changes are aimed at preparing students for real-life situations and developing the skills needed in the modern world. Starting in fifth grade, students will be able to choose between basic and advanced levels of study. This does not apply to all subjects, but only to mathematics, computer science, physics, chemistry, and biology. The ability to personalize the learning path will be ensured through a variety of learning modules, which was absent from previous educational standards. Schools will also have the opportunity to develop individualized curricula, including accelerated learning programs. This innovation promotes more effective knowledge acquisition and allows for the interests and abilities of each student to be taken into account. The Federal State Educational Standard for 2022 emphasizes the importance of e-learning. Subject planning must specify which electronic resources will be used in the study of specific topics, if their use is permitted. This requirement facilitates the integration of modern technologies into the educational process and improves the quality of education. Thus, educators must consider available digital tools to effectively master educational material.

The new Federal State Educational Standards (FSES) introduce changes to the content of academic subjects, combining some of them into courses. For example, algebra and geometry are now considered components of a single subject—mathematics. Despite this, the content of the subjects remains the same. The FSES focuses primarily on the formulation of learning outcomes, which have become clearer and more specific. This allows for a better understanding of the knowledge and skills students should acquire during the learning process. The standards emphasize the importance of achieving specific educational outcomes, which contributes to a more effective teaching and assessment process.

An analytical report prepared by the Institute of Content, Methods, and Technologies of Education at Moscow City Pedagogical University emphasizes that the new requirements of FSES 3.0, compared to FSES 2.0, require the updating of textbooks in many subjects. Updating educational materials is necessary to meet new educational standards and ensure high-quality instruction. Current textbooks are clearly insufficient for in-depth study of biology and chemistry. Computer science requirements also require updating core curricula. Authors of reference materials often note that, despite the theoretical content of older textbooks aligning with the new Federal State Educational Standards (FSES), they lack assignments aimed at developing new analytical skills. This underscores the need to review and update educational materials to ensure high-quality education that meets modern requirements.

Based on the Federal State Educational Standards (FSES), model core educational programs for schools have been developed, including model subject syllabi. These programs outline the distribution of topics and expected outcomes across grade levels. According to the new FSES requirements, only schools with the status of regional or federal innovation platforms are able to ignore the model programs and independently determine in which grade, for example, to study "A Hero of Our Time." This allows educational institutions to adapt the educational process to their needs, improving the quality of education and taking into account the individual needs of students.

Last year, amendments to the Law "On Education" allowed educational institutions to use model educational programs instead of having to develop their own. This innovation simplifies the curriculum development process and increases the accessibility of quality education. Schools and universities can now use existing programs, which promotes more effective learning and the harmonization of educational standards.

The new FSES-2022 clarifies the requirements for extracurricular activities and additional classes. These requirements are aimed at developing students' comprehensive skills and shaping their intellectual, cultural, and personal potential. It is important that extracurricular activities be integrated into the educational process, promoting not only in-depth study of subjects but also the development of students' creative and communicative abilities. Extracurricular activities should be varied and tailored to students' interests and needs, thereby creating a more effective educational environment. Educational work occupies an important place in the educational system, as confirmed by both the Constitution and amendments to the Law "On Education." In 2021, the concept of "education" was introduced into the law and a requirement was established for educational institutions to include an educational work program and an educational work calendar in their model core educational programs. This emphasizes the importance of developing not only academic knowledge but also moral and social values ​​in students in schools, colleges, and universities. The new Federal State Educational Standards for schools include changes to the structure of the educational program. The Federal State Educational Standard 2022 document details the personal learning outcomes achieved through various extracurricular activities, including patriotic, civic, environmental, and other areas of education. Subject curricula must be developed with the educational curriculum in mind. This is taken into account in the approved sample subject work programs - they contain links to sample educational programs, which ensures the integration of educational and upbringing processes.

The total number of teaching hours in the new federal state educational standards (FSES) has decreased. In basic school, the minimum number of teaching hours over five years is now at least 5,058 hours, which is less than the previous standard, where this figure was 5,267 hours. This change is aimed at optimizing the educational process and adapting to modern requirements.

FSES of Higher Education and SPO: How They Developed and What They Are Criticized For

Standards for higher and secondary vocational education were developed significantly earlier than school standards. In addition, they have undergone more changes over the course of their existence. This is due to rapid changes in the labor market and requirements for the qualifications of specialists. As a result, educational institutions are forced to adapt their programs and courses to meet modern requirements. Standards for vocational education ensure that knowledge and skills are up-to-date, which is important for students' successful careers.

• The first State Educational Standards of Higher Professional Education were adopted in 1994–1996.
• The next version, the second-generation State Educational Standards of Higher Professional Education, appeared in 1999–2001.
• The third-generation Federal State Educational Standards for higher education were introduced in 2007–2012.
• They were updated in 2013–2016 in connection with the adoption of the new Law on Education (FSES 3+).
• Since 2017, due to the requirement to take professional standards into account in educational standards, the Federal State Educational Standards have been updated again (FSES 3++, but only a small part of them have already been adopted).

In higher education, standards and educational and methodological documentation are updated every few years. This leads to a significant bureaucratic burden on higher education institutions. Minister Valery Falkov noted this problem during a discussion of the new higher education system. Frequent changes in standards complicate the learning process and the adaptation of universities to market demands. Therefore, it is important to find a balance between necessary updates and stability to ensure high-quality education and reduce administrative barriers for educational institutions. Higher education has significantly more standards than schools, as each area of ​​study has its own Federal State Educational Standards (FSES). Currently, Russia has approximately 720 standards covering undergraduate, specialist, and master's degrees, excluding postgraduate, residency, and assistantship programs. This diversity of standards ensures high-quality education and compliance with current labor market demands. Federal State Educational Standards (FSES) are updated every few years to adapt to the changing demands of society, technology, and the educational environment. These changes are aimed at improving the quality of education, introducing modern teaching methods, and updating the content of the curricula. Updates to the Federal State Educational Standards (FSES) may address such aspects as the goals and objectives of education, requirements for learning outcomes, and methods and forms of knowledge assessment. It is important that educational standards align with modern realities and ensure the training of specialists prepared for the challenges of the labor market and life in a rapidly changing world. Thus, regular changes to the FSES contribute to the competitiveness of the education system and ensure its compliance with international standards.

The most significant changes in the higher education system occurred with the introduction of the third generation of federal state educational standards (FSES) following amendments to the Law "On Education" in 2007. According to Nadezhda Knyaginina, a research fellow at the Laboratory of Educational Law at the Higher School of Economics, these changes have had a dramatic impact on the structure and content of educational programs, as well as approaches to teaching and assessing student knowledge.

Two significant innovations were key during that period:

• Standards began to regulate the structure of educational programs instead of their content.
• Instead of requirements for the level of preparation of graduates, the concept of program mastery results was introduced.

The Federal State Educational Standards (FSES) for Higher Education introduced a system of competencies, including general cultural (in modern versions, universal) and professional competencies, which are increasingly linked to professional standards. The requirements for the content of educational programs now include only compulsory disciplines that are not related to specialized areas, but rather concern general subjects such as history, philosophy, and a foreign language. These changes are aimed at improving the quality of education and training specialists who meet the requirements of the modern labor market.

Knyaginina emphasizes that with each new generation of Federal State The Federal State Educational Standards (FSES) are increasing the number of requirements for material, technical, and personnel conditions. Important aspects include faculty holding an academic degree, the necessary equipment for universities, and the use of modern electronic systems. These requirements are aimed at improving the quality of education and ensuring that educational institutions meet modern standards.

According to a study by the Educational Law Laboratory, most of the requirements of the Federal State Educational Standards (FSES) are too abstract or duplicate existing legislative norms. For example, the standards stipulate that educational institutions must provide classrooms for lectures and seminars. However, there are no specific instructions on the exact conditions that must be met in these classrooms. Therefore, there are no clear requirements that could be assessed or verified during the quality assurance process.

In some cases, the requirements for educational standards are clear, but the reasons for their existence remain unclear. For example, differences in the established limits on the proportion of full-time faculty members raise questions. For most bachelor's degrees, the threshold is at least 50%, while for the "Information Security" program, this figure has been increased to 65%. Experts from the Higher School of Economics note that such arbitrary requirements in the standards are quite numerous.

Currently, educational standards for secondary vocational education (SVE) are undergoing significant changes. These changes are occurring as part of a large-scale reform affecting the entire system of secondary vocational education. Changes in educational standards are aimed at improving the quality of specialist training and aligning it with labor market demands.

The trend toward compliance with professional standards in secondary vocational education (SVE) is much more pronounced than in higher education. Specialist training periods are being shortened, and specialties that do not meet modern labor market requirements are being eliminated. Updated professional standards are available on the official legal information portal in the Ministry of Education section. This allows educational institutions to adapt their programs and ensure that graduates have the necessary skills and knowledge for a successful career.

Who needs FSES and what will happen to them next?

Federal State Educational Standards (FSES) represent a set of basic requirements that all educational organizations must meet. However, some experts believe that these standards are not necessary for practitioners. It is important to note that FSES are aimed at ensuring the quality of the educational process and creating a unified educational space, but their application in real practice can raise questions.

Viktor Bolotov, sharing his opinion with participants of the "Teacher's Workshop," asserts that educational standards have a minimal impact on the functioning of the school. In his opinion, the real life of an educational institution is shaped by many other factors that are not always taken into account in official requirements.

Schools continue to use traditional textbooks, Bolotov noted, which are focused on testing students' memory. Despite the presence of competencies outlined in educational standards, performance requirements remain focused on knowledge of facts. This creates obstacles to the development of critical thinking and practical skills in students, highlighting the need to revise approaches to teaching.

According to Bolotov, Federal State Educational Standards (FSES) are not aimed at teachers, but at textbook authors, pedagogical universities, and continuing education systems. The actual requirements for educational institutions and learning outcomes are determined not by standards, but by the codifiers of the Unified State Exam (USE). This is confirmed by the low level of interest in public discussions of the new general education standards, in which, according to the expert, only hundreds of teachers took part.

Director Maxim Pratusevich, a teacher at the Presidential Physics and Mathematics Lyceum in St. Petersburg, expressed a similar viewpoint in an interview following the approval of the new Federal State Educational Standards for schools. He noted the importance of changes in educational standards and their impact on the quality of education. Pratusevich emphasized the need to adapt curricula to modern requirements and the challenges students face. This will prepare them for successful professional careers in the future.

On my desk are a textbook, numerous problem books, the journal "Mathematics at School," "Quantum," and other materials. However, the Federal State Educational Standards (FSES) documents and the sample curriculum are missing. They exist somewhere in a parallel reality. Reading these documents has no significant impact on a teacher's work.

Viktor Imakaev, Head of the Department of Educational Technologies for Higher Education at Perm State University, expressed the opinion in a Facebook post that schools and universities would function the same with or without established standards. In his opinion, the role of standards as a set of mandatory requirements has not been confirmed over the past 20 years. It is important to note that the question of the significance of standards in education remains relevant, and expert opinions in this field can vary significantly.

The content of the course taught by Professor N is shaped not by standards, but by his personal experience. This includes the traditions to which he belongs and the innovations in which he participates. Such professors, possessing a unique approach, are often found at universities, which makes their classes more relevant and interesting for students.

According to experts, the Federal State Educational Standards for Higher Education exhibit an excessive confusion of functions, including ideological declarations and assessment materials. This creates difficulties in the implementation of educational standards and can hinder the process of teaching and certifying students. Optimizing the structure of the Federal State Educational Standards would contribute to a clearer definition of the goals and objectives of higher education, which, in turn, would improve the quality of specialist training.

Competencies with valuable meaning should serve as the main guideline for educational program developers. These competencies are the subject of audits, where their formulations are sought in the curricula. Education quality is determined by a specific percentage of teachers. However, these percentages have been passed down from one standard to another for many years without adequate justification for their necessity and adequacy. Nadezhda Knyaginina highlighted this issue in 2020, emphasizing the importance of revising approaches to assessing the quality of the educational process.

The future of Federal State Educational Standards (FSES) raises many questions. There is a perception in the educational community, including the State Duma and the Ministry of Education, that the current requirements do not provide teachers with clear guidelines and do not contribute to the formation of a unified educational space in the country. School standards are already replete with model programs, and the number of additional regulatory documents will likely continue to grow. Perhaps in the future, a "gold standard" for school education will be introduced, which would imply a unified set of textbooks. Under these conditions, Federal State Educational Standards (FSES) may be relegated to the background, leading to changes in approaches to teaching and assessment of educational outcomes. Despite the minister's assertions about the need to provide faculty with the opportunity to work undisturbed, Federal State Educational Standards (FSES) for higher education institutions will likely be subject to further changes due to the abandonment of the Bologna process. In the event of a transition from bachelor's to specialist's degrees in a number of fields, educational standards will be the first to require revision. This change could impact the quality of education and the training of specialists in Russia, requiring universities to adapt their curricula and programs. Federal State Educational Standards for Secondary Vocational Education (FSES SVO) are currently undergoing significant changes. In the near future, these transformations may be driven by the results of the "Professionalism" experiment. This project aims to improve the quality of vocational education and adapt curricula to the demands of the modern labor market. Thus, changes to the Federal State Educational Standard for Secondary Vocational Education will contribute to more effective training of specialists who meet the requirements of employers.

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