The concept of higher education. Higher educational institution, its tasks and structure

here: three types of higher educational institutions that train students in psychological and pedagogical specialties: 1. Pedagogical higher educational institutions; 2. Universities and institutes that provide (including) training of students in psychological and pedagogical specialties; 3. Non-state universities with a license and accreditation. See also Non-State Universities, Pedagogical Higher Education Institutions, Universities

Great Definition

Incomplete definition ↓

HIGHER EDUCATIONAL INSTITUTIONS

Universities provide higher education and provide students with programs of various levels to meet the educational needs. needs of the individual and prof. training in different branches of culture, economics, healthcare, science; conduct research. work, retraining and advanced training of specialists.

To V. at. h. include high fur boots (including tech., medical, agricultural, ped.), in-you decomp. profile (engineering, agricultural, artistic, etc.), academies, conservatories. In some countries, universities include colleges. In many In addition to secular countries, there are spiritual V. at. h.

V.'s concepts at. h. were not equivalent in decomp. era and in different countries. Means. difference in higher levels education, in the methods and terms of training of specialists exists in modern. V. at. h.

The prototype of V. at. h. were the highest for their time philosophies. schools of the period of antiquity, in which teaching was guided by the comprehension of all known totality of theoretical. knowledge, and the forms of classes were lectures, conversations, disputes. Such an organization of education was inherited by medieval universities, which spread in Western-Heb. cities arr. from the 13th century In some of the high fur boots was known and uch. practice of higher Muslim uch. institutions (see article Muslim culture). With the development of cities, prof. schools, some of which accumulated means. method. teaching experience and became widely known: legal in Beirut (8th century), Constantinople (8th century) and Bologna (10th century), medical in Salerno (10th century), Montpellier (10th century). The social significance of higher education determined the attention to it from the church. and secular authorities, endowing high fur boots and some prof. schools with special privileges.

Un-you imposed Means. an imprint on the design of higher education and the appearance of V. at. h. the approval of the principles of the so-called. academic freedoms - the freedom of the student to independently build a program for studying the subject, the freedom of the teacher to independently conduct research and present their results to students, the election of governing bodies, the participation of students in self-government, etc. The formation of secular science (16-17 centuries) and associated with the demands of societies. production, the strengthening of the "real" direction in teaching led to the expansion of specialization in higher education. In high fur boots (even within the framework of traditional medical and legal f-t) and in addition to them, relatively independent ones began to appear. scientific and practical schools.

In the 18th century branch V. at. h. in many European countries have become an organic part of the state. education systems. Means. influence on the content of teaching in V. at. h. and his methods provided the ideas of W. Humboldt, implemented in the practice of the University of Berlin. Faculty organization V. at. h., connection with science and practice determined the activity and many others. tech. establishments, both public and private. For European countries of the 19th century development of hl is characteristic. arr. state medical, page - x. and tech. universities. This trend was reflected in the creation of higher education in Russia and the United States.

In con. 19th century N. began to arise - and. divisions not only in high fur boots, but also in medical, tech., page - x. etc. in-tah, etc. N.-i. V.'s activity at. h. often came into conflict with the pragmatic. production requirements. and other companies to specialists. In un-takh scientific. work often concentrated in spec. laboratories, departments, research institutes, moving away from the account. tasks. One of the important problems of V. at. h. was the preservation of the unity of scientific. work and teaching. Through the efforts of many scientists and teachers took shape specific. scientific sector of higher education, links to-rogo became the main. N.-i. centers in many countries.

In the conditions of scientific and technical. revolution from the 2nd half. 20th century the types of high fur boots and universities of university status have diversified, a tendency has emerged to increase the number of multidisciplinary universities that combine into a single organization. and adm. whole several relatively independent areas of training, which made it possible to rationally distribute the study of decomp. disciplines by students of similar specializations, to avoid duplication of account. courses. They are close to multidisciplinary in terms of the principles of work and the nature of teaching dec. creative V. at. h., only on the subject of training allocated to a special group. The majority of branch V. at. h. focuses on the transfer of sound knowledge and skills of prof. activities and does not put special. the task of conducting scientific research by students, although the programs themselves and uch. courses of these V. at. h. regularly updated with the latest scientific knowledge. data and practice requests.

V. at. h. pl. countries are usually divided into categories of state, municipal, and private (spiritual higher education institutions also belong to this group). Both paid and free education is practiced. In the 60-70s. 20th century there was a tendency to strengthen the role of the state in determining the content of education, its profiling. For this purpose, developed decomp. state systems. accreditation V. at. h. and management of the system of universities in the interests of a unified scientific and technical. and educate. politicians. Specials are being created. state bodies for the coordination of science and higher education.

Uch. plans and organization process in higher education in each country have their own characteristics. The general trend was the strengthening of general cultural and general scientific. preparation and increase in specific gravity are independent. student work. Much attention is paid to the organization of practice. learning. Evening and distance learning. Great importance is attached to the so-called. postgraduate education, advanced training of specialists, there is a constant search for ways to improve the account., Scientific. and prof.-practical activity of V. at. h. and ensuring the continuity of education. process.

In conditions of continuous education, the work of V. at. h., the possibility of their influence on science, production, cultural life depends on the content and level of general secondary education. In many countries legislatively fixed the possibility of admission to V. at. h. after the completion of the full cf. education with a total duration of school. education 12-13 years. The concept has spread, according to which all training received after the end of the full cf. schools (in the USA, for example, the corresponding educational institutions are classified as post-secondary). In these conditions the majority of V. at. h. is actively working on recruiting contingents of its students, including making high demands on the knowledge of applicants. Some researches. Universities provide for high selectivity in relation to applicants, screening out during the preliminary. tests, interviews and exams from 20 to 70% of those who expressed a desire to receive higher education. education at this university. At the same time, there are high fur boots and in-you, to-rye accept everyone. However, the diplomas of such V. at. z., as a rule, do not enjoy a high reputation. Promising is the increase in V.'s efficiency at. h. with the deepening of general education. and general scientific preparation of applicants for conclusions. stage of general secondary education. In a number of countries, some

V. at z. also moved to diff. options for the gradual acquisition of higher education by students on the basis of secondary vocational or secondary special education (eg, starting with a junior college with a two-year term of study).

Established in the 18-19 centuries. faculty system of building V. at. h. acquired in the 20th century. more free character. In connection with the expansion of the profile of specialist training, high fur boots and other universities have moved to the organization of multidisciplinary departments and departments, including intersectoral ones. Most of the leading modern V. at. h. - These are large educational and scientific productions. complexes that provide not only education. the interests of the student, but also the wide possibilities of the individual, and the collective scientific. work, rational use of account. time not only for theoretical, but also for practical. occupations in the chosen specialty. In many high school countries and some others. V. u. h. - main research. community centers values. The core of such centers can be a department, a problematic department or a department of specialists. a council that unites scientists, business leaders, etc. In most countries of the world, high fur boots and V. at. h. university status. This applies to both the number and quality of training of specialists.

Means. influence on the structure and direction of activity of modern. V. at. h. rendered the American model of university, which has developed in con. 19-1st floor. 20th century and using many V.'s achievements at. h. dec. countries, including Russia. This model was adopted by high fur boots of Japan and many others. other countries Main part of general education. and general scientific students receive training in academic. university colleges (with predominantly theoretical education for 3-5 years). After the first stage, they continue their education in prof. or explore. (post-graduate) schools of the same university or others. Upon completion of the academic college students receive the first academic degree - a bachelor's degree, which gives the right to study prof. activities and further education in higher education. school (in high fur boots - until obtaining a master's and doctoral degree). If the profile of education at the university is not actually scientific, but practical. character, then at the end of the second stage the graduate is issued a diploma of specialization. In the UK, on their own. branch colleges the term of study is 3-4 years. Upon graduation, their graduates must work for a certain period (up to 2 years) in their chosen specialty and pass certification in prof. society or association. Preparation for the competition of scientific degrees is carried out in the system of the so-called. further education (Master - 2 years). The alternation of periods (from 3 to 6 months) of classes and practical training is widely used. work. Graduates of universities are issued state. diploma of completion of a two-year full-time course and the highest state. a diploma on the completion of a three-year course, and correspondence students - the corresponding state. certificates. Graduates of industry colleges receive the highest state. certificate.

French is also widespread. system of higher education, combining high fur boots and specialists. universities, among which a group of so-called. large schools (see Art. France). Graduates of general education are admitted to universities. cf. schools with a bachelor's degree. The course of study in universities is 4-6 years, divided into 3 cycles: prepare, (up to 2 years), general (with enrollment by competition; training lasts 3-4 years and ends with the award of a licentiate degree with obtaining an appropriate certificate and state diploma "general scientific knowledge") and special (lasts 1-2 years and ends with a final exam and a diploma of "higher scientific education", which gives the right to continue education until a further diploma of "in-depth knowledge" in a particular specialty is received, as well as degree of doctor in the specialty and doctor of the "third cycle"). In the specialized in-max full course of training 5-7 years (the diploma is equivalent to the university, i.e. at the level of the first stage of the third cycle; doctors are issued a doctoral diploma of the third cycle).

In the universities of most Spanish- and Portuguese-speaking countries, the step structure of education is less pronounced (except for Brazil). Main the training cycle is associated with the award of a licentiate degree (4-6 years, depending on the specialty). In a number of specialties, instead of awarding a degree, prof. diplomas with the assignment of the corresponding prof. ranks. Persons with a degree or a university degree can continue their education up to a doctorate degree (with an additional study period of 2-3 years). In Argentina and Colombia, the second degree is the master. In Brazil, bachelor's, licentiate (depending on the specialty - master's) and doctoral degrees can be obtained by students after completing the corresponding cycle of study

In Germany, in the system of higher education, a significant proportion of high fur boots and V. at. h. with university status (mining and medical academies, higher technical schools). Unlike other countries, there are no confessional high fur boots. Competitive enrollment is practiced only for medical, vet. and some other specialties, for which restrictions on admission are introduced. The education system is two-tier. The training lasts 4-6 years and ends with the defense of the thesis and the final exam. The acquisition of scientific degrees is attributed to Ch. arr. to postgraduate education.

The system that developed in the USSR was genetically linked to the priority development in Russia (since the 18th century) prof. schools - unlike European, predominantly university, nat. systems of higher education - and retained these features. In the USSR, high fur boots made up approx. 10% of the total number of universities. Owl system. V. at. h. formed Ch. sbr. in con. 20s and 30s. 20 century, during the period of industrialization, which played a role in providing industry and transport, and other industries. x-va qualified specialists. Under the conditions of the administrative-command system high school encountered many difficulties; V.'s development at. h. followed an extensive path, the growth in the output of specialists was not accompanied by a proper improvement in the quality of their training. The material base of V. at. systematically lagged behind the requirements of science and practice. h. Deep reform of the system of higher schools-ly, which began in late. 80s, continues from the beginning. 90s in sovereign states that were previously part of the USSR (see also articles about these states). In many of them V.'s structural reorganization at has begun to be carried out. h., to-paradise superior provides for a multi-level education system: the first level of higher education (4 years of study) provides basic higher education and ends with the award of a bachelor's degree in one of the areas of training; The 2nd level (1.5-2 years of study depending on the specialty) is provided by prof. training in this specialty and ends with the award of a master's degree; 3rd and 4th levels (duration 3 and 2 years respectively) provide scientific and ped. preparation and culminate in the completion and defense of a dissertation work with the award of the degree of candidate or doctor of science. In V. at. h. the principles of autonomy are being restored (including in the choice of a methodological system, the order of passing academic courses, etc., the rules for recruiting student contingents, etc.) and internal. self-government. State is envisaged. accreditation V. at. h. See also Art. Russia.

Lit. see at Art. Higher education. A. Ya. Saveliev.

Great Definition

Incomplete definition ↓

Higher education is education obtained in the process of studying in higher educational institutions, as well as in special courses. Institute, university, academy - higher educational institutions that implement educational programs of higher vocational education, as well as educational programs of postgraduate professional education. External studies - independent study of disciplines by students in accordance with the main educational program of higher professional education in the chosen area of training (specialty) with subsequent current and final certification in a higher educational institution.

The levels of higher professional education are bachelor, graduate and master. Those who pass the final certification are assigned the appropriate qualification.

The structure of the system of higher professional education is a set of state educational standards and educational programs for higher and postgraduate education; having licenses of higher educational institutions and educational institutions of the corresponding additional higher professional education; scientific, design, industrial, clinical, preventive medical, pharmaceutical, cultural and educational enterprises, institutions and organizations that conduct scientific research and ensure the functioning and development of higher professional education; management bodies of higher professional education, as well as enterprises, institutions and organizations subordinate to them; public and state-public associations: creative unions, professional associations, scientific and methodological councils and other associations.

Correspondence form of higher education

This form of education, or a form of self-education, is regulated and implemented by the state on the basis of a single national educational standard. At the same time, students study twice during the academic year in the classrooms of the university at the installation sessions. They give lectures to students, give consultations, test results.

For part-time students, special teaching aids, teaching and control materials have been developed. There are very original methods for managing the process self-study- part-time students spend 70% of their study time away from the teacher.

The development of correspondence education is seen as a peaceful revolution that can radically change the entire process of education and training, because it is it that is distinguished by the individualization of education, accessibility for various segments of the population, economic profitability, speed of mastering knowledge, and practical activities. Correspondence education was originally introduced only for those who could not regularly attend regular educational institutions. Correspondence students, like diaries, have a common curriculum for all, common deadlines for passing control tests Computerization brings distance education closer to distance education.

Structure of higher education Russian Federation

At present, in the structure of higher technical, for example, education in Russia, there are three stages, as shown in the figure.

higher professional education

The first stage is an incomplete higher education, the receipt of which allows you to continue education at the next levels.

The second stage with a term of study of at least 4 years provides for obtaining an academic degree of a bachelor of science in the chosen direction. All graduates of the bachelor of science degree can continue their education to obtain a qualification or degree corresponding to the third stage.

The third stage of higher education allows you to acquire the qualification of an engineer in a chosen specialty or a master's degree in science in a field.

Receiving education in accordance with the master's program, each student has the right to simultaneously, having completed the required tasks and the graduation project, receive an engineering diploma.

In other cases, studying for the purpose of obtaining a diploma in the presence of a diploma of third-level education is considered as obtaining a second higher education and can be carried out on a paid basis.

The versatility of ways to obtain higher technical education requires the development of clear norms and requirements for graduates and educational programs.

Higher education institution - (abbreviated university) is an educational institution that provides higher professional education.

There are public and private universities. The university may have branches and representative offices in other localities.

classic status

Today in Russia there are three types of higher educational institutions that correspond to a certain accreditation status, where you can get higher professional education: institute, academy and university.

For the status of “institute”, it is enough for an educational institution to train students in at least one specialty and conduct scientific work.

The university covers a wide range of specialties from different fields. For example, Technical University or classical university. Research activities are carried out, as a rule, in several areas and constitute a significant part of the activities of the university. It is the universities in Russia that are the main centers for the development of scientific schools and directions.

The Academy differs from the university in a narrower range of specialties, as a rule, for one branch of the economy. For example, Samara State Agricultural Academy, Samara State Academy of Culture and Arts. The academy pays considerable attention to research activities in the profile direction.

Different university statuses imply completely different educational paths and opportunities. One and the same university, especially if it is very strong, can have several diverse statuses. And it depends on the students how reasonable they will be able to use the resources of the university when they receive an education. The current situation in the market of educational services is such that there are a lot of universities operating on it. Many of them are considered weak, they are waiting for a scheduled inspection and are afraid of closing. Also, the demographic situation is not the best: if the university does not recruit freshmen, it may cease to exist. Therefore, in order to survive, universities want to unite into something university-like. That is, simultaneously with such a spontaneous process, new statuses of universities arise.

Autonomous university

This status will be given to a significant part of Russian universities; it implies freedom and the right to dispose of extrabudgetary funds. Such universities will be managed by a supervisory board, one third consisting of representatives of the university itself, and the remaining two thirds - of employers, officials and the public. The rector will be equated with a hired manager. The idea is that at the output the employer should get a specialist who exactly meets the requirements of a modern enterprise.

academy

Stay tuned for updates from the Ministry of Education and Science: academies are about to be redefined.

Institute

So only 150 universities of regional significance will be called. Since, according to officials' forecasts, only the best universities will receive state funding in the future, the possibility of getting state-funded education at institutes remains in question. Although they say that the number of state-funded places in universities throughout the country as a whole will not decrease.

Master's University

This is a university specializing in the preparation of masters. The State University - Higher School of Economics is planning to become the first master's university in Russia.

Scientific and educational center

These are only two universities - Moscow State University and St. Petersburg State University. They have recently gained the right to develop their own curricula.

National Research University

This status was invented by the founder of Stanford University (USA), but in Russia they started talking about national research universities only in 2008. These are Moscow State University, St. Petersburg State University, Federal Technological University on the basis of MISiS, Federal Nuclear University on the basis of MEPhI. The entire list has not yet been formed. Rector of Moscow State University V. Sadovnichiy suggests that MSTU im. N. E. Bauman, and also the Polytechnic and Mining Universities of St. Petersburg. It is recommended to enter these universities for those who from the first year plan to be involved in serious scientific work, by the end of their studies at the university they want to become the author of several dozen scientific articles, and throughout their career they will conduct research that is important for Russia. This will make it possible to create a strong scientific school (or a number of schools) of the university and its programs formed on a scientific basis.

Olympic University

The Russian International Olympic University (RIOU) will open in 2012 in Sochi. This information may be useful to current applicants already for the second higher education, if there are plans to become professionals in the field of international sports management.

A particularly valuable object of cultural heritage of the peoples of the Russian Federation

This status was originally invented not for universities, but nevertheless 10 of them have it. Three of them are in Moscow (Moscow State University, Moscow State Technical University named after Bauman, Russian State Agrarian University (MSHA named after K. A. Timiryazev), four are in St. Petersburg (St. Petersburg State University, Military Medical Academy named after Kirov, Russian State Pedagogical University named after A. I. Herzen , St. Petersburg State Mining Institute named after

G. V. Plekhanov), one - in Kazan (university) and two - in Tomsk (university and polytechnic university). The territory of such universities is under state protection. Here the walls help to learn.

Applied Bachelor

Introduced from the upcoming academic year on the basis of secondary educational institutions (see the heading " Desk magazine "BULLETIN APPLICANT"). This is an option for those who, perhaps, do not have enough stars from the sky, but want to have a higher education, a serious profession and a high salary. Already in the very idea of such a status of educational institutions lies the desire to offer a worthy answer to the request of industrial enterprises that need highly qualified employees. Which? Now in short supply, say, welders with knowledge modern technologies work.

University

Soon there will be about 450 less. And to the question of what a university is, there will be a new answer - a new one, since new rules are being developed that will distinguish between universities, academies and institutes. Those who are going to any university, the name of which is not given on these pages, should consider the option that you will enter, maybe at the university, but graduate - perhaps already from the institute.

Federal university

There are only two of them - Moscow State University and St. Petersburg State University. They may not be subject to state standards for education. They will be able to create enterprises, launch innovative projects - and these, if you think about the future, are unique jobs. Over time, about 55 universities will become federal, which will receive maximum state financial support.

Federal University

They were invented by President Medvedev - and news agencies have already called them new types of educational institutions. The idea is as follows: one federal university per federal district.

And each university "sticks together" from a classical university and, say, a technical one. The Siberian Federal University in Krasnoyarsk was created by combining four universities, Yuzhny in Rostov combined two. These are real universities, they already exist, you can go there. Next in line is the creation of the Far Eastern State University in Vladivostok. Voronezh, Yekaterinburg, Kazan and Kaliningrad would also like to create such universities. It is expected that in 2015 training programs will receive international accreditation, and diplomas of graduates - international recognition.

In the Russian Federation, there are the following main types of higher educational institutions: institutes, academies, universities. Differences between these types of universities are indicated in Article 9 federal law about higher and postgraduate professional education.

Clarifying comments on this article are tabulated:

Universities	academies	Institutes
Provide training in a wide range of specialties	Implement training of specialists in certain areas, primarily scientific and scientific-pedagogical	Provide training for practitioners in specific areas
Conduct fundamental and applied scientific research in a wide range of sciences	Perform basic and applied research, however, in a specific area of science or culture	Conduct fundamental and (OR) applied scientific research
They are leading scientific and methodological centers in their fields of activity	In the field of its activity, the academy should be the leading scientific and methodological center	They are not leading scientific and methodological centers

Consider some educational institutions where you can get secondary specialized and higher education.

Features of secondary educational institutions

In colleges, pedagogical and medical schools, legal and veterinary technical schools, graduates of the basic school can study. They appeared in our country thanks to the revolutionary reform of Lunacharsky. In the thirties, technical schools were created in the Soviet republic, which became the middle link between higher institutions and schools.

At that time, secondary specialized educational institutions became a tool for the mass training of workers in factories and agriculture. In parallel, the development of factory schools, which were called vocational technical schools, took place.

Terms of study in colleges

Middle-level educational institutions are designed for two or three years of study. The duration of study depends on the direction, the initial level of the applicant. After the reform of Russian education, admission rules have changed in many secondary educational institutions, only graduates of secondary schools are taught.

Composition of the secondary education system

Educational institutions of a similar direction operate in St. Petersburg, Moscow.

Colleges of Education

Despite the fact that recently the interest in pedagogical specialties has significantly decreased, in every Russian region there are educational institutions of a similar orientation. In addition to the traditional specialties associated with the training of primary school teachers, such special educational institutions are engaged in the training of future foreign language teachers and educators. For example, the Arkhangelsk Pedagogical College offers applicants additional English language courses and computer literacy training.

Enrollment in college is carried out on the basis of secondary education. USE results are not taken into account, but an additional competition of certificates is necessarily held. Additional points can be earned for providing a portfolio of personal achievements.

Almost all educational institutions after graduation help graduates in employment.

Documents for admission to colleges and technical schools

Regardless of the direction of activity, there are general requirements for the documents provided by the applicant in admission committee. In addition to the original of the certificate, the first page of the civil passport (copy), four photographs measuring 30 by 40 mm, a medical certificate is provided confirming the absence of contraindications to study.

Top level establishments

Let's find out which educational institutions are considered in demand among modern graduates. Behind last years the number of schoolchildren choosing medical universities and academies for education has grown significantly. What is the reason for the demand for such universities? What specializations can be obtained in them? Medicine has become an attractive direction after the transformations that have been carried out in our country in this industry.

The increase in wages, the possibility of employment, made medical education in demand and prestigious. Regardless of the geographical location of the medical university (institute), training is carried out in the following areas:

dentistry;
general practice (therapy);
pediatrics;
pharmaceuticals.

When submitting documents to the selection committee, the applicant provides the results of passing the unified state exam in chemistry, biology, and the Russian language. The average score depends on the faculty, region, number of enrollment.

For several years, there has been a competition for higher institutions of a legal and economic profile. Despite the fact that not all graduates are then employed, it is quite difficult to enter such universities on a budgetary basis.

Conclusion

After our country signed the Bologna Declaration in 2003, the system of higher education underwent significant changes. Among the positive innovations, one can note the possibility of unhindered movement of students between countries - parties to the Bologna Treaty.

Numerous international projects, internships, a chance for employment in any country have appeared. In addition to the specialty, Russian higher education now has a master's and a bachelor's degree, which is the norm for the European system. Graduates of major domestic universities are now holders of two diplomas: domestic and European.

In 1992, educational standards were introduced into the system of higher education by the legislation of the Russian Federation. This had a positive impact on the quality of training of qualified personnel. Currently, postgraduate studies are singled out as a separate level of higher education.

Some domestic educational institutions, for example, Moscow State University named after M. V. Lomonosov, St. Petersburg State University, received the right to independently develop educational standards, as well as to introduce additional entrance tests for applicants. Which educational institution to choose for vocational education should be chosen by the graduate of Russian schools. Currently, special courses are being organized for students in the ninth and eleventh grades to help them choose a profession.

Which is better: state or non-state university? Why are universities sometimes called universities, sometimes academies, sometimes institutes?

What do the explanations in the names of universities mean: “national research” and “federal”? Let's finally figure this out.

State vs non-state university

There are several malicious myths about this classification of universities, in particular: 1) a state diploma can be obtained only at a state university; 2) budget places and scholarships can only be in a state university; 3) public universities provide higher quality education than non-state ones. Is it really?

Myth 1: a state diploma is given only at a state university

"State" in the name of the educational institution means only the form of ownership. The state can merge a university with another, liquidate it, allocate a larger or smaller budget for certain areas of activity, that is, it can dispose of its educational organization (or partially dispose of it).

However, the form of ownership and the right to issue a state diploma are two completely different things. A private university may also have such a right if it receives state accreditation.
Conclusion: the state diploma can be issued by all universities, regardless of the form of ownership. It all depends on the availability and type of accreditation.

Myth 2: You can enter the budget only at a state university

Until 2012, this was the case, but now all universities with state accreditation are participating in the competition for the distribution of state-funded places among higher education institutions. If the directions and specialties are in demand and the qualifications of teachers are beyond doubt, the state does not care which university to transfer funds to train the necessary professionals - state or non-state.
If you're only considering free higher education, keep this old myth in mind and don't limit your options.

Myth 3: State universities provide a higher quality education than non-state ones

The roots of this myth must be sought in a time when all education in our country was public. We are accustomed to such an educational world order, this understanding was passed on to our children. In addition, news about the refusal of accreditation to certain private universities regularly flashes in the media.
Still, it is worth noting that the low quality of education does not depend on the form of ownership. Everything rests again on accreditation and the established reputation of the university. State accreditation guarantees the student that he will be trained not lower than the federal state educational standard (FSES). And an excellent reputation guarantees that the university will not be limited only by the standard and will try to give a greater amount of knowledge and skills.

Universities, academies, institutes

In simple terms, it makes no difference to the student which of these statuses the educational institution has. Just the word "university" indicates that the university is large and conducts training in many and fundamentally different areas of training. "Academy" says that the set of areas and specialties is tailored to a specific industry: the national economy, art, construction, etc. "Institute" specializes in one scientific or practical area. Sometimes special faculties at universities are called institutes.
Whatever the scale of the university may be, from the point of view of the law, they all provide a full-fledged higher education.

"National research" and "federal": what kind of animals?

These are special categories. public universities who are entitled to create their own educational standards (above the requirements of the Federal State Educational Standard). In addition to them, this right is traditionally possessed by Moscow State University. M.V. Lomonosov and St. Petersburg State University, as well as a special list of universities, which is periodically updated and published by the Government. In this, national research and federal research are similar, but there are also differences.

National research universities

This category is not permanent and is given to the university only for 10 years. What is important for applicants is that universities receive this status in a competitive struggle, which means that the prefix “NIU” in the name can be safely considered as a guarantee of the quality of education. And "NRU" says that the programs of the university are thoroughly saturated with research and science (integration of education and science).
There are currently 29 national research universities in Russia. This category must be indicated in the name of the university.

Federal Universities

Very large universities that were created from smaller ones to improve the personnel and socio-economic situation in the regions. Of course, these universities are also actively involved in science, but their goal is still broader.
The “federal” category is awarded by the Government out of competition, so it does not directly indicate that the university has succeeded in something. It shows that the university has many opportunities to succeed, many resources and that it has high goals for improving life in the region.

So, when choosing a university for admission in 2017, remember:

The right to issue a state diploma does not depend on the form of ownership of the university (state or non-state (private), but depends on the state accreditation of the university and accreditation of the direction of training / specialty.
You can also apply for a budget at a non-state (private) university.
The quality of education does not depend on the form of ownership of the university (state or non-state (private), but depends on the state accreditation of the university and accreditation of the direction of training / specialty, as well as on reputation.
Universities, academies, institutes are concepts that speak about the breadth of areas and specialties within one educational institution, and not about the quality of higher education.
National research and federal universities have the right to teach according to their own educational standards (higher than the requirements of the Federal State Educational Standard).
National research universities receive their status for 10 years during the competition (selection).
Federal universities were created as a result of the merger of many universities to improve the personnel and socio-economic situation in a particular region.

Higher education institutions

universities, train highly qualified specialists, scientific and pedagogical personnel for various sectors of the economy, science and culture; carry out scientific work of a theoretical and applied nature, which is the basis for the training of specialists; carry out advanced training of teachers of higher and secondary special schools and specialists employed in various industries, agriculture, culture, etc.

Some higher educational institutions are called academies (K. A. Timiryazev Agricultural Academy, military academies), higher schools (N. E. Bauman Moscow Higher Technical School, higher naval engineering schools, etc.), conservatories, schools (School-studio named after V. I. Nemirovich-Danchenko at the Moscow Art Theater of the USSR named after M. Gorky), in a number of countries - College ami, etc.

Universities train mainly specialists in the humanities and natural sciences, and some also train engineering and medical personnel; at polytechnics and other technical universities the training of engineering personnel of various profiles is concentrated; branch institutes train specialists for a particular branch of the national economy, science, and culture - agronomists, economists, lawyers, doctors, teachers, artists, actors, and others.

The concepts of "higher school", "V. y. h.” were not equivalent in different eras and in different countries. A significant difference in the levels of higher education, in the goals and methods of training specialists, in the terms of their training exists at the present time, since the development of higher education in each country is closely connected with its economic and socio-political system.

Historical essay. The highest (philosophical) schools for their time arose in the 3rd-5th centuries. BC e. in Athens and Rome. The first higher school to be called a university (in the Theodosian codex, 438) was a philosophical school opened in 425 in Constantinople. As a type of higher educational institution, universities appeared much later: in the 11th-12th centuries. in Italy (Salerno and Bologna), in France (Paris, early 12th century), in the late 12th and early 13th centuries. in Spain (Salamanca) and England (Oxford).

The first higher schools on the territory of the USSR were Colchis - 4th century, Ikaltoy, German and Gelati academies in Georgia - 11-12 centuries. In the 13th-14th centuries. Universities arose in England (Cambridge, 1209), Italy (Naples, 1224, Rome, 1303), Portugal (Coimbra and Lisbon, 1290), Spain (Valladolid, 1346), Czech Republic (Prague, 1348), Poland (Krakow, 1364) , Austria (Vienna, 1365), Germany (Heidelberg, 1386, Cologne, 1388) and others. ), Munich (1472), Uppsala (1477), Madrid (1508), Jena (1558), Geneva (1559), Edinburgh (1583), Dublin (1591), Ljubljana (1595), etc.

In 1579, the Vilnius Academy was opened, endowed with university rights and privileges (later reorganized into a university).

In the 1st half of the 17th century. universities are created in Cordoba (1613), Amsterdam (1632), Budapest (1635), Cambridge - Harvard College (1636). The Kiev-Mohyla Academy was founded in 1632, the Lvov University in 1661 and Zagreb University in 1669, and the Slavic-Greek-Latin Academy in Moscow in 1687.

At the end of the 17th - beginning of the 18th centuries. the general progress of knowledge necessary for the needs of material production, trade, navigation, the emancipation of science from the power of religion, the formation of the natural sciences, the achievements of mathematics, physics, astronomy, the rapid growth of industry and culture contributed to the development of universities (Yale, 1701, Caracas, 1725, Havana, 1728, Göttingen, 1737, Pennsylvania, 1740, Columbia in New York, 1754, Bonn, 1786, etc.) and led to the organization of higher specialized schools for that time: the School of Mathematical and Navigational Sciences in Moscow (1701), the Naval Academy in Petersburg (1715), the Higher Mining School in Ostrava (1716), the National School of Bridges and Roads in Paris (1747), the Freiberg Mining Academy (1766), the Mining School in St. Petersburg (1773, now the Leningrad Mining Institute), the Surveying School in Moscow ( 1779, the history of the Moscow Institute of Geodesy, Cartography and Aerial Photography and the Institute of Land Management Engineers, the Medical and Surgical Academy in Peter burge (1798). In 1725, the first Russian university was founded at the Academy of Sciences in St. Petersburg - the Academic University, and in 1755, on the initiative of M. V. Lomonosov, Moscow University.

With the development of capitalism and large-scale machine industry in the 19th and early 20th centuries. universities, engineering and other specialized universities were established in many countries of the world, for example, universities: in Buenos Aires (1821), Toronto (1827), Athens (1837), Santiago (founded in 1738, reorganized in 1843), Montevideo (1849 ), Sydney (1850), Zurich (1855), Bombay and Calcutta (1857), Bucharest (1864), California (1868), Tokyo and Stockholm (1877), Algiers (1879), Beijing (1898), Cairo (1908) and etc.; polytechnic institutes in Athens (1836), Delft (1842), Budapest (1856), the Institute of Technology in Massachusetts (1861), etc.

in Russia at the beginning of the 19th century. were founded: Derpt (Tartu) University (1802), Forestry Institute in St. Petersburg (1803), universities in Kazan (1804), Kharkov (1805), Lazarev Institute of Oriental Languages in Moscow (1815). The following opened in St. Petersburg: the Institute of Railway Engineers (now the Leningrad Institute of Railway Transport Engineers) - in 1809, - in 1816, the university - in 1819 (now the Leningrad University named after A. A. Zhdanov), the Technological Institute (1828). The Moscow Higher Technical School was founded in 1830. During the years of political reaction following the defeat of the Decembrist uprising (1825), the autonomy that the universities had enjoyed since the beginning of the 19th century was abolished; in 1832 Vilnius University was closed. In the next two decades, only a few universities were founded: the Institute of Civil Engineers in St. Petersburg (1832, now the Leningrad Civil Engineering Institute), Kyiv University (1834), veterinary institutes in Dorpat (1849), Kharkov (1851).

Revolutionary-democratic movement of the 60s. The 19th century, the abolition of serfdom, and the development of industry contributed to the organization of new universities: the Riga Polytechnic Institute (1862), the Petrovsky Agricultural and Forestry Academy in Moscow (1865, now the K. A. Timiryazev Agricultural Academy), Novorossiysk University in Odessa (1865), the Institute of History and Philology in St. Petersburg (1867), and others. According to the statute of 1863, autonomy was returned to the universities. In the 70-80s, despite the reaction that halted the development of higher education (according to the charter of 1884, university autonomy was again abolished), several more universities were opened: the Kharkov Technological Institute (1885), Tomsk University(1888), Yekaterinoslav Mining Institute (1889) and others, as well as the Higher Women's Courses. Revolutionary movement of the late 19th - early 20th centuries. revived the activities of higher education. The tsarist government was forced to allow student organizations, introduce the election of the rector and deans. Polytechnic institutes were founded in Kyiv (1898), St. type), the Women's Pedagogical Institute (1903) and the Pedagogical Academy (1908) in St. Petersburg, in Moscow (1911). In 1908, the People's University of Shanyavsky was opened in Moscow with private and public funds (see Shanyavsky University). However, universities still did not meet the country's needs for specialists and remained inaccessible to the people. In the 1914/15 academic year, there were only 105 universities in Russia (127,400 students), which were located mainly in Petrograd, Moscow, Kyiv, and Kharkov.

Universities in the USSR. The Great October Socialist Revolution radically changed the system of higher education, the class and national composition of the students. The Soviet government set the higher education institutions the task of preparing highly qualified specialists from the working people for work in various branches of the national economy, science, and culture. By decree of the Council of People's Commissars of the RSFSR of December 11, 1917, signed by V. I. Lenin, all educational institutions, including universities, were transferred to the jurisdiction of the People's Commissariat of Education. To help young workers and peasants complete their general secondary education and prepare for entry to universities, workers' faculties were opened, which played a significant role in changing the class composition of the student body (for example, in 1925-26, graduates of workers' schools made up 40% of all those admitted to universities).

Particular attention was paid to universities as scientific, educational, cultural and educational centers. In 1918, universities were opened in Nizhny Novgorod (now Gorky), Dnepropetrovsk, Voronezh, Irkutsk, Tbilisi, Tashkent, Baku, Yerevan, Sverdlovsk, Minsk, and others. At the same time, specialized universities of various profiles began to be created. Already in the 1922/23 academic year, there were 248 universities in the country (216.7 thousand students). In 1925, postgraduate studies were organized at higher educational institutions for the training of scientific, pedagogical and scientific personnel. In 1928, the Main Directorate of Higher and Secondary Technical Educational Institutions (Glavvtuz) was established under the Supreme Economic Council of the USSR. In 1928-30, in order to bring the universities closer to the national economy, they were transferred to the jurisdiction of the relevant people's commissariats. By the end of the first five-year plan, in the 1931/32 academic year, the number of universities in the USSR reached 701 (405,900 students). On the basis of large multi-faculty universities in the early 30s. sectoral institutes were created, for example, on the basis of the Moscow Mining Academy (founded in 1918 on the initiative of V. I. Lenin) - mining, geological exploration, oil and peat institutes, the institute of steel and the institute of non-ferrous metals and gold; on the basis of the Moscow Higher Technical School - mechanical engineering, aeromechanical, energy and other institutes. Mining and metallurgical institutes and faculties were opened in Siberia, Donbass and other regions of the country; aviation, machine-tool, transport and communications, chemical-technological institutes in Moscow, Kyiv, Kharkov, Odessa, Gorky, Rostov-on-Don, Dnepropetrovsk and other cities. Along with branch institutes, polytechnic institutes began to be created, for example, in Kuibyshev and Yerevan. Construction universities were organized in 1930. In 1932, the All-Union Committee for Higher Technical Education (VKVTO) was created under the Central Executive Committee of the USSR for the general management of technical colleges. On the basis of universities in the early 30s. more than 40 pedagogical, medical, economic and other institutes were founded, evening and correspondence faculties and departments began to be created at universities (mainly humanitarian ones), the first independent evening and correspondence institutes were opened. In the 20-30s. the activities of higher education institutions were regulated by the Regulations on higher educational institutions of the RSFSR, approved by the Council of People's Commissars of the RSFSR on July 3, 1922. In 1936, in connection with the broad development of all branches of higher education, the All-Union Committee for Higher Education was established instead of the VKVTO. In 1938, a model university charter was approved, which determined its structure and the content of its work.

The formation of the Soviet higher school is inextricably linked with the name of V.I. Lenin, its development in the 20-40s. - with the names of A. V. Lunacharsky, N. K. Krupskaya, G. M. Krzhizhanovsky, M. N. Pokrovsky, A. S. Bubnov, I. I. Mezhlauk, F. N. Petrov and other prominent statesmen and figures of public education and culture.

In the 1940/41 academic year, 811,700 students studied at the higher educational institutions of the USSR, of which 558,100 were in full-time departments, 26,900 in evening departments, and 226,700 in correspondence departments. The output of specialists in 1940 amounted to 126.1 thousand people.

During the years of the Great Patriotic War In 1941-45, the Nazi occupation caused significant damage to the Soviet higher education. Many universities were destroyed, some of the universities were relocated to the eastern regions of the country. In order to prevent a decline in the training of specialists with higher education, already in the 1943/44 academic year, more than 50 universities were opened in the eastern regions of the USSR.

In the 50s. in order to improve the quality of training of specialists, some institutions that did not have the material, technical, educational and scientific base corresponding to the new stage in the development of Soviet higher education were merged with large universities (for example, some legal and pedagogical institutes - with universities, teachers' institutes with pedagogical ones) , at the same time new universities, polytechnics and industry institutes were founded. Scientific and technological progress, automation of production, the rapid development of industry and agriculture in the 50-60s. led to the organization of universities, faculties, specialties of new profiles - in radio electronics and electronic engineering, automation and computer science, biophysics, biochemistry, etc. In Moscow, Tomsk, Kharkov, Minsk, Novosibirsk, Taganrog and other cities, specialized institutes have been opened - radio engineering, electrical engineering, engineering physics, physico-technical, electronic technology; on the basis of large industrial enterprises, technical colleges were organized. The training of personnel with higher engineering, construction, economics, chemical and technological education, specialists for the public service sector, etc. has expanded. New universities of the corresponding profile, as a rule, are created in the industrial and economic centers of the country.

In 1970, there were 805 universities in the USSR (4580 thousand students), including 457 (2671 thousand) in the RSFSR, 138 (806.6 thousand) in the Ukrainian SSR, 28 (140.1 thousand) in the BSSR, and 28 in the Uzbek SSR - 38 (232.9 thousand), Kazakh SSR - 44 (198.9 thousand), Georgian SSR - 18 (89.3 thousand), Azerbaijan SSR - 13 (100.1 thousand), Lithuanian SSR - 12 (57.0 thousand), Moldavian SSR - 8 (44.8 thousand), Latvian SSR - 10 (40.8 thousand), Kirghiz SSR - 9 (48.4 thousand), Tajik SSR - 7 ( 44.5 thousand), the Armenian SSR - 12 (54.4 thousand), the Turkmen SSR - 5 (29.1 thousand), the Estonian SSR - 6 (22.1 thousand). The network of universities included: 51 universities, 201 branch universities of industry and construction, 37 - transport and communications, 98 - agriculture, 50 - economics and law, 99 - health and physical education, 216 - education and culture, 53 - arts and cinematography.

In the 1969/70 academic year, 2,139,000 students studied in the daytime departments of universities, 668,000 in the evening departments, and 1,742,000 in absentia. transport, radio engineering and communications - 251.9 thousand, agriculture - 432.6 thousand, economics and law - 334.2 thousand, health and physical culture - 309.2 thousand, education - 1374.4 thousand ( including at universities - 489.5 thousand), art and cinematography - 41.8 thousand.

In 1970, higher education institutions graduated 630,600 specialists and enrolled 911,300 people. (including day departments - 500.7 thousand people); More than 57 thousand people studied in postgraduate studies at universities. (including about 20.5 thousand on the job), in the same year, about 15.2 thousand people graduated from graduate school. In 1918-69 the higher school trained 8.5 million specialists.

As of January 1970, St. 7.5 million people with higher education. For success in training specialists and in the development of science, technology, and culture, 93 universities were awarded orders of the USSR (1971).

The right to study in universities is guaranteed by the Constitution of the USSR to all citizens regardless of race, nationality, gender, property and social status and religion and is ensured by the extensive development of the network of universities, free education (including all types of studies), a system of state scholarships (the vast majority of students receive them). - over 70%), appointed for excellent and good academic performance. Nonresident students, as a rule, are provided with a hostel. In the USSR, there are uniform rules for admission. Higher education institutions accept persons under the age of 35 (for evening and correspondence universities and faculties - no age limit) who have completed secondary education. All applicants to universities take entrance competitive exams in subjects closest to their chosen specialty, native language and literature, as well as one of foreign languages(when applying for philological and some other humanitarian specialties). In conservatories, universities of arts and physical culture institutes, in addition, an exam in the specialty is taken. To help those entering universities, they are annually published in mass circulation. various types guides and study guides, numerous preparatory departments and courses are organized at universities, enterprises, construction sites, etc. Entrance exams to universities are usually held in August, and to correspondence and evening universities with a seasonal nature of work - at different times from October to February. Some advantages when enrolling in a university are enjoyed by persons who have at least 2 years of practical work experience, demobilized from Soviet army enterprises, organizations, collective farms, state farms, etc., aimed at full-time education, as well as those who graduated from high school with a gold medal or secondary specialized educational institutions with honors. Persons who successfully passed the final exams at the preparatory departments created at universities (decree of the Central Committee of the CPSU and the Council of Ministers of the USSR of August 20, 1969) for young people from workers, collective farmers and demobilized military personnel are enrolled without entrance exams (by the beginning of the 1970/71 academic year, about 500 preparatory departments, to which more than 60 thousand people were accepted). Foreign citizens permanently residing on the territory of the USSR enter universities on a general basis. Reception of foreign citizens is also carried out on the basis of relevant contracts and agreements.

The structure and content of the work of universities are determined by the Regulations on higher educational institutions of the USSR, approved by the Decree of the Council of Ministers of the USSR of January 22, 1969, No. 64. The Rector is at the head of the university. The educational and scientific work of the university is led by Vice-rector s. Universities consist of faculties that train students and graduate students in one or more related specialties, improve the skills of specialists in the relevant branch of the national economy and culture, and also manage the research activities of departments (see Department) that conduct educational, methodological and scientific research. research work in one or related disciplines. A number of universities have general technical faculties - for general engineering training of students, the faculty is headed by the Dean. The structural subdivisions of higher education institutions are also their branches and educational and consulting centers (See Educational and consulting centers), organized to provide educational assistance to part-time students at their place of work and residence. To consider the main issues of the activities of the university (faculty), the rector (dean) organizes a council of the university, faculty (see Council of the university and scientific institution). Councils for the award of academic degrees have been set up in higher educational institutions that have been granted the right by the Higher Attestation Commission (see Higher Attestation Commission) to accept candidate or doctoral dissertations for defense.

For the teaching staff of universities, the following positions have been established: head of the department, Professor a (as well as professor-consultant), Associate professor a, senior lecturer, teacher (See Lecturer), Assistant a, which (except for the position of professor-consultant) are replaced by competition through every 5 years (all decisions on the competition are made by the council of the university by secret ballot). In 1970, 883,400 professors and teachers worked in higher education institutions, research and other institutions of the USSR, including 21,800 doctors of science and 205,400 candidates of science.

Higher educational institutions organize the educational process according to curricula and programs that are developed by leading scientists, discussed by higher educational institution councils, and approved by the USSR Ministry of Higher and Secondary Specialized Education. Some of the largest universities in the country work according to individual plans, which allow training specialists on the basis of the best practices of the scientific schools that have developed in these universities.

School attendance is compulsory. The academic year (42 academic weeks) consists of two semesters ending with examination sessions. The weekly load of students with compulsory training sessions (lectures, workshops, seminars) is limited to 24-34 h. The course of study at universities (designed for 4-6, mostly 5 years) ends with the passing of state exams or the defense of diploma projects (works), at universities and some branch universities, along with state exams, theses are also defended. (About the content of training and organization educational process at institutions of higher education, see Higher education and articles on special education branches, e.g. Architectural education, Surveying education.)

Graduates of the university are awarded a qualification corresponding to the specialty received: physicist, radiophysicist, mathematician, chemist, physicist and teacher of physics, philologist and teacher of Russian language and literature (at the university), teacher in a certain subject (at pedagogical institutes), doctor, agronomist, radio engineer, mechanical engineer (technologist, power engineer, physicist, geologist, metallurgist, economist, builder), architect, actor, director, etc .; in 1971 there were over 400 university specialties. In terms of scientific level, this qualification is usually equivalent to the academic degree of a Master of Science (or another corresponding to it) awarded to graduates of foreign universities. Graduates of universities (regardless of the form of education - full-time, evening, part-time) receive a diploma of a single sample, giving the same rights to specialists.

Universities carry out advanced training of specialists. At 120 faculties and in 6 institutes (1971) created at higher educational institutions, advanced training is being carried out for teachers of higher education. In addition, there are 70 faculties for advanced training of specialists in the national economy. Higher education institutions have scientific research departments, problematic (in 1971 over 400) and industry-specific (in 1971 over 500) laboratories for solving the most important problems of science and technology. Research institutes and design bureaus operate within the largest universities (in 1971 there were 48 such research institutes). Significant development was received by research and design work of students. Almost every university has a scientific student society, where students, under the guidance of professors and teachers, are engaged in experimental and scientific research, abstract new scientific papers, etc. Many universities have organized student design and technology bureaus. In 1971 more than 600,000 students worked in scientific societies, bureaus, and circles. Scientific and other student societies are an effective form of student participation in research and practical work departments. They operate under the leadership of party, trade union and Komsomol organizations on the basis of self-government, development of the initiative and activity of students; their activities are coordinated by the All-Union, republican and city councils for scientific work students.

Students are involved in the management of universities - representatives student organizations are members of the councils of universities (faculties), are members of student commissions for the distribution of scholarships. Student construction teams and student clubs, theaters, ensembles, and sports societies have been widely developed in many universities (in 1971, over 1 million students were members of the Burevestnik society). All-Union student sports and athletics and various competitions are held annually. Public and scientific organizations that unite students, graduate students, faculty and other workers operate on the basis of their charters. Soviet students actively participate in the international youth and student movement. The coordinating body of the Soviet student associations of the USSR, representing the Soviet students in the International Union of Students, is the Student Council of the USSR.

The activities of universities are directed and coordinated by the republican ministries of higher and secondary specialized (people's) education, as well as the relevant sectoral ministries and departments, taking into account the characteristics and needs of the national economy of the republic or the country's sector of the economy in specialists. General management of higher education is carried out by the Ministry of Higher and Secondary Specialized Education of the USSR. Scientific works and the experience of universities are covered in the journals Izvestia of Higher Educational Institutions, Scientific Reports of Higher School and Bulletin of Higher School, in Scientific Notes and Proceedings of Universities and Institutes. In 1971, 426 high-circulation university newspapers were published. Textbooks and teaching aids for universities are published by the Higher School, Prosveshchenie and other industry publishing houses.

In 1971 about 30,000 students, graduate students, and probationers from 126 countries studied at the higher educational institutions of the USSR. Student exchange is carried out with the USA, Great Britain, France, Italy, Germany and other countries of Europe, Asia, America and Africa. In 1960, the Patrice Lumumba Peoples' Friendship University was opened in Moscow to train national cadres from the countries of Asia, Africa, and Latin America. In a number of universities, special preparatory faculties have been opened for foreign students to master the Russian language and knowledge in the volume of a secondary school.

Friendly ties between Soviet higher education and higher education institutions in many countries of the world are developing. Outstanding foreign scientists, progressive and public figures are honorary professors and doctors of Soviet universities. Soviet scientists have been elected honorary professors and doctors of universities in many foreign countries. Some of the largest Soviet universities are members of the International Association of Universities (IAU). The Soviet higher school is represented in the International Association of Teachers of Russian Language and Literature (MAPRYAL). With the help of the USSR in the 50s-60s. the Bombay Institute of Technology in India, the Rangoon Institute of Technology in Burma, the Polytechnic Institute in Conakry (Republic of Guinea), and others were built.

Higher educational institutions have also been greatly developed in other socialist countries, where, as in the USSR, they are under state control. New universities and branch institutes have been opened that make it possible to train specialists in accordance with the needs of the national economy and culture. The class composition of the student body has changed; women are trained equally with men; education is free, students are provided state scholarship, hostel.

In capitalist countries, an educational institution that trains specialists on the basis of a general secondary education is usually considered to be the highest; As a rule, there is no clear boundary between higher and secondary specialized educational institutions. Along with state institutions, many countries have universities owned by private individuals, large monopolies, religious and other communities. See Higher education, Secondary specialized education.

S. I. Zinoviev, V. G. Panov, A. N. Gorshenev.

Great Soviet Encyclopedia. - M.: Soviet Encyclopedia. 1969-1978 .

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