Suchergebnisse

This work examines the current state of Russian education on the basis of data of the researches which were carried out in recent years in our educational institutions. The main attention is focused on an explanation of existing distinctions and identification of the factors influencing the training results rather than on ranging educational institutions by level of pupil preparation. Similar researches make it possible to reveal strong sides and weaknesses of Russian education and to trace a course of actions for more effective achievement of the scheduled purposes.

The purpose of the article is to analyze the essence and characteristics of the state policy of Ukraine in the field of education, in order to determine the main ways to optimize this policy in the field of educational processes. The work used a set of methods such as: content analysis, logical and semantic analysis, systematic analysis of the implementation of state policy in the field of education; axiological method and prognosis. It is concluded that, state educational policy is a systematic and deliberate activity of public authorities and public self-government in school The priority of state policy is to ensure civic, patriotic, moral and spiritual education. Among the most concrete results of the research, existing deficiencies have been identified, which are characterized by contradictions. These paradoxes can be avoided by combining regulations. Finally, the existing state policy in the field of education has a comprehensive legal framework, but needs constant updating.

This article is devoted to a comparative analysis of the basis for youth education concepts of political, patriotic and civic education. Today, the problem of integrating the educational component into the system of state policy in the field of higher education and state youth policy is of high relevance, that's why the problem of youth education are widely presented in scientific discourse. The most political science studies are devoted to patriotic education and less to civic education. As a result, Russian social and humanitarian scholars examine exclusively the theoretical, methodological and instrumental foundations of these areas of educational activity. At the same time, the political education is poorly studied both at the conceptual and methodological levels, which is associated with the reduction of the political component in educational processes for a long time.