Unified State Exam - bugage. Elimination of higher education in one single country
If earlier children from an early age were frightened by Baba Yaga, the Gray Wolf, today they are often frightened by the terrible "beasts" of the GIA (state final attestation) and the Unified State Exam (unified state exam).
If earlier children from an early age were frightened by Baba Yaga, the Gray Wolf, today they are often frightened by the terrible "beasts" of the GIA (state final attestation) and the Unified State Exam (unified state exam).
These abbreviations are known to everyone and are associated with numerous scandals and disputes. Let's try to figure out why the discussion of the pros and cons of introducing new standardized forms of examinations has not subsided in society until now.
How did it all begin?
As a schoolgirl, I got acquainted with a new form of passing the exam. It was then called "State centralized testing of schoolchildren" and was held on a voluntary basis, for money. Since I studied at a rural school, it was interesting for me to soberly assess my knowledge, to receive an independent expert assessment. It was rumored that the knowledge of the medalist in rural areas was inferior to the level of education of urban children. Nothing like this. I passed the tests in social studies and Russian history successfully.
I remember my impressions of the test (then there was no preliminary preparation): illiterately formulated questions, limited choice of answers (I wanted to add a lot, but not), where the questions were clearly debatable, it was necessary to choose one correct answer.
By the way, the tasks of the regional Olympiad in history and social studies were more creative, interesting, required, in addition to knowledge from a school textbook, the study of additional literature, argumentation of their own opinion.
The results of the test certificate at the school did not count for me - I passed the exams orally with tickets, like everyone else. There was no corresponding decision of the pedagogical council. At the university, they did not look at them either - I took entrance tests on a general basis. Then each university decided independently to count or not to count test scores.
Thus, the state centralized testing was of a recommendatory nature both for those who passed it and for those who took it into account. The history of the widespread introduction of the unified state examination began with these tests.
"The main thing is to get involved in a fight"
Since 1998, the content of the tests has been constantly changed, supplemented, refined. The whole country joined the experiment on passing the exam. The intensity of public debate grew rapidly.
The USE was criticized for "stupid" questions, such as "What color were Natasha Rostova's eyes?" for fraudulent examination and scamming with results.
The journalists asked professors known in their fields to take tests for schoolchildren. So, looking at this question in social science: The properties and roles of a person, which he acquires only in interaction with other people, characterize him as:
1) Individual, 2) individuality, 3) organism, 4) personality
(Choose one answer)
Doctor of Psychology, Professor of the Department of General Psychology of Moscow State University, author of more than 350 publications on personality psychology Dmitry Leontyev was surprised: “Doctors of sciences have been discussing this topic for decades, and tenth-graders are required to know exactly. The answer to this question can only be reasoning. One gets the impression that the authors of these tests do not see the difference between fact, hypothesis, and experience; do not distinguish established facts from terms created for convenience of explanation. The existence of such questions speaks of the complete absence of the philosophical culture of their authors”.
The developers preferred to remain silent about the cost of development, checking the unified state exam, but their opponents threw crazy figures on costs to the masses, zealously proving that they were making a significant hole in the pockets of Russian taxpayers.
In addition, the leadership of educational institutions feared, firstly, that the teaching staff would be "taken with hostility", "scattered" from the need to retrain, change teaching methods. Secondly, they were afraid that the quality of pupils' knowledge would fall, pointed out the significant shortcomings of the "raw" tests, that in different regions of Russia pupils study in various educational and methodological complexes, which, accordingly, makes it difficult to successfully pass the exam in humanitarian subjects. after all, different authors hold different points of view on certain issues.
Rector of Moscow State University M. V. Lomonosov, Viktor Sadovnichy for a long time opposed the introduction of the Unified State Exam: "I am cautious about the absolute spread of this test and I think that for Moscow University, in principle, as the only form is not acceptable."
The majority of the population also spoke out against the introduction of new forms of passing exams, meanwhile, it was done as they saw fit. The exam has turned from a myth into a harsh reality.
From experiment to binding
Since January 1, 2009, the Unified State Exam has been elevated to the rank of a mandatory exam for all schoolchildren, the results of which must be taken into account when applying to universities or technical schools throughout the country. Student test results also began to directly influence teacher certification.
The advantages of the exam were called:
- obtaining by pupils an independent "external" assessment of their quality of training;
- performing tasks of a standardized form, including tasks with a choice of answer, as well as with a short and detailed answer, allows you to establish the level of mastering by graduates of the federal state educational standard;
- an honest and fair exam that creates an equal start for all children;
- Compliance with Western standards of knowledge testing;
- the availability of admission to the best universities in the country, regardless of the region of residence of the applicant.
The ten year experiment failed
This year, unexpectedly, Irina Abankina, director of the Institute for the Development of Education at the Higher School of Economics, admitted: “The USE showed only that the technological preparation of the state exam is outdated in our country. The scheme that we have tested and implemented since 2000 has outlived its usefulness by 2011. In terms of possession of modern technologies, the guys have overtaken us. And they undermined the ability to call the USE an honest and equal exam."
The ideology of the exam itself is outdated, its content, which does not allow the student to open up, to show what he knows and can in reality.
Teachers admit: senior classes now, by and large, do not teach to think, do not educate, there is no time and there is no need - you need to train you on the exam. Suddenly, then they will get confused in the reasoning, they will not answer the way the authors of the test think. Moreover, this even applies to part C, where it is necessary to mention a certain number of terms and draw the necessary conclusions. Teachers teach conscientiously to think in a pattern.
It is not surprising that university professors note that applicants have begun to be inferior to the generation that did not pass the USE in terms of training level - they do not know how to creatively approach problem solutions, think outside the box, do not reason, they want to get one correct answer: “You don’t say how it can be, tell me how it should be."
In addition, every year blatant facts of violation of the USE are revealed. Children cheat using the latest developments in information technology. School graduates are several steps ahead of adults in their inventions.
High school students are able to hack the base of the exam and give themselves the necessary points, using closed groups on social networks to get answers to test questions, take advantage of teachers' tips, invite students to take the exam instead of themselves (given the size of the scholarships, they willingly agree to take the exam). Catching them and catching them in substitution is difficult, because children do not take the exam at their school, without their teachers, who know the students by sight, and very few people pay attention to the passport photo.
The creators and supporters of the Unified State Exam propose to conduct it to law enforcement agencies, they say that parents, public organizations, and the children themselves should stand up for the honesty of the exam - then it will work.
The exam was initially doomed to failure
It won't work! All attempts to revive the USE, to improve the system of its protection are doomed to inevitable failure.
Supporters of the Unified State Exam will again accuse our people of illiteracy, "bastards", that any good idea will be "spoiled" with us, that they wanted the best, but it turned out as always. Pupils are idiots, what can you do? Who is guilty? Parents and school. With the reformers of the education system, as they say, bribes are smooth.
Why is this happening? Why do educational reforms fail with enviable regularity?
An exhaustive answer is given by the system-vector psychology of Yuri Burlan.
The mentality of Western European peoples is based on the values of a developed skin vector: purposefulness, reasonable economy, thrift, logical thinking, respect for the law, organization, order, discipline. Developed leatherworkers make excellent engineers, lawyers, and architects.
We have formed an urethral-muscular mentality, which creates the basis for an archetypal skin measure, so we disdain any kind of rules, standards, love freedom and say that the power is not in the law, but in the truth. Underdeveloped skin tends to steal in a petty way, to save money like Plyushkin, to snatch what lies badly, envies other people's successes.
As long as there is an archetypal skin vector in our mentality, the fight against bribery and fraud in all spheres of society, including the USE, will be similar to the fight against windmills.
Savvy skinners will find loopholes on how to get around the new law. The main activity of domestic lawyers is to find ways not to pay taxes, not to be held accountable for crimes committed according to the severity of the law. Our law, indeed, is like a pole - where he turned, there it went.
Disrespect for the law in Russia exists at all levels, as well as the desire to “take it easy” and find easy ways. All this together with the inability to organize, lack of discipline, responsibility. So, in Russian education, methodologists who check services want to find the teacher's mistakes, "crush" him in the grip of reports, point out mistakes, and not help him in the upbringing and education of children. They are looking for where to catch someone, and the administration of educational institutions is finding ways not to get caught. Teachers are looking for gaps, gaps in the knowledge of schoolchildren on the exam, and they find ways to cheat, to get a formally excellent result.
This is where the legs of such phenomena as "window dressing" grow, new Potemkin villages - for officials, delegations attending school, children are gathered for open lessons from different classes, the best ones are chosen, and the most unsuccessful children are given an "overtime day off" on this day.
They write "fake" reports, which are necessary in order "not to spoil the overall picture." With such a general approach, any attempts to transfer Western educational standards to Russian soil cannot yield positive results. They will never work the way they do in the West. We are different. You can't teach a fish to fly, but you can teach it to swim well.
Western educational standards, individualism and focus on personal results do not and will never suit us. Indeed, the best education system for our country, based on the values of the urethral-muscular mentality, is the Soviet education system. Collectivism, striving for the future, willingness to help other people, benevolence, tolerance, uncompromising attitude, hard work, focus on a common result, breadth are its distinctive features.
Muscular workers replenished vocational schools, received working professions there and realized themselves in labor. Urethralists found a place under the sun in pioneer and Komsomol organizations. Underdeveloped leather workers were scared to demonstrate their desires for fraud, miserliness, violate the established rules - they knew that they would be punished, that society would condemn and reject them as an unnecessary element.
What is happening today in our education, like everything that happens on the basis of archetypal skin, is extremely destructive for the entire state.
“My parents gave a bribe to the manager, and now I go to kindergarten,” the little one shared in the sandbox.
“Mom hired a teacher from the school to study biology with me additionally, and now instead of a four I always have five,” a familiar schoolboy rejoiced.
“The ancestors paid the right person, and as a beneficiary, they pushed me to a budget place in a university,” said one student of a prestigious university.
Education is our everything
It is also impossible to leave the current education as it is. If in Soviet times our education was the best in the world, today it remains in ruins. It requires changes, but not copying someone else's, albeit successful, experience, but creating our own system based on the characteristics of our people and the requirements of the time. The creation of such a system is the key to our future.
To be continued.
