With whooping, booing, and bold, fiery whistles, we’re pushing out the “notorious” Bologna system, which, for the brief time it’s been in existence (since the beginning of the 21st century), has been utterly repulsive in our field of education. us, because he raped our selves. Furious at the elimination of all that is foreign, the fanatics of selfishness began to eagerly look around – what else were they supposed to shatter apart from what was supposedly “not inside us”? Yes, there are still exams. Atu and he too! Because the Russian land does not accept him. No matter how you put it, it doesn’t accept the “urban tile” that still needs to be replaced next year.
Until the end of February, there seemed to be no problems with the Bologna system, where we either got started or got rid of these external troubles, and we tried to “grow”. Although the Mayan patriots never ceased to attempt to discredit this system in every possible way. By the way, the same misfortune happened to him, which some are now trying to use as a pretext for attacks on the Unified State Exam. As a result, this system, as it should be, was implemented in several places until the very end.
This is the same as simplifying Uncle Vasya’s locksmith to our level because we bought some foreign technology and didn’t want or couldn’t comply with all the regulations. So here too.
In fact, what can be expected of half-poor teachers who teach on grades of the last century? Jumping from one rate to the next and a third in search of part-time employment. Trying to train “technicians” on laboratory equipment since the time of Tsar Peas. In the notorious “per capita financing” conditions, where it is possible to get rid of an unsuccessful and stupid student only if he abandons himself or if an accident happens to him. And in the humanities (at least, where very good programs and courses have emerged that correspond to the international level), they have recently been subjected to relentless regulations for the “purity of the general line.” There are fewer conjunctures in the basic sciences, thank God, and the laws of physics and mathematics are known for their determination. However, as in all higher education, there was a growing problem with the quality of candidates entering universities.
And no Bologna system can function properly for all the universities in our country, where non-formal education is still not recovering from ever-increasing degradation and, to say the least, the level of vocational training of university professors is not growing. let’s say the same “no prestige job”. At the same time, the system as a whole worked in the most advanced universities, and where it did not work, it was the “enforcers”, not the fault of the system.
Now the same mistake, shouting in agitation: “Down with it! Damn!”, some want to repeat the exam. As a rule, they do not understand this and are driven by purely opportunistic motives: firstly, they say that all this is “imposed on us from the outside” (inspired by “stupid American tests”), therefore they are subject to brutal importation. substitution. It is necessary to go back, the detractors of “foreign borrowing”, the “good old Soviet system” are bubbling, it would be even better if some students had previously spent a sleepless night typing and cramming spurs while Shurik was pulling out a ticket. dear Lida’s company. Second, people don’t like it. The latter is often a strong, armor-piercing argument. It would always be nice to be guided by the principle: Vox populi, vox Dei.
From the very beginning of its implementation, the USE was indeed not supported by more than a third of respondents. Many are guided by the stereotypical arguments of opponents of such exams, without getting to the heart of the matter or even trying to understand it: all this is coaching and stupid congestion, moreover, this is stress for schoolchildren. , has been equipped with sadistic conditions to run tests in recent years. They don’t have to change to uniforms with diapers just yet to ban toilets altogether. And there are still places where the number of students in a hundred points is almost equal to the number of graduates of the school.
Most people who talk about the harmfulness of USE actually either have no idea about it or rely on someone else’s opinion, or are subject to subjective perception because it was their own unlucky child, or these children were unlucky. work hard. And in this second one, of course, only USE is to blame and no one else is to blame.
Those who have passed the exams on this form recently and did not score 100 will of course prefer something easier or something that is not burdensome at all. But then how valuable are their ideas? It is not surprising that the USE is perceived much worse by participants who have not completed secondary and secondary specialist education, and that those who enter the university thanks to this system perceive it better than anyone else. At the same time, as a rule, in all surveys, the overwhelming majority rejects USAGE in the effectiveness of assessing the knowledge of the examiner (this skepticism is noticeably lower among highly educated people). Moreover, the majority of respondents are, as a rule, skeptical of the main arguments in favor of USE – it has made higher education much more accessible to people in the provinces and has improved the general training of higher and secondary specialists and specialists.
And all because the Unified State Exam, analogues of which are successfully operating in dozens of countries around the world, is certainly not more stupid than ours, since it contributes to the training of specialists, it does not work as it should. As with the Bologna system, it simply threw, breaking some of the technology. Why should we be surprised that it doesn’t work? At the same time, university teachers state quite unanimously that, as a rule (if we are not talking about some highly corrupt regions), those who score high on the Unified State Examination do better than those with lower scores at the university.
But let’s even consider the so-called “equal opportunity” for children from provinces and big cities. What equal opportunities will there be if more than fifty leading universities organize additional exams? They are run according to the good old Soviet formula, which is heavily involved in subjectivism and corruption. Teachers who take oral or written exams under the pretext of fighting corruption in the field (when taking the Unified State Exam), simply weed out objectionable people or drag thieves away. I remember how it was in those glorious times – the “dean’s list”, the “rector’s list”, the individual demands of dignitaries. Of course, the return to such a system is full of lobbyists.
As for the poor quality of education, see Point A: This is suitable for a class of 30-40 people, most importantly, the quality of school teachers who can neither do nor care for the modern level of teaching to be too modest. money prefers to lecture and train for the exam. They are also obsessed with Kafkaesque journalism and have to spend a lot of time and energy on endless correspondence, electronic diaries, and other scumbags in conversations with crazy moms.
Corruption in passing the exam did not disappear either. But is the exam itself the culprit?
Mass perception as a slightly more complex (but still stupid) version of the “how to become a millionaire” game has long been outdated. The current USE is very difficult rather than very simple, and should be regarded more as victims of the humiliating education system than grateful students. And another shortcoming of USAGE in its current form is that you can, in principle, be trained accordingly. That’s what they’ve been doing in the last year or two at school. Whereas, if this school and its average teachers could be qualitatively prepared to pass the final tests throughout the entire study period, could give full qualitative systematic information, then such problems would not exist. And it turns out that graduates are trained purely mechanically at the last moment, they do not have the necessary background (baggage of knowledge), often do not understand the essence of the matter.
Finally, last. Modern tests at leading universities are no longer standard task lists that can theoretically be played around with answers or dragged into “typical tasks”. This is already something like a “dialogue” between the AI and the person being tested. By analogy with the same game “How to become a millionaire”.
The AI in the computer is adjusted to the specific level of the test taker each time. When he finds a gap in a particular subject, he immediately asks another question on that subject. Therefore, each test taker receives their own individual list of questions. However, the objectivity of the assessment remains. In principle, this is what we should strive for. And don’t try to ride a time machine to bring us back to “glorious Soviet times.” As a result, as you know, the country lost the world technological race. And having “thrown a big bolt” into the entire education system, as well as science, now it continues to lose even more and lag behind.
The author expresses his personal opinion, which may not coincide with the editors’ position.