REPORTS OF THE ACADEMY OF SCIENCES, 2007, volume 416, no. 4, p. 538-542
GEOCHEMISTRY =
EVALUATION OF CONDITIONS FOR THE FORMATION OF MINERAL MEGASYSTEMS BY THE METHOD OF THERMODYNAMIC SIMULATION
K. V. Chudnenko, O. V. Avchenko, and I. A. Aleksandrov
Presented by Academician V.V. Reverdatto September 20, 2006 Received September 28, 2006
Currently, the assessment of temperatures and pressures for the formation of mineral associations and fluid composition is mainly based on the phase correspondence method. This method is the calculation on a thermodynamic or experimental basis of a certain stoichiometric mineral reaction, minal ratio or complex of such reactions, with the help of which estimates of the PT conditions and the fugacity of volatile components are found.
At the same time, there is a fundamentally different way in solving the problem of geothermobarometry, based on finding the minimum of the Gibbs free energy of a physicochemical system on a set of certain restrictions. The development of a method for minimizing the thermodynamic potential for geothermobarometric purposes led to the formulation of the problem of geothermobarometry in a non-equilibrium set of mineral systems with or without the participation of fluid as an inverse problem of convex programming. The implementation of the proposed approach in application to the modeling of mineral associations in metamorphic rocks of the granulite facies was outlined in the work. The performed study made it possible to demonstrate the determination of the oxidation potential in such mineral associations, in which the determination of oxygen fugacity by the phase correspondence method is either impossible or difficult. In the present work, the minimization method in the geothermobarometric formulation is developed for the case of solving the problem, when there is a set of samples from interbedded rocks of different composition, and there is confidence that the mineral associations
tions are formed at close values of temperature and pressure. The possibility of including in the model several samples of interbedded rocks of different compositions, containing different mineral associations, which were formed under similar PT conditions, will allow one to obtain the most reliable temperature and pressure estimates.
Thus, in general terms, a geothermobarometer can be represented as a multi-reservoir model consisting of k systems, k e K, where K is a finite set of considered systems (samples). In each system, a dk-known (observed or experimentally determined) vector of molar quantities of phases of the k-th system is determined. In other words, the vector dk is the quantitative mineral composition of the rock. The vector element dk - (dka) is the molar amount of the phase with index a:
dka, aeFk, k e K,
where Ф,; - is the set of phases of the k-th system.
Let us set the area of temperatures and pressures, to which the values of the desired temperature belong
T and pressure P. Denote by 0T = (T, P) the two-element vector of temperature and pressure. Then a priori the given area can be denoted as:
De = (0/0-< 0 < 0+}, где О- = (Г, P)T и 0+ = (T+, P+)T -нижние и верхние границы задаваемых интервалов по температуре и давлению. Конечную выборку
vectors 0 from D°0 will be denoted by D0 with D0.
Finding the optimal value of the vector 0 is associated with the need to solve the inverse problem of convex programming, i.e. determining such a temperature and pressure that minimizes the criterion function - the sum of the squared deviations of known (given) and calculated at various values of temperature
Institute of Geochemistry. A.P. Vinogradov, Siberian Branch of the Russian Academy of Sciences, Irkutsk
Far Eastern Geological Institute of the Far Eastern Branch of the Russian Academy of Sciences, Vladivostok
temperatures and pressures of the molar quantities of the phases of the system:
/ - xk)2 * xv) J
k e K, be De, (1)
хв - vector of molar quantities of phases, determined as a result of solving the v-th direct problem of convex programming minimizing the reduced isobaric-isothermal potential
G(xkv) of the k-th system with De fixed in e, kk is the vector of normalizing coefficients of the k-th system. The vector element Kk is also defined as
dka: Kka, a e F, k e K. The vector of normalizing coefficients makes it possible to take into account the influence in the criterion function of different-caliber values of the molar quantities of the phases of the systems (their differences can reach several orders of magnitude) by giving all phases the appropriate weight factors. We will assume that always % > 0.
Thus, the solution of the inverse problem is reduced to solving a series of direct problems presented in parametric form, which allows one to identify the parameters (temperature and pressure) that minimize the desired criterion function on some finite sample set of optimal
values xkv induced by a finite sample set of parameters in e De. At a selected point in the PT-region, the equilibrium composition of all rocks of the considered non-equilibrium metasystem is calculated, each of which, according to the principle of local equilibrium, corresponds to its own minimum Gibbs free energy. Based on these calculations, the integral criterion function (1) is calculated. The search for the minimum of the criterion function is carried out using the golden section method. It should be noted the high reliability, reliability and economy of this method in solving deterministic problems.
From a computational point of view, there is no guarantee
that the resulting optimal solution хв will be unique with respect to the parameter vector в, which is especially typical for systems with a fairly wide PT-region of stability of any particular paragenesis (Fig. 1). Therefore, it is extremely important to consider several mineral systems at once in one area of the metamorphic stratum, represented by rocks with different compositions of coexisting minerals. Determining the optimal value of the criterion function in this case will represent the minimum of the total value of the calculated functions for all k systems. The more diverse the composition of the presented rocks (systems), the higher
5000 6000 7000 8000 P, bar
Rice. Fig. 1. Stability fields of individual mineral associations of metamorphic rocks of the OG-6 outcrop in PT coordinates: a - sample. 6-8; b - arr. 6-5; in -arr. 6-6; Mr. arr. 6-2; d - arr. 6. It is clearly seen that the mineral association of metapelitic gneiss (samples 6-5) is stable in a very small PT region, compared with the mineral associations of amphibolites (samples 6-2 and others).
Table 1. Mineral associations in metamorphic rocks from outcrop OG-6
No. arr. Rock Mineral associations Note
OG-6 Garnet amphibolite Gr + Hb + P1 + 0 + 11m Very little secondary B^ is Ap,
OG-6-2 Amphibolite Hb + P1 + 0 + 11m There are Brb, Ap, SN
OG-6-5 Biotite gneiss Gr + Bi + Р1 + 0 + 11t Present Ar, O1, Mz, late
OG-6-6 Garnet-biotite gneiss Gr + Hb + Bi + P1 + 0 + 11m There are Ap, O1, 7d, late Yuz.
OG-6-8 Garnet amphibolite Gr + Hb + P1 + 0 + 11m Presence of Ar, very little probably late
Bi and Yuz, SY, Ru.
Note. Gr - garnet, Hb - amphibole, P1 - plagioclase, Bi - biotite, Q - quartz, Ilm - ilmenite, Ap - apatite, Zr - zircon, Sph - sphene, CH - chlorite, K^ - potassium feldspar, Ot - orthite, Py - pyrrhotite, Mz - monazite.
Table 2. Chemical compositions of metamorphic rocks from outcrop OG-6 on the right bank of the river. Gilyuy
No. arr. syu2 TiO2 A12O3 FeO Fe2O3 MnO MgO CaO Na2O K2O H2O- P.p.p. Р2О5 Amount
OG-6 51.81 0.67 15.00 9.08 2.10 0.00 8.48 8.99 1.72 0.61 0.88 0.35 0.19 99.88
OG-6-2 50.14 0.84 13.98 10.11 3.06 0.45 6.65 10.21 1.98 0.99 0.04 1.00 0.19 99.64
OG-6-5 61.08 0.91 17.25 6.25 0.57 0.10 2.85 2.82 3.33 2.53 - 0.77 1.33 99.79
OG-6-6 65.09 0.42 15.52 3.76 - 0.04 2.52 6.09 4.02 0.73 - 0.14 1.08 99.41
OG-6-8 50.69 0.89 15.62 10.17 2.37 0.16 6.88 9.03 1.91 0.54 - 0.15 1.57 99.98
Note. Rock analyzes were carried out at the Far Eastern Geological Institute, Far Eastern Branch of the Russian Academy of Sciences, analytical chemist L.V. Nedashkovskaya.
the probability of obtaining a unique solution for temperature and pressure, taking into account the integral nature of the criterion function.
We will show the possibilities of the method using the example of one well-studied outcrop of metamorphic rocks on the right bank of the river. Gilyui, where we observed an interbedded member of volcanogenic-sedimentary rocks metamorphosed under conditions of amphibolite facies. These rocks belong to the Ilikan series of the Stanovoy metamorphic complex, which forms the structural-facies zone of the same name in the central part of the Dzhugdzhur-Stanovoy block. The age of metamorphism in this region, according to indirect data, is estimated at 1.9 billion years.
The studied samples are represented by amphibole–biotite, garnet–biotite gneisses, amphibolites, and garnet amphibolites (Table 1). The thickness of individual layers containing different mineral associations varies from meters to tens of centimeters. Chemical analyzes of rocks are given in Table. 2. All mineral associations were studied by I.A. Aleksandrov on the JEOL-8100 microprobe at the Far East Geological Institute of the Far Eastern Branch of the Russian Academy of Sciences. Chemical analyzes of the minerals that make up the mineral paragenesis can be sent to interested readers upon request. Calcium-rich amphibolites and garnet amphibolites are represented by four types of rocks (Tables 1, 2), while calcium-poor rocks are represented by one sample of garnet-biotite gneiss (sample OG-6-5, Tables 1, 2).
The problem was formulated as follows: to find probable estimates of the RT in the considered non-equilibrium megasystem of metamorphogenic mineral associations formed at close values of the RT, if the approximate molar (volume) amounts of minerals in each mineral paragenesis are known. At the input to the problem, the chemical composition of the rocks from Table 1 was specified. 2, the molar amounts of minerals in each rock, and the range of RT was chosen, in which the search for optimal RT values should be carried out, provided that their values are close or the same in each mineral association.
The calculation was performed using the Selektor-S software package. The range of the desired parameters: 500-720 ° C in temperature and 4000-80
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Kuchma A.S., Khudolozhkin V.O. - 2015
V. A. Bychinskii, M. I. Kuzmin, A. V. Oshchepkova, E. P. Solotchina, and K. V. Chudnenko - 2015
First stage The development of individual intercultural sensitivity corresponds to a universal model of education, in which there is a denial of cultural differences - this is a one-cultural education, universal for all students, for example, Eurocentric. At the same time, the problem lies in the fact that such education implicitly imposes on representatives of cultures of different minorities the idea of being second-class, of the harmfulness of their cultural identity.
second stage correspond to such models of education, in the process of implementation of which there is an active struggle against cultural diversity. These are assimilation, segregation and compensatory models of education. The assimilation model suggests that students who are representatives of national minorities should be freed from their ethnic identity and would only be included in the national culture in this way, so the educational process excludes the use of the native language or other elements of the children's ethnic culture, recognizing them as "harmful" for school performance.
segregation model justifies the creation of special ethnic schools or classes for students of minority groups based on the fact that these groups have specific genetic and psychological characteristics that do not allow them to master the material together with students of the majority group, the creation of special correctional classes allows students to get at least some education and a more or less good profession.
Compensatory educational the model suggests that education should compensate for the sociocultural deficit that inevitably arises in the families and social environment of children of certain ethnic groups, such as gypsies, which consists in the insufficiency of instilling knowledge and cultural skills for successful schooling. The latter model is often applied to the education of immigrant children when teachers, considering such children "mentally disabled", begin to use remedial teaching methods and label these children as "disabled student". Another result of using the compensatory learning model is that school failure is attributed to the native language and culture, which interferes with better performance in a school that uses an exclusively dominant language and a more "advanced and advanced" culture.
Educational models of types I and II pursue the goal of creating a homogeneous society - a "single nation", a "melting pot", when various ethnic groups are absorbed by a society that is relatively homogeneous, and the culture of the dominant group is imposed. This approach is based on the idea that developed societies should strive for universal rather than private values, while strong ethnic feelings provoke division and separatism.
Third stage development of individual intercultural sensitivity of education corresponds to the model of transcultural education, which refers to the transcultural - in this sense, educational strategies seek to develop universal universal elements, such as the values of respect, peace, justice, environmental protection, human dignity, autonomy, etc. With all the undeniable advantages of transcultural education, the problem arises that the world appears to be unrealistically uniform, while in reality it is very heterogeneous and fragmented. According to A. Porter, the danger of the persistently introduced transcultural education in Europe lies in the fact that the specific social and cultural identity of each person is missed. Another possible danger of transcultural education is the danger of stagnation. Constantly occurring processes of social change are ignored, actual cultural differences are not taken into account. One of the consequences may be the actual encouragement of the pedagogy of assimilation of minorities.
The traditional model of education is a model of systematic academic education as a way to transfer to the younger generation the universal elements of the culture of the past and present.
The term "traditional education" means, first of all, the class-lesson organization of education, which developed in the 17th century on the principles of didactics formulated by Ya.A. Komensky, and which is still predominant in the schools of the world.
Distinctive features of the traditional classroom technology are:
- · students of approximately the same age and level of training make up a class that retains a basically constant composition for the entire period of schooling;
- The class works according to a single annual plan and program according to the schedule. As a result, children must come to school at the same time of the year and at predetermined hours of the day;
- The main unit of study is the lesson;
- The lesson, as a rule, is devoted to one subject, topic, due to which the students of the class work on the same material;
- The work of students in the lesson is supervised by the teacher: he evaluates the results of studies in his subject, the level of learning of each student individually, and at the end of the school year decides to transfer students to the next class;
- Educational books (textbooks) are mainly used for homework.
Most often, traditional education is used in secondary schools and is practically the main form. This type of training involves providing students with knowledge and certain skills. There is a study of educational material, and then a check of what has been learned and an assessment based on the results of the check.
This method has a number of significant drawbacks. The volume of knowledge in each discipline is growing. Routine study of the material has already become ineffective. It is impossible to transfer all the material through personal communication. Therefore, it is necessary that the trainees independently find a piece of information that will additionally replenish knowledge.
The fundamental difference between the modern education system and the traditional one lies in the specifics of its technological subsystem.
This technological element is extremely underdeveloped in classical education, which relies mainly on face-to-face teaching and printed materials. Modern education uses a rich arsenal of new information technologies.
A very common misconception among specialists in the field of education is the idea that the use of computers and telecommunications, new technical means in the educational process is the only thing that is necessary for the modernization of education. From this point of view, it is enough to put computers, telephones, video cameras, satellite dishes and other equipment in classrooms, teach teachers how to use it, and the main problems of education related to its quality, mass character and efficiency will be solved. But the use of new information technologies (NIT) in the educational process leads to radical changes in only one subsystem of education - technological, while its other subsystems do not change significantly.
Modern models of learning organization reflect the psychological patterns of the educational process, including those of students of different ages and in different conditions.
In pedagogical practice, a classification is often used according to the content and nature of the contradictions of the educational problem, which is solved by modern models of the organization of education:
- Mismatch between students' knowledge and new information;
- Multiple choice of a single optimal or correct solution;
- · The novelty of practical conditions lies in the use by students of their existing knowledge;
- · The contradiction between a possible theoretical way of solving a problem and its inexpediency or impracticability in practice;
- · Lack of theoretical substantiation of the result achieved in practice.
According to the classification, modern models of organization of education are evidence of the variability of the implementation of the educational process, the ability to take into account the peculiarities of the individuality of students, the conditions for the educational process; models of education as a state organization, traditional model of education, model of developing education, phenomenological, non-institutional, rationalistic.
Models and technologies of the educational process are constantly changing, and today the problematic process in the development of learning belongs to the traditional type at the present time. The traditional learning process is feasible in the form of an andragogical or pedagogical model.
When we talk about the model and technology of learning, we mean a systematized complex of activities of the teacher and the student. It is also necessary to take into account such important components of training as content, means, sources, methods and forms.
It is known that the change of the system occurs when its elements change. The system-forming factor in the pedagogical process is its goals. The very essence of the process depends on the goals set. If the goal is to form new knowledge, then the process of the educational process has an explanatory and illustrative character; in the formation of independence in cognition, the process bears the features of problem-based learning. If the goal is to develop the individual personal qualities of the student, then such a process is a true developmental, a real holistic process of problem-based developmental learning.
In its genesis, the process of education went through several stages. Starting from the model of dogmatic learning, further explanatory - illustrative, and ending with a model of a problematic developing type. And at the same time, the integrity of the training became higher and higher. The main meaning of the integrity of the problematic developing educational process is in the subordination of its functions and parts to the main task: the harmonious development of the individual, the formation of a holistic person and the upbringing of the individual.
Ways to change the educational process are aimed at supporting the child's initiative, teaching the skills of cooperation, communication, expanding experience, and forming the student's independence.
Each of its subsystems is itself a complex whole, consisting of a number of interconnected elements. Let us define the links between the main elements of the pedagogical subsystem, both among themselves and with other subsystems, in order to reveal the unified nature of education management, based on modern computer and telecommunication technologies.
The basis of the educational process is the subject of study, its content, which determines the totality of knowledge, skills and abilities that the student masters. This element of the pedagogical system determines what teachers teach.
In order for students to master certain content, a number of training courses are developed, based on the training program, a set of means to achieve the goals and objectives of these programs, as well as to monitor the results of this process, etc. This element is associated with the design and development of training courses.
Courses should not only be designed in detail, but should be appropriately provided for study. Therefore, an element of the pedagogical subsystem associated with the delivery, provision of courses is singled out. This provision assumes a certain learning environment, which is an important component of the pedagogical process.
And, finally, this process involves the constant maintenance of links between teachers, students and all other people involved in it, as well as between them and the means they use. The establishment and maintenance of such links, the organization of the educational process is a separate element of the pedagogical system.
So, the main elements of the pedagogical subsystem are associated with the following activities:
- - determination of the content of training;
- - design and development of training courses;
- - provision, delivery of training courses;
- - creation of a specific learning environment;
- - organization of the educational process.
These elements can also be distinguished in the traditional educational process, but both the nature of the activities associated with them and the relationships between these elements differ significantly in the case of education based on the NIT. Many fundamental differences come from the fact that if in traditional education training courses are provided mainly through printed materials and direct, face-to-face, group or individual training, then modern communication technologies open up many new ways of delivering, providing educational material to students. The choice of one or another method of delivery essentially depends on the content of the educational material. The content and delivery of material largely determines how courses are designed and developed, although these activities can have the opposite effect and lead to adjustments in both the delivery methods and the selection of learning material.
If traditional education was mainly held in classrooms, then the environment of NIT-based education can also be an appropriately equipped workplace in the enterprise, and a special training center; the learning environment (which is very important) can be created right at home, based on, for example, a personal computer and modern telecommunications.
The educational environment significantly influences the design and delivery of training courses. Naturally, the organization of the educational process in such an educational system will differ significantly from the traditional one.
Any pedagogical activity in the field of education based on NIT is closely interconnected both with its other types, and with the work of information technology specialists, training organizers. In difficult conditions of financing education, the success of any activity in this area is largely determined by its connection with the economic subsystem. On the other hand, the technologies used, the content of educational material, methods of its delivery significantly affect the development of the economic subsystem of education.
The development of computer and telecommunication technologies is one of the leading factors in the formation of a new educational system. Their continuous improvement at an unprecedented pace in recent decades stimulates and accelerates innovation in this area.
However, new information technologies are introduced into the educational process largely by accident, simply because teachers have access to some of these technologies. Thus, the literature on distance education is dominated by simple descriptive reports on the use of one or a number of telecommunication technologies in the educational process, from which it follows that the authors were attracted by the very possibility of using modern technologies in the field of education. It also follows from these reports that new technologies are often applied in education without any analysis of the effectiveness of their use. The very fact of their use is important.
It should be noted that the comparison of the effectiveness of distance education with traditional education began more than half a century ago in connection with the development of its first form - correspondence, when communication between the teacher and the student takes place mainly not face to face, but is mediated by written materials, often sent by mail. The development of such new forms of distance education as open education, as well as tele-education, in which modern means of telecommunications are used for interaction between the teacher and the student, is sometimes accompanied by comparisons of the effectiveness of distance and traditional education. Most often, with such comparisons, the result of education, its quality is measured by means of examination marks.
Often a comparison of the effectiveness of traditional education and education based on computer and telecommunication technologies is based on the assumption that the limitation of direct contact between the teacher and students, the mediation of this interaction by technical means inevitably leads to a deterioration in the quality of education.
First of all, when choosing a technology, it is necessary to proceed from the notion that teaching in a traditional classroom is not necessarily the best way to deliver courses today. Moreover, the educational model, in which the interaction between teachers and students is largely built on the basis of modern computer and telecommunication technologies, can in principle be more effective than the traditional one.
It is not the technologies themselves that are important, but how well the training course is developed and provided, how adequately the educational process is organized. The quality of pedagogical activity determines the result of education, and not the type of communication technologies.
Therefore, the main question when choosing information and communication technologies is not which of them obviously leads to the best result of the educational process, but how to optimally design and organize this process, how to ensure adequate connections between its elements and components.
Education ten years later: what it will be
Recently, the program "Model for an Innovative Economy: Russian Education - 2020" was presented at a seminar at the HSE. Among its developers are HSE Rector Yaroslav Kuzminov, Head of the Department of State Policy and Legal Regulation in the Sphere of Education of the Ministry of Education and Science of the Russian Federation Igor Remorenko, Director of the HSE Institute for Education Development Boris Rudnik, as well as Isak Frumin, Lev Yakobson and others. The new model is based on the possibilities of developing an innovative economy in Russia and seeks to correlate domestic trends with global ones.
“The result of the discussion of the development strategy of Russia until 2020 will be a concept provided with long-term financial and organizational resources,” said at the opening of the seminar SU-HSE Rector and one of the developers of the "Model of Russian Education until 2020" Yaroslav Kuzminov.– Those who participated in the formation of the relevant sections of this document saw a new task ahead of them – to describe and evaluate the model of education development focused on the innovation economy. And we present you the result of our work.”
What is an innovative economy?
- The country's leadership unambiguously spoke in favor of the innovative development of our economy. Other scenarios were also considered, including the commodity one. But only the approved option increases the stability of our society.
This approach assumes maximum flexibility and non-linearity of all forms of production and social sphere in which a person rotates.
In the 50-70s of the last century, a graduate who entered the enterprise could count on a predictable path of a production career. In an innovative economy, everyone should focus on changing jobs many times. Throughout your working life, you need to review the local points of your career several times, deciding what else to learn, what is more beneficial for social and personal development.
For some time we brushed aside the positive side of the teachings of Karl Marx, - said Yaroslav Kuzminov. - It was based on the fact that society is consistently moving towards a creative person, for whom his own work is a source of development. The last 20 years prove that Marx was not wrong: the future belongs to creative specialists.
For people of the innovative economy, it is not a once-mastered profession that is important, but the ability to adapt, to learn throughout life. Today, up to 40% of GDP in developed countries is created by such workers.
In countries with innovative economies, an open market for educational programs and modules is emerging, expanding the choice. The rigid framework of the existing state of affairs with the programs established by the standard is beginning to blur. Previously, the educational system was aimed at the successful mastering of the standard by the main group of students. Now the free search for knowledge is being rehabilitated.
An increasingly important role is played by non-systemic educational institutions: Internet media, reference sites, educational sites of manufacturers and distributors, reference and abstract sites, sites and services of tutors and private consultants, and many others.
As a result, the teacher loses the psychologically supporting monopoly on assessing the knowledge and results of students.
We live in a situation of an information explosion: the volume of potentially useful information far exceeds the possibilities of their development. The culture of knowledge acquisition, on which traditional pedagogy was built, is being replaced by a culture of search, discussion and renewal. Today, in Russia, almost all didactic developments on which the school and part of vocational education are based are devoted to the technology of assimilation of information. A lot of excellent teachers have made a name for themselves on this. But this is a dead end path for Russian education.
Dossier |
The main characteristics of the innovation economy Maximum flexibility and non-linearity of organizational forms of production and social sphere. Inclusion of the processes of obtaining and updating knowledge in all production and social processes. Reliance on human talent, creativity and initiative as the most important resource for economic and social development. Multiple, often unpredictable changes in technology (including social) in short periods of time. Changing the foundations of social positioning: from material capital and a once mastered profession to social capital and the ability to adapt. |
What will the new teacher be like?
According to Ya. Kuzminov, the face of the teacher is changing in the innovative economy. He is not only an educator or a provider of knowledge. An effective teacher should become a researcher, consultant-project manager.
It is traditionally believed that a teacher in a university is a researcher, and in a secondary school, an educator. But now, both at the university and at school, creative competencies are beginning to prevail over didactics: a lot of time is devoted to searching for new information.
The most promising teacher of the future is a consultant on personal educational trajectories. And therefore it will be much more productive to transfer the training of school teachers to the level of master's programs formed at the leading classical universities.
The new model of the educational market is taking shape in such a way that educational institutions are losing their former isolation. The educational environment is already saturated with advanced equipment. There is a diffusion of labor markets: a teacher can work in different places, enter other areas of activity without losing his profession.
Which university will the vocational school student go to?
Since the beginning of the 1970s, the low assessment of primary and even secondary vocational education has been exacerbated in Russia. In fact, in our country they began to reject any possibility of a career as a specialist after a technical school. The salary of workers with a higher professional education in Russia is ten or more times higher than that of a person with a secondary professional education (in OECD countries - no more than twice!).
90% of Russian parents consider it necessary to give their child a higher education. Urban culture and economics severely limit what people can do without it. Society is ready to talk, trust, promote only a university graduate.
As a result, the first stage of higher education has actually become a new social standard, a continuation of general education, which pursues the goal of advanced socialization.
Russia today has one of the highest enrollment of young people in higher education in the world. However, the average Russian's years of study are much shorter than expected in OECD countries. The non-obligation of pre-school education and the shorter period of stay at school affect (the discussion about the 12-year-old has died down).
In our opinion, the increase in general education, which in many countries occurs at the expense of high school, in Russia is more expedient to carry out in the university sector, fixing only the actual state of affairs. We will gain much more by lengthening the school than by giving the university the function of general education.
Universal higher education does not mean that all graduates of educational institutions will go to universities and study there for four years. Degrees and diplomas can be collected in the system of continuing education for a long time, obtaining certificates on individual modules.
The NGO system and part of the technical schools should be transferred to training centers that will begin to teach professional competencies. It will be possible to master them in modules in a short time. When people are kept in vocational schools for three years to master the specialty of a hairdresser, this is irrational. As for technical schools, we propose to transfer them to the applied baccalaureate system (a three-year period of study after school), which would provide part of general education and culminate in the development of professional competencies.
Applied bachelor's programs should be included in the structure of universities, and their students should be called students. It is mainly a social measure. We are trying to get rid of the negative attitude that has developed in society towards graduates of technical schools and colleges.
Otherwise, we will never convince anyone to send their children to technical schools.
Free higher education should be preserved in Russia. If it is paid, then it should not be burdensome for the family. There are two instruments: a state-guaranteed educational loan and its partial funding of individual study programs.
By the way, in Soviet times there was a good system - workers' faculties. They made it possible for the children of workers and people from national territories to enter universities.
Don't we have this problem now? 30–35% of the Russian population with low incomes has clear social mobility limitations: in particular, they cannot get a normal higher education. But in our educational policy we calmly passed by this.
What is the new model of education? |
IN old model the idea of exhaustive development of knowledge was proposed. Creative competencies (savvy, adaptability) were considered necessary only for the elite. IN new model systematic training only creates the initial prerequisites for self-mastery of competencies. Everyone needs creativity. IN old model encyclopedic knowledge, highly specialized training were valued. Rigid educational trajectories were proposed (based on taking into account the learning time). Secondary education was considered socially obligatory. Teachers and lecturers acted as performers in industrial technologies. IN new model creative, social, professional competencies are significant; flexible modular individual educational trajectories (based on taking into account the results of education); targeted support for gifted students (a system of national olympiads, advanced development of a system of additional education for children and schoolchildren). The main idea of the new model is education as the core of a lifelong career. The share of free choice is also increasing, an open market of educational programs and modules is being formed instead of a pre-established standard. In fact, you can recruit modules for the development of new competencies throughout your life. At the same time, a transparent and understandable system for recognizing the results of education should be in each of them. The new model also provides for socially compulsory higher education. Teachers and lecturers become "knowledge" workers who own subtle technologies. IN old model everything is based on the estimated funding of the institutions. There are budgetary and private educational institutions with different positions in the market, there is a restriction of competition and an extremely primitive offer of paid education (everything is paid for by the student's family). There are also restrictions on the academic and economic opportunities of budgetary institutions, the lack of budgetary support for initiative projects. sign new model– normative and program (competitive) financing. In addition, in it: - there are equal rights of any educational organizations to budgetary support; - there is an expansion of opportunities for private financing of education without increasing the burden on family budgets (educational lending, tax incentives for educational expenses of enterprises); – Autonomous institutions appear with freedom to manage resources with strict fixing of obligations to the state and consumers and grant funding for educational and research initiatives, including mobility. |
Help weak schools
An important part of the new model is the program to support weak educational institutions. Such a mechanism is developed in many countries (where there are separate funding programs for this), but it is unknown in Russia.
We do not know how to help the weak at all - neither students nor schools. And looking at the rating of the OU, we study first of all the top line. Meanwhile, you should always look at its lower part. After all, a weak educational institution is not a trading tent that can be covered up. People who graduated from this school will live on. But how?..
Another serious problem, the solution of which could mitigate the negative consequences of studying in weak educational institutions, is providing access to Internet resources (educational and scientific libraries). We have enough funds to read absolutely everything that comes out in different languages, including Chinese, translate, buy copyrights and post it for free on the World Wide Web in Russian. Steps should be taken to create such libraries. They will cost from half a billion to a billion dollars a year. For Russia, this is a real task by 2010.
Y. Kuzminov: “Marx was right: the future belongs to a creative person”
How long will the exam last?
For the new model of education, the institution of public participation in the assessment of everything that happens in general in the district, in a separate school, is extremely important. This is a guarantee of an independent system for assessing the quality of education. We really don't like being judged. And one can literally count on one hand the educational institutions that are ready to voluntarily undergo external control. Meanwhile, it is impossible to do without it.
I think that the USE will live only two or three years if the public is not mobilized to discuss its results and monitor its effectiveness. And the most incredulous.
How to manage education?
The existing education management system at the federal level and at the level of subjects of the Russian Federation is not capable of making changes. We are seeing this with decades of experience behind us. Therefore, today we need to prepare a new generation of administrators.
One of the models of change is the division of funding into two streams: current and aimed at institutional changes in the field of education. Then - the formation in the regions of special control centers that would be responsible for financing innovations.
In addition, it is necessary to significantly increase the public component in the distribution of educational resources. We propose to activate six funds to support the initiative. Three of them already exist (Bortnik Foundation, Russian Humanitarian Foundation, MFFI).
The other three should be created - a fund for socio-economic disciplines, a fund for supporting academic mobility and a fund for supporting teachers. The latter, which exists under this name, does not fulfill its function. There is also a proposal to create a fund to support weak schools.
With an increase in the share of choice in the educational market, it is worth seriously forming the elements of its regulation. The state today cannot fully control the quality of all educational programs. Too many of them. The focus of regulation is moving in the other direction: the state must clarify whether the information provided to participants in the educational market is reliable.
How much is it?
At a seminar at the State University Higher School of Economics, the creators of a new model of Russian education also presented a maximum program designed for a favorable resource scenario. What happens if the financial and economic situation in the country is unfavorable?
Ya. Kuzminov also noted that if we do not receive state support, then we will not be able to solve social issues for the remaining 3.5% of GDP. For example, raise the salary of a high school teacher. And mass higher education will remain in the form in which it exists today, and will wait for the task to be closed due to the absence of a consumer.
In the case of a negative scenario, we should talk about the fact that we refuse to observe the principles of social equality in education, from supporting the weak. We will have to exclude those measures that relate to the rise of preschool education - they are very expensive.
The minimum program will include: the “innovative university” program (because of its compactness); remote resources program (creation of Internet libraries, etc.); selective support program for general education schools.
But so far the scenario can be considered quite optimistic. Over the past year, there has been a trend towards an increase in the share of expenditures on education in the budgets of the subjects of the Federation. And within the framework of the model proposed by the Ministry of Economic Development, a significant increase in redistribution from the constituent entities of the Russian Federation to municipalities will be ensured. Consequently, municipalities will be able to receive and spend much more on this area.
The current president has already spoken about tax incentives in the education system. According to HSE estimates, the possibility of increasing the contribution by 04-05% of GDP is associated with tax incentives - this is actually a tripling of the current legal contribution of business to education.
Prepared by Svetlana KIRILLOVA
Some provisions of the new model of Russian education
New organizational and economic mechanism in education
– Tax incentives for individuals and legal entities to finance education.
– Financing based on the per capita principle.
– Expansion of the academic and budgetary independence of educational institutions, transferring most of them to the status of educational institutions.
– Grant programs supporting academic initiatives and mobility.
New principles of management in the education system
– Institutions of public participation in the management and quality control of education.
– Independent accreditation of management and quality assessment systems.
– External support programs for weak educational institutions.
– Transparency, completeness and accessibility of information about educational institutions.
Ensuring citizens' access to educational resources
– National Libraries of Educational Resources.
– Transparent system of admission to educational programs.
– A system of preferences for families with problems and low opportunities.
New teacher contract
– Bringing the basic salary of teachers to the level of an effective contract.
– Formation of an industry pension system to accelerate the renewal of personnel.
– Professional development and retraining programs open to different providers.
– Transferring the basic training of teachers to the level of magistracy and retraining programs.
– Widespread use of a flexible wage system and incentive mechanisms.
Support for individualization of educational trajectories
– Professional education at the senior level, including individual programs and vocational training.
– Integration of children with special needs in general education.
– Remote support of the educational process.
Competence approach
– Development and implementation of new educational technologies that implement the competency-based approach in general education.
– Significant modernization of the content of the study of social, humanitarian and technological disciplines.
– New methods for assessing school success, focused on a wide range of educational outcomes.
Innovative nature of professional training
– Increasing research components in training.
– Mechanisms for long-term funding of research in universities, including joint research with business.
– Independent from educational institutions, constantly updated professional standards and examinations.
– A new quality of postgraduate study (a sharp reduction in the number of applicants and correspondence postgraduate studies).
– Opportunity to complete post-graduate research.
– Innovative infrastructure of universities (business incubators, technology parks, venture enterprises).
– Integration of education and production (basic departments, project teams, new quality of practice).
The new structure of the higher education system:
– 10–12 scientific and educational complexes, 20–40 research universities, 100–150 large regional universities. Universities, academies and institutes that mainly implement undergraduate programs (including applied ones) - in the HPE system, which can cover up to 2/3 of school graduates.
– Programs: academic bachelor's degree, applied (technical) bachelor's degree, master's degree, short professional training programs.
– A national credit transfer system that allows for the flexibility to build individual programs.
– Rejection of the form of external study and replacement of correspondence types of vocational education with modern distance ones.
– Opportunity for non-educational organizations to implement master's, postgraduate and individual undergraduate courses.
Development of public-private partnership
– Public-state system of professional standards.
- Equal rights of educational organizations of any form of ownership participating in competitions for obtaining state assignments for training personnel, for research and development.
– Formation of a system of independent accreditation agencies.
– The system of state support for educational lending to students.
Increasing the flexibility of higher education
– A significant reduction in the share of classroom studies due to an increase in independent work of students and written (practical) assignments.
– A significant reduction in the areas of training and an increase in the choice of courses.
– Turning standards into framework requirements (especially at the Master's level).
Development of the system of additional professional education
– A mechanism for validating the results of non-formal education through examinations and certification.
– Educational consultants and brokers who support citizens in building complex educational trajectories.
– Expanding the range of providers of additional education.
– Formation of a rich cultural and educational environment conducive to self-education and lifelong learning (open digital educational resources and distance self-education programs, modernization of libraries and museums).
All exhibits of the collection 1.A-1.D Native Elements 2.A-2.M Sulfides and their analogues (Sulfides) 3.A-3.D Halides (Halides) 4.A-4.K Oxides and hydroxides (OXIDES (Hydroxides, V vanadates, arsenites, antim) 4.DA.05 Silica (Quartz) 4.DA.05 Agate s (Agate) 5.A-5.N Carbonates (Carbonates) 6.A-6.H Borates (Borates) 7.A-7.E Sulfates (Sulfates) 7.F-7.H Chromates, molybdates and tungstates (Chromates, Molybdates, Tungstate 8.A-8.F Phosphates, arsenates and vanadates s) Silicates 9.A-9.B Island silicates (Nesosilicates+Sorosilicates) 9.C Ring silicates (Cyclosilicates) 9.D Chain silicates (Inosilicates) 9.E Layered silicates (Phyllosilicates) 9.F-9.G Framework silicates (Tektosilicates) 10.A-10. C Organic minerals and mineral formations Rocks (Rocks) Igneous (Igneous) Sedimentary (Sedimentary) Volcanic-clastic (Fragmented) Metamorphic (Metamorphic) Meteorites, tektites, impactites (meteorites, tektites) Fossils (fossils) Modern mollusks (Shells)
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All fields - Australia (Australia) Azerbaijan (Azerbaijan) Antarctica (Antarctic Continent) Argentina (Argentine) Armenia (Armenia) Afghanistan (Afghanistan) Africa (Africa) Belarus (Belorussia) Burma (Вurma) Bulgaria (Bulgaria) Bolivia (Bolivia) Bosnia and Herzegovina Botswana, Africa (Botswana) Brazil (Brazil) United Kingdom (Gre at Britain) Hungary (Hungary) Vietnam (Vietnam) Guinea, Africa (Gvineya) Germany (Germany) Greenland (Greenland) Georgia (Georgia) Israel (Israel) India (India) Indonesia (Indonezia) Spain (Spain) Italy (Italy) Kazakhstan (Kazahstan) Kazakhstan, Dzhezkazgan region (Kaz) Kazakhstan, Karaganda region. (Kaz) Kazakhstan, Kostanai region ) Crimea Marble, Biyuk-Yankoy and Marble quarries (Crimea, Mramornyj) Crimea Petropavlovsk quarry, Petropavlovka village, Simferopol district (Crimea, Petropavlovsky) Crimea Ukrainka village (Kurtsy (former)), Simferopol district (Crimea, Kurtzi) Central Crimea (Central Crimea) Crimea (Crimea) Crimea (SW). surroundings. Sevastopol (Crimea. Sevastopol) Crimea eastern Crimea Pervomaisky quarry (Trudolyubovsky quarry), Bakhchisarai region (Crimea, Trudolubovsky Crimea, volcanic massif Karadag (Crimea, Karadag) Crimea. Kerch Peninsula (Crimea, Kerch) Crimea. Southern coast Latvia Lesotho, Africa (Lesoto) Libya (Africa) Madagascar (Madagaskar) Malawi, Africa (malavi) Mali, Africa (Mali) Morocco, Africa (Morocco) Mexico (Mexica) Mozambique, Africa (Mozambik) Mongolia (Mongolia) Namibia, Africa (Republic of Namibia) Nepal Norway (Norway) Pakistan (Pakistan) Peru (Peru) Poland (Poland) Portugal (Portugal) Russia (Russia) Russia, Adygea, Belaya Rechka (Rus. Ady) gey) Russia, Altai Territory (Rus. Altay) Russia, Amur Region (Rus. Amur Region) Russia, Arkhangelsk Region (Rus. Arkhangel "sk) Russia, Bashkiria Southern Urals (Rus. Bashkortostan) Russia, Belgorod Region (Rus. Belgorod) Russia, Buryatia (Rus. Buryat) Russia, Gorny Altai (Rus. gornyj-altaj) Russia, Transbaikal e (Rus. Zabaykal "ye) Russia, Irkutsk region (Rus. Irkutsk) Russia, Kabardino-Balkaria (Kabardino-Balkaria) Russia, Kaliningrad region Russia, Kaluga region (Rus. Kaluga) Russia, Kamchatka (Rus. Kamchatka) Russia, Karachay-Cherkessia (Rus. Karachay-Cherkess) Russia, Karelia (Rus. Karelia) Russia, Kemerovo region (Kemerovo) Russia, Kirov region (Rus. Kirov) Russia, Kola Peninsula (Rus. Kola Peninsula) Russia, Komi Rep. Ural Subpolar (Komi) Russia, Krasnodar Territory (russia-krasnodar) Russia, Krasnoyarsk Territory (Rus. Krasnoyarsk) Russia, Krasnoyarsk Territory, Norilsk region, Talnakhskoe deposit Russia, Kursk region (Rus. Kursk) Russia, Leningrad region. (Rus. Leningrad) Russia, Magadan region. (Rus. Magadan) Russia, Murmansk region (Murmansk) Russia, Nizhny Novgorod region (Rus.Nijnij Novgorod) Russia, Lower Tunguska (Rus. Lower Tunguska) Russia, Orenburg region Ural South (Russia Orenburg) Russia, Perm Territory (Rus. Perm") Russia, Moscow Region (Rus. Moscow Region) Russia, Primorsky Territory (Rus. Primor "ye) Russia, Primorsky Territory, Dalnegorsk (Rus. Dalnegorsk) Russia, Rostov Region (Rostov) Russia, Ryazan Region. (Rus. Ryazan") Russia, Samara region (Rus. Samara) Russia, Sverdlovsk region Middle Urals (Russia. Sverdlovsk) Russia, Sverdlovsk region Northern Urals (Russia Sverdlovsk) Russia, Sverdlovsk region. Caucasus (Rus. Northern Caucasia) Russia, Stavropol Territory (russia-stavropol) Russia, Tatarstan (Russia. Tatarstan) Russia, Timan Ridge (Rus. Komi) Russia, Tuva Russia, Tula region (Russia, Tula Region) Russia, Ulyanovsk region (Rus. Ul "yanovsk) Russia, Urals (Russia. Urals) Russia, Khabarovsk Territory (Rus. Khabarovsk) Russia, Khakassia (Russia-Khaka) ssia) Russia, Khanty-Mansi Autonomous Okrug, Ural (Russia. Urals) Russia, Chelyabinsk region Ural South (Rus. Chelyabinsk) Russia, Chita region (Rus. Chita) Russia, Chukotka (Rus. Chukot) Russia, Yakutia (Rus. Sakha) Russia, Yamal-Nenets Autonomous Okrug, Ural Polar (Russia.Yamal) Romania Serbia (Serbia) Slovakia (Slovakia) USA (USA) Tajikistan (Tajikistan) Thailand (Thailand) Taiwan (Taiwan) Tanzania, Africa (Tanzania) Turkmenistan (Turkmenist) an) Turkey (Turkey) Uzbekistan (Uzbekistan) Ukraine (Ukraine) Ukraine, Vinnitsa region. (Ukraine, Vinnitsa) Ukraine, Dnepropetrovsk region (Ukraine, Dnepropetrovsk) Ukraine, Donetsk region. (UKRAINE, DONETSK Ukraine, Zhytomyr region. (UKRAINE, ZHITOMIR Ukraine, Zhytomyr region, Volodarsk-Volyn Pegmatite field Zhitomir Ukraine, Transcarpathian region (UKRaine, ZakarPattia Ukraine, Zaporizhzhya region (UKRain, Zaporo Zhye Ukraine, Ivano-Frankivsk region (UKRAINE, IVANO-FRANKOVSK Ukraine, Kirovograd region. (Ukraine, Kirovograd Ukraine, Krivoy Rog (Fe)-ore basin (Ukraine, Krivoy Rog Ukraine, Lugansk region (Ukraine, Lugansk Ukraine, Lvov region (Ukraine, Lvov Ukraine), Nagolny ridge (Ukraine Ukraine, Pobuzhie (Ukraine Ukraine, Poltava region) (Ukraine, Poltava Ukraine, Azov region (Ukraine Ukraine, Rivne region) ( Ukraine, Rovno Ukraine, Khmelnitsky region (Ukraine, Khmelnitskiy Ukraine, Cherkasy region (Ukraine, Cherkassy Ukraine, Chernivtsi region (Ukraine. Chernovtsi) Ukraine, Kharkiv region (Ukraine.Kharkov) Uruguay (Uruguay) Finland (Finland) France (France) Black sea (Black sea) Czech Republic (Czech Republic) Chile (Chile) Switzerland (Switzerland) Sri Lanka (Sri Lanka) South Africa, Africa (Republic of South Africa) Japan (Japan)
All expositions MINERALOGY OF THE CRIMEA Systematic collection of minerals of Crimea (s-Crimea) Regional collection of minerals of Crimea &nb sp Minerals around Sevastopol (m-Crimea) Minerals Central. of Crimea Simferopol district, Lozovoe crushed stone quarry (m-Crimea) Petropavlovka village, Petropavlovsky quarry (m-Crimea) Quarries Ukrainka (former Kurtsy) (m-Crimea) Marble, Biyuk-Yankoisky and Marble quarries (m-Crimea) & nbsp Minerals of the Central Crimea (m-Crimea) Minerals of the South Coast of Crimea (m-Crimea) Minerals East of the Crimea (m-Crimea) Minerals of the Kerch Peninsula (m-Crimea) Agates of Crimea (s-Crimea) VS WORLD MINERALOGY Systematic collection of minerals (s) Crystals (k) Pseudomorphoses (OP) &nb sp Formations and Transformations (OP) Regional Mineralogy Minerals of Ukraine (m) Minera Minerals of Russia (m) Minerals of the CIS countries (m) Minerals of Europe (m) sp Minerals of Foreign Asia (m) Minerals of Africa (m) Minerals of Australia, America and Antarctica (m) Mete orites, tektites and impactites (met) Rocks Igneous rocks Ultramafic rocks & nbsp Basic Rocks Medium Rocks Acid Rocks Sedimentary rocks Volcano-sedimentary rocks Metamorphic rocks Ores Agates (s) &n bsp Exposition of stone products (pdk) Paleontological collection Collection of modern shells
