home  /  Alimony  /  Normative legal basis of additional education for children. Regulatory support of the system of additional education for children in the Russian Federation

Normative legal basis of additional education for children. Regulatory support of the system of additional education for children in the Russian Federation

Alimony
21.11.2020

Regulatory legal support is equipping the education system or the activities of specialists with the necessary regulatory and legal documents that establish certain norms and rules in a specific field of activity.

Implementing regulatory and legal support means making it possible to fulfill professional activity within the framework of the legislation, to eliminate questions and difficulties for performers related to the adopted norms and rules, to provide answers to questions about the procedure and regulations for organizing this activity.

Insufficiency and inconsistency of the existing legal framework cause a certain uncertainty in the situation of additional education for children, the lack of guarantees for its preservation and protection, and narrow the possibilities for effective development.

Additional education for children is an urgent and necessary link in the system of continuous education, aimed at the formation and development of the creative abilities of children, the satisfaction of their individual needs for intellectual, moral, physical improvement and the organization of their free time. V last years there is a qualitative growth and dynamic development of the entire system of additional education. This process is currently being intensified by the modernization taking place in Russian education.

To determine the place and significance of additional education for children in the system of modern Russian education, let us turn to its regulatory framework at the international, federal and regional levels. In this topic, we consider the main documents related to: children's rights to education; systems of additional education; institutions of additional education; modern strategies of Russian educational policy in the field of additional education for children.

Since the child is at the center of the system of additional education for children, we consider it necessary to name the following fundamental documents of international and federal significance, which enshrine his rights to education:

The Declaration of the Rights of the Child, which proclaims that “the child has the right to education, which should be free and compulsory, at least in the initial stages” (principle 7);

The Convention on the Rights of the Child, which states that “States parties recognize the child's right to education” (Article 28) and agree that the education of a child should be aimed at developing the personality, talents, mental and physical abilities of the child; to foster respect for human rights and fundamental freedoms, parents, language and national values ​​of the country in which the child lives, civilizations that are different from his own, surrounding nature; to prepare the child for a conscious life in a free society (Article 29);

The Constitution of the Russian Federation is the highest normative legal act of the Russian Federation, guaranteeing that “everyone has the right to education” (Article 43);

Federal Law of the Russian Federation of December 29, 2012 N 273-FZ "On Education in the Russian Federation", which also guarantees the right of every person in the Russian Federation to education (Article 5);

The Federal Law of the Russian Federation "On Basic Guarantees of the Rights of the Child in the Russian Federation" establishes the basic guarantees of the rights and legitimate interests child. Article 9 states that “when carrying out activities in the field of education and upbringing of a child in a family, educational institution, a special educational institution or other institution providing appropriate services may not infringe on the rights of the child. "

As for the system of additional education, we should turn to the main federal laws that ensure the right of citizens to additional education, determine state policy and regulate relations in the field of additional education. Since September 1, 2013, Federal Law No. 273-FZ "On Education in the Russian Federation" has been in effect, which replaced the Law "On Education" adopted in 1992. The new law affected all levels of education, including additional. Article 10, paragraph 2 Federal law the place of additional education in the education system of the Russian Federation is determined: "Education is subdivided into general education, vocational education, additional education and vocational training, ensuring the possibility of realizing the right to education throughout life (lifelong education)", that is, additional education is recognized as an integral and independent part of the Russian education system.

Article 23, paragraph 3 specifies that the organization of additional education is "an educational organization that carries out educational activities for additional general educational programs as the main goal of its activities."

It should be emphasized that a special place in the law is given to additional education of children, which ensures their adaptation to life in society, vocational guidance, identifies and supports children with outstanding abilities. Additional general developmental programs are implemented for children, which should take into account their age and individual characteristics (Article 75). The system of additional education is presented in more detail in the Federal Law on Additional Education of 12.07.2001.

Here are excerpts from articles related to additional education for children. Additional education is defined as “a purposeful process of education and training through the implementation of additional educational programs, the provision of additional educational services and the implementation of educational and informational activities outside the main educational programs in the interests of individuals, society, and the state” (Article 1). General additional education is aimed at personal development and contributes to the improvement of cultural and intellectual level person. Article 3 establishes the right of citizens of the Russian Federation, including children under 18, to receive free additional education in state and municipal educational institutions. According to Article 4, the system of additional education includes: additional educational programs; state educational standards of additional education; educational institutions of additional education and organizations carrying out activities in the field of additional education; educational authorities. The content of additional education is determined by additional educational programs, which can be of different directions (Article 5).

Additional education of children is carried out in educational institutions of additional education for children of the following types: palaces; centers (houses); stations; schools; clubs; studios; children's health and educational camps, etc. (Article 10). It is aimed at the development of the personality, its motivation for cognition and creative activity and is carried out in accordance with the following principles (Article 13): free choice by children of educational institutions of additional education and additional educational programs; variety of additional educational programs; continuity of additional education; continuity of additional educational programs; psychological and pedagogical support for the individual development of children; creative collaboration teaching staff and children; preservation of the physical and mental health of children.

The documents regulating the activities of state and municipal educational institutions of continuing education for children include the Standard Regulations on an educational institution of continuing education for children, which reflects the main functions, tasks, rights and obligations of an institution of continuing education, the organization of its activities and management, determines the participants in the educational process, affects property issues. In addition, each institution of additional education has its own Charter. It defines: subject, goals, activities; organization of the educational process; rules for admission and expulsion of children; property and financial security activities of the institution; organization of activities and management of the institution; the rights and obligations of participants in an educational institution; the procedure for staffing; reorganization, change of type, liquidation of the institution. Sanitary and epidemiological requirements for institutions of additional education for children are established by the Sanitary and Epidemiological Rules and Norms SanPiN 2.4.4.1251-03, approved by the Chief State Sanitary Doctor of the Russian Federation.

What is the strategy of educational policy in the field of additional education for children? The development of the system of additional education for children is considered in the context of the implementation of the National Project "Education", the purpose of which is to improve the quality of life of our citizens, to give a new incentive for the development of human capital. Let us turn to the most important documents over the past decade, which clearly show the state's attitude to the system of additional education. The national doctrine of education in the Russian Federation is the fundamental state document, which determines the goals of education and training, ways to achieve them through public policy in the field of education, the expected results of the development of the education system for the period up to 2025. As a result of the implementation of the doctrine Russian system education should provide everyone with additional education, while it is provided to children free of charge. In the Concept of long-term socio-economic development of the Russian Federation for the period up to 2020. it is pointed out that the strategic goal of the state policy in the field of education is "to increase the availability of quality education that meets the requirements of innovative development of the economy, the modern needs of society and every citizen", which provides for "expanding the scope of additional education."

The concept for the development of additional education for children in the Russian Federation (2014) defines the main goals and objectives of the development of additional education for children, the state and problems in this area, as well as the main mechanisms and directions for the development of additional education for children. According to the head of the Russian Ministry of Education and Science Dmitry Livanov, the key objectives of the Concept development are: ensuring the right of every child to development, personal self-determination and self-realization, expanding opportunities to meet the various interests of children, families with children in the field of additional education, ultimately - developing the innovative creative potential of the state ...

During the implementation of the Concept it is planned:

To improve the quality and availability of additional education for each child;

Update the content of additional education for children in accordance with the interests of children, the needs of families and society;

To develop the infrastructure of additional education for children, including by ensuring its investment attractiveness;

Improve the regulatory framework in order to expand the access of non-governmental organizations to the provision of additional education services, including assistance in the legalization of the so-called shadow sector in the sphere of additional education;

Form an effective interagency system management of the development of additional education;

To create conditions for the participation of families and the public in managing the development of the system of additional education for children.

The implementation of the Concept is planned in two stages: from 2014 to 2017 and from 2018 to 2020. At the same time, it is first planned to develop a set of measures and mechanisms for the implementation of the Concept, create and begin to implement regional programs for the development of additional education for children. After that, the implementation of the federal complex of measures for regional programs for the development of additional education will continue.

Main expected results of the Concept implementation:

Expanding the choice of additional education programs by children, the formation of effective mechanisms for financial support for children's participation in the additional education system;

Ensuring the completeness and volume of information about specific organizations and additional educational programs for families with children;

Formation of effective mechanisms of state-public, interdepartmental management of the system of additional education for children;

Implementation of a model of targeted work with children with disabilities, children in difficult life situation, with gifted children;

Ensuring high quality and updatability of additional programs;

In addition, it is planned to attract business to an active participation in the implementation of the program, as well as to use the mechanisms of public-private partnership, innovation activity, scientific and industrial cooperation. Various preferences are considered as incentives for business, including tax incentives.

Modernization of additional education for children continues today. The State Program “Education Development 2013–2020” is aimed at ensuring the high quality of Russian education in accordance with the changing needs of the population. One of its main tasks is “the availability of services for preschool, general, additional education for children; modernization of educational programs in the systems of preschool, general and additional education for children ”. Additional education services are currently used by 49.1 percent of children aged 5 to 18 years. According to the State Program, by 2020 at least 75 percent of children 5-18 years old will be covered by additional education programs. The possibility of receiving additional education for children is provided by organizations subordinate to the governing bodies in the field of education, culture, sports, etc. In the approved federal state educational standards general education additional education is present as a compulsory component of education. National Strategy for Action for Children 2012–2017. It is also aimed at developing a system of additional education, infrastructure for creative development and upbringing of children. It provides for the development and implementation of federal requirements for educational programs of additional education, the organization of a system for increasing the professional competence of pedagogical personnel in the field of additional education for children, an increase in salaries for teachers of institutions of additional education for children.

The development of additional education for children is also taking place at the regional level.

Thus, the analysis of regulatory documents in the field of additional education for children made it possible to draw the following conclusions: The state recognizes childhood as an important stage in life and guarantees every child the right to affordable, free and high-quality education, which is enshrined in documents at the international and federal levels. Additional education of children, being an integral independent part of the education system of the Russian Federation, is aimed at the all-round development of the child's personality and is carried out in educational institutions of additional education for children according to additional general education programs in accordance with certain principles. The activities of institutions of additional education for children are regulated by federal and regional regulations, which reflect their functions, tasks, organization of their educational activities and management. Ensuring the availability, quality and efficiency of additional education for children that meets the requirements of modern society is today one of the priority areas of Russian educational policy.

Report on the topic " Regulatory support activities of institutions of additional education for children "at a city seminar within the framework of the innovative project" Conditions for the effective formation of professional competence of a teacher of additional education "

Download:


Preview:

" STUDY

REPORT

Theme:

FIRST:

Oleg Nikolaevich Smolin.

  1. Constitution

preschool education

  1. Integral laws
  • Educational Code.

RF Law "On Education"

Educational Code

  1. Industry laws
  1. Tumbler-type laws

SECOND:

THIRD:

  • Documents MBUDOD.

Thank you for the attention.

Preview:

To use the preview of presentations, create yourself a Google account (account) and log into it: https://accounts.google.com


Slide captions:

"Conditions for the effective formation of professional competence of a teacher of additional education"

The first decree on competence: I will indicate at assemblies and in the presence of gentlemen senators to speak only in words, and not according to the written, so that everyone's foolishness would be visible to everyone. - Decree of October 4, 1703 All the projects must be in good working order, so that the treasury does not clog up in vain and does not repair damage to the fatherland. Whoever projectiles will anyhow blurt out that rank I will deprive and command to tear with a whip. Peter I the Great (Romanov Peter Alekseevich) - was born on May 30, 1672 in Moscow. He died in St. Petersburg on January 28, 1725. Buried in the Peter and Paul Fortress.

"To learn" means to apply the mind to something; read and check for the purpose of assimilation. (Noah Webster's Dictionary, 1828) Noah Webster October 16, 1758 - May 28, 1843 Lexicographer, linguist, worked as a school teacher, compiler of the American Dictionary of English language”, Which was published in 1828, the number of sold copies of the dictionary exceeded 70 million.

MODEL EDUCATIONAL CODE FOR STATES - PARTICIPANTS OF THE CIS was adopted on November 16, 2006 at the twenty-seventh plenary session of the Interparliamentary Assembly of the CIS member states (Resolution No. 27-12) Competence - possession of knowledge, skills and abilities in any area necessary to perform certain functions ... The content of the knowledge, skills and abilities of students is fixed by state educational standards, specified in curricula and curricula educational institution. The achievement of the required amount of knowledge, abilities and skills by students is certified by documents on education.

We were taught this way: "... the sum does not change from a change in the places of the terms ..." Count: 100 + 10 = 110 10 + 100 = 110 Everything would be so if there was no phenomenon in nature called the law of entropy: Entropy is a reduction in the available energy of matter as a result of the transfer of energy. Now recalculate taking into account the "half-life", presenting that 25 years of time passed before the plus: (100: 2) + 10 = 60 (10: 2) + 100 = 105 Until 1957 in our Vishnevogorsk they did not think so. We are still experiencing the consequences of an uncontrolled chain reaction today ...

CONCLUSION: you should teach right and right things. And it is not a fact that everyone should be trained in the same way, because They become MAKEEV, QUEEN or KURCHATOV when what they do is INTERESTING !!!

November 22, 2012, 13:05 (Moscow time) | Society | AN Access Scientists of the Snezhinsky Nuclear Center were awarded Rosatom Prizes Laureates open competition became 14 South Ural scientists - employees of the All-Russian Research Institute of Technical Physics named after Zababakhin (ZATO Snezhinsk, Chelyabinsk Region) was awarded for scientific activity, relevance of research for strategic development industry and contribution to the successful results obtained.

Working classification of laws in the State Duma Constitutional legislation; Integral laws; Industry laws; Tumbler-type laws; Bifunctional laws that implement the functions of laws of the branch and "tumbler" type; Situational laws; Legislative acts in related areas of law, ensuring the functioning and development of education.

Extracurricular work, what is it? Leisure activities? Additional education? How do we draw the border: with a fountain pen or with watercolors?

MODEL LAW ON OUT-SCHOOL EDUCATION Article 1. Definition of terms out-of-school educational institution is a component of the out-of-school education system, which provides knowledge, forms skills and interests according to interests, ensures satisfaction of the individual's needs in creative self-realization, intellectual, spiritual and physical development, preparation for active professional and social activities, creates conditions for social protection and the organization of meaningful leisure in accordance with the abilities, giftedness and health status of pupils, students and listeners. Article 4. Out-of-school education Out-of-school education is a component of the lifelong education system defined by the country's constitution, the law on education, this Law, and is aimed at developing the abilities and talents of pupils, students and listeners, meeting their interests, spiritual needs and needs for professional definition in out-of-school institutions during free time. from studying in general education and other educational institutions.

Japan In 1945, the United States issued a huge loan to Japan at a very high interest rate - the goal: to consolidate the economic and military results of the world war. They promised that they would not take interest for the money returned in the first 5 years. They miscalculated ... Two reforms and the problem was solved: in the economy and in education. Only one Toyota has the same turnover as 200 enterprises in Chelyabinsk ...

The draft law "On Education" was adopted in the first reading on 17.10.2012. From an interview with D.A. Medvedev: "... we posted the draft law on the website for discussion as early as December 1, 2010 ..." The second reading of the draft law on education is scheduled for December 11, 2012. Naryshkin urged the chairmen of regional legislative assemblies to promptly adopt regulations that will concretize the provisions of the federal law " About education ".

The main documents from the list (Appendix 1) are perhaps the following: Decree of the President of the Russian Federation of May 7, 2012 N 599 "On measures to implement state policy in the field of education and science." Decree of the President of the Russian Federation of June 1, 2012 No. 761 "NATIONAL STRATEGY OF ACTION FOR CHILDREN FOR 2012 - 2017". The MODEL LAW ON EXTERNAL EDUCATION was adopted by Resolution No. 24-14 of December 4, 2004 at the twenty-fourth plenary session of the Interparliamentary Assembly of the CIS Member States. Order of the Ministry of Education and Science of the Russian Federation of June 26, 2012 N 504 "ON APPROVAL OF THE STANDARD REGULATIONS ON THE EDUCATIONAL INSTITUTION OF ADDITIONAL EDUCATION OF CHILDREN." Letter of the Ministry of Education and Science of the Russian Federation of December 11, 2006 No. 06-1844 "On Approximate Requirements for Programs of Continuing Education for Children." DECISION OF THE BOARD OF ADMINISTRATION OF THE CITY OF Chelyabinsk dated 11.12.2008 № 24/2 "On the adoption of the Strategy for the development of the municipal educational system of the city of Chelyabinsk for the period until 2020".

November 22, 2012, 15:12 (Moscow time) | Policy | AN Access MPs approved additional costs Chelyabinsk region in the field of education Amendments to the law "On Education in the Chelyabinsk Region" establish the costs of paying for the services of experts at the certification commissions of teachers, as well as providing food and uniforms for students in sports and cadet classes. "Also from the regional budget funds will be allocated to provide food and uniforms for cadets of the Cossack cadet corps and students of secondary vocational education institutions enrolled in the program" Physical culture "and included in the sports reserve of the Chelyabinsk region."

Thank you for the attention. Best regards, Albert Leonidovich Blinov

Preview:

" STUDY "- means to apply the mind to something; read and check for the purpose of assimilation.

(Noah Webster's Dictionary, 1828)

REPORT

Theme:

REGULATORY AND LEGAL SUPPORT OF THE ACTIVITIES OF INSTITUTIONS OF SUPPLEMENTARY EDUCATION OF CHILDREN

Considering this issue, you and I cannot avoid the need to look from different points of view. It is necessary to decide: what was, what is, what will be and how everything will end.

To begin with, it is advisable to look through the eyes of legislators, how they see the process of lawmaking in the field of education.

The main thing should not be forgotten, namely: the customer, i.e. those who need these laws, including politicians who fulfill the order of society for changes in the policy and activities of the state, as well as the executors of these laws, i.e. of all participants in legal relations in the field of education.

What do we want and how to achieve it? Those. a look into the future.

FIRST:

At the International Conference of Adult Education Organizations“Five years after the Hamburg conference. Adult Education in Central and Eastern Europe ”.(Sochi, September 9, 2002) First Deputy Chairman of the State Duma Committee on Education and Science, Doctor of Philosophy, Professor, Corresponding Member of the Russian Academy of EducationOleg Nikolaevich Smolin.There he proposed a functional classification of the laws of the Russian Federation, according to which the system of educational legislation should include the following seven main blocks:

In fact, this is how it is in Russia.

The legal framework for the activities of institutions of additional education for children is practically included in this classification. But there are some peculiarities.

The fact is that on October 17 of this year The State Duma The Russian Federation has already adopted in the first reading the draft of the new EDUCATION LAW, and the Law "On Education" dated July 10, 1992 No. 3266-1 already exists as amended on July 10, 2012.

However, as long as the previous laws are in effect, we are obliged to comply with them, and be guided by the basic provisions that are laid down in them.

  1. Constitution

The Russian Constitution, in terms of regulating the right to education, guarantees citizens the right to the public, i.e. no competition, and freepreschool education, as well as public and freesecondary vocational education... However, does not guarantee the right to a public and free education in high school and vocational schools, please notedoes not guarantee the right of citizens to additional education... This made it absolutely necessary to adopt a new law "On education" and a special law "On additional education." It seems that practice has taken the path of including additional education issues in the main law on education. Additional education of children, at the same time, in special category may not stand out. More on that later.

  1. Integral laws

To the group of integral laws in the system of Russian educational law can be attributed to:

  • National Doctrine of Education;
  • The RF Law "On Education" (in force since July 1992) and
  • Educational Code.

The first two legislative acts were supposed to lay the foundation of the system, and the third one - to complete the stage of its formation. However, historically, everything turned out differently.

National doctrine of education- was approved by the Government Decision No. 751 of October 4, 2000

RF Law "On Education"- the integral Basic Law - in the form as it was adopted in 1992, mainly regulated the activities of those educational institutions that implement basic educational programs - from kindergarten before graduate school. The issues of additional education turned out to be his "Achilles' heel", since they were not spelled out in Article 5, which establishes state guarantees of the rights of citizens in the field of education.

Educational Code

There is no educational code in Russia. (Traditionally, as it was in the USSR, we do not adopt specific Russian laws when there is a law for other republics.)

On November 16, 2006, at the twenty-seventh plenary meeting of the Interparliamentary Assembly of the CIS Member States, a MODEL EDUCATIONAL CODE FOR THE CIS PARTICIPATION STATES (Resolution No. 27-12) was adopted

  1. Industry laws

Industry-specific laws regulate various subsystems (levels, sectors) of the education system. (An example is the Federal Law "On Higher and Postgraduate Professional Education", entered into force on January 1, 2002).

The MODEL LAW ON EXTERNAL EDUCATION was adopted by Resolution No. 24-14 of December 4, 2004 at the twenty-fourth plenary session of the Interparliamentary Assembly of the CIS Member States. The law consists of 8 sections and so far has the main meaning for us, because contains background information on additional education outside of school.

  1. Tumbler-type laws

Tumbler-type laws are designed to "trigger" one or more provisions of the Basic or Sectoral Law.

The most important of these laws is the Federal Program for the Development of Education (FEDP). The provision according to which such a program should be organizational

the basis for the development of education, was established by the first edition of the Law of the Russian Federation "On Education" in 1992. The Federal Program itself was approved by a special law in April 2000. Since then, it has been repeatedly criticized. However, it has whole line provisions in the field of additional education that are absent in the Basic Law, in particular, in the field of additional education for children. The FPRO is already useful in that the education system receives budgetary funds for it every year.

  1. Bifunctional laws that implement the functions of laws of the branch and "tumbler" type

For our topic, perhaps, only one is interesting - the Federal Law "On the education of persons with disabilities (special education)". Adopted by the State Duma on June 2, 1999. It regulates the right to education for almost 10% of children who, in one way or another, need special educational conditions.

  1. Situational Laws

The importance of such laws can be felt already from the title of the following law: Federal Law "On the preservation of the status of state and municipal educational institutions and a moratorium on their privatization."

Federal Law of 08.05.2010 N 83-FZ (as amended on 06.12.2011) "On Amendments to Certain legislative acts Of the Russian Federation in connection with the improvement of the legal status of state (municipal) institutions. "The law in a number of cases fulfilled its protective functions, including when it came to liquidations and reorganizations in the system of additional education.

Another law that is directly related to our topic is the Federal Law "On Amendments and Additions to the Law of the Russian Federation" On Education "and the Federal Law" On Higher and Postgraduate Professional Education "(in terms of distance educational technologies, until now for many who remain unfamiliar) ”.

The time is not far off when remote technologies will be treated the same as usual.

The pre-industrial civilization gave birth to the "teacher-student" learning system, the industrial civilization made the classroom-lesson (classroom) system the most widespread, and the post-industrial civilization will make distance educational technologies prevailing.

We already have the ORDER OF THE MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION dated May 06, 2005 No. 137 "ON THE USE OF REMOTE EDUCATIONAL TECHNOLOGIES", we find a continuation of this in the draft new law.

  1. Legislative acts in related fields of law, ensuring the functioning and development of education

Among the legislative acts in related areas of law, ensuring the functioning and development of education, the most interesting for us are budgetary and tax legislation.

We will not dwell on these laws, as well as comment on the above in detail. The reasons are below.

The view of the legislators, although not all and not in full, we have considered. In principle, this is enough to understand that the deputies are not really lawmakers in the sense that we would like. If it were otherwise, we would have had the laws we need for a long time.

SECOND:

So we come to the SECOND section, namely: the opinion of customers.

Customers of laws in the field of additional education for children are, first of all, parents (in fact, all citizens of the state), as well as officials entrusted with representing the interests of citizens, including the Chairman of the Government and the President of the Russian Federation.

Customers also, by the way, have different priorities:

  • Parents continue to be concerned about out-of-school leisure activities, which allows parents to feel confident that their children are being looked after while they are at work. As practice shows, the questions of additional education are postponed "for later", i.e. these questions become more pressing for parents when their children are in high school.
  • The President and the Government intend to use the changes in the legislation on education as a means of achieving other goals: strengthening the country's economy, which requires new human resources, competent engines of progress. Here it is appropriate to recall the experience of three educational reforms in Japan. Result: Modern Japan is a country with a high standard of living of the population: one of the best in the world technical developments, first place in the field of electronics and automation, information society and more.

Japan is a country with a population of 127 million. Almost 50% of school graduates receive higher education because it is very prestigious to have a good education in Japan, and giving a good education to your child is the primary task of every Japanese parent. The child's entire future life and career, which means the quality and standard of living, largely depends on which school and then the university the child will graduate from.

The concept of the third reform of education in Japan was expressed by one of the prime ministers of Japan, Yasuhiro Nakasone. In one of his speeches, he stated: “... educational reform should be aimed at, on the one hand, preserving and developing the traditional Japanese culture inherited from previous generations. And on the other hand, to educate the younger generation with high ideals, to raise it physically healthy, to shape the personality of a citizen, to develop creativity in it, to instill moral and behavioral standards generally accepted in human society, so that future citizens of Japan can contribute to the treasury of the world community and bring a particle of Japanese consciousness into it ”.

Why do we need a new legal framework? Firstly, in order to solve the existing problems in the field of education that arose during the perestroika period, which shook the previous education system of the Soviet country, and secondly, so as not to be on the margins of a new civilization.

There is good rule: “Never take on a new project if it is not funded, because will not be executed. " The new project, backed up by the Law, has guarantees of budget financing. And this is the main function of the law. In addition, the law establishes uniform order, a unified algorithm of actions for the implementation of the concept of education in life.

We are already observing the energetic actions of the President and the Government to implement the set goals, namely: on May 7 of this year at 2 p.m. V.V. Putin enters into the rights of the President of the Russian Federation, and after 2 hours, at 4 pm, he already signs Decree No. 599 "On measures to implement state policy in the field of education and science", the first paragraph of which states: "... ... to ensure the achievement of the following indicators in the field education: - by 2020, an increase in the number of children aged 5 to 18 years enrolled in additional educational programs in the total number of children of this age to 70-75 percent, providing that 50 percent of them should be trained at the expense of budgetary allocations from the federal budget ".

On June 1, 2012, by the Decree of the President of the Russian Federation No. 761, the NATIONAL STRATEGY OF ACTION FOR CHILDREN FOR 2012 - 2017 was approved.

On October 17, 2012, the State Duma adopted in the first reading the Draft of a new law on education in the Russian Federation

The new law on education in the Russian Federation is intended to replace two existing basic documents - "On education" and "On higher and postgraduate professional education", which were adopted in 1992 and 1996, respectively.

The 417-page text prepared by the government of the Russian Federation establishes general principles regulating relations in the education system. State guarantees for the realization of the right to education throughout life are consolidated in accordance with educational and professional needs.

According to the Minister of Education of the Russian Federation Dmitry Livanov, the bill has a pronounced social character... “It consolidates the social guarantees of students and those who teach, which were in the previous legislation, and expands them. He also creates mechanisms and tools to implement these guarantees. " The document “is built around a person - those who study, who teach, around parents, specifying their rights and responsibilities, specifying social status these people. "

The bill proceeds from the fact that it is necessary to maintain continuity with the current legislation, but also provides opportunities for improving the quality of education.

As for the main innovations, the project "expands the range of organizations, including organizations of various forms of ownership, in which citizens can receive free education." With its entry into force, citizens will be able to receive education at the expense of the state not only in state, but also in non-state organizations.

In addition, "additional opportunities are being introduced to provide children with access to preschool education." "It can be provided both in the form of family education and in an educational institution, and not only in kindergartens, but also in preschool groups at schools, and so on."

The law is fundamentally aimed at creating the possibility of choice for each student - the choice of various training courses, both in the educational organization itself and outside it. This is achieved through the use of new learning technologies, including distance, electronic. Also attaches to legislative level network interaction of educational organizations.

The bill guarantees the general availability of the medium vocational education... It will include both training programs for mid-level specialists and highly qualified workers.

For the first time, the peculiarities of educational activities are fixed - when receiving education by citizens who show outstanding abilities, citizens with disabilities, as well as the implementation of educational programs in such areas as art, culture, medicine, defense and security of the state.

There are also provisions that ensure the openness of educational institutions and programs for students and their parents.

The procedure “ independent evaluation the quality of education, which will allow specialized organizations to assess the activities of educational organizations, to determine the reliability of information about the quality of education and its compliance with consumer needs ”.

THIRD:

This is you and me. Our position, Our opinion, our idea of ​​how it should be and what should be done. This report is not intended to impose any idea on this. This section only offers a glimpse of the actual state of affairs.

It is for us, teachers of additional education for children, to continue extracurricular work and engage in additional education. You should have already noticed that our Center is called not a center for additional education, but extracurricular activities. What is it, why is it so? I personally do not know, but I can assume that this is a compromise between the request of the parents and the order of the society, as already mentioned above (the need for leisure activities still persists, and there is no clear boundary between this activity and the educational process.) For example: the child is on classes, he simply draws - becomes a professional artist, sews clothes for dolls - chooses the profession of a designer, fashion designer, goes to work in an atelier or a sewing (knitwear) factory, he is gladly accepted into middle and higher educational establishments by profile, paying attention to his knowledge of the terminology learned in leisure activities.

We have a new law to fulfill. But it has not yet been adopted. The draft contains the provisions already known to us, set out in the regulatory documents, the list of which is indicated in the Table - annex to report No. 1

The main documents from this list are, perhaps, the following:

To refresh your memory, it is proposed to re-familiarize yourself with the content of some documents: Appendices No. 1, 2, 3, 4

Thank you for the attention.

Best regards, Albert Leonidovich Blinov

Municipal state-financed organization additional education for children Center for extracurricular activities "Rainbow", Chelyabinsk

Project topic: "Conditions for the effective formation of professional competence of a teacher of additional education"


Fundamental documents of international and federal significance, which enshrine the child's rights to education Declaration of the rights of the child: “a child has the right to receive education, which should be free and compulsory, at least in the initial stages” (principle 7) Convention on the Rights of the Child: “The participating States recognize the right of the child to education” (Art. 28) and agree that the education of the child should be aimed at the development of the personality, talents, mental and physical abilities of the child; to foster respect for human rights and fundamental freedoms, parents, language and national values ​​of the country in which the child lives, civilizations that are different from his own, surrounding nature; to prepare a child for a conscious life in a free society (Art. 29)

Fundamental documents of international and federal significance, in which the child's rights to education are enshrined. The Constitution of the Russian Federation: “everyone has the right to education” (Art. 43); Federal Law of the Russian Federation of December 29, 2012 N 273-ФЗ "On Education in the Russian Federation": guarantees the right of every person in the Russian Federation to education (Art. 5); The Federal Law of the Russian Federation "On the Basic Guarantees of the Rights of the Child in the Russian Federation": "when carrying out activities in the field of education and upbringing of a child in a family, an educational institution, a special educational institution or other institution providing appropriate services, the rights of the child may not be infringed upon" (Art. nine).

Documents of the federal and regional levels regulating the additional education of children Full name of the document Date of adoption, revision Structure Annotation, links to articles regulating the activities of the field of preschool education Federal Law No. 273-FZ "On Education in the Russian Federation" 21. 12. 2012 Ch 1. General Provisions Ch. 2 Education system Ch. 3 Persons who have carried out educational activities Ch. 4 Students and their parents ( legal representatives) Ch. 5 Pedagogical, managerial and other employees of organizations, implementation. educated. activity ... Ch. 10 Additional education Ch. 11 Features of the implementation of some types of education. prog. and getting education by separate categories of education ... Ch. 1. st. 2 Basic concepts ...: Education, upbringing, training, ... educational program, ... additional education ... Ch. 2 tbsp. 12 Educational programs, art. 13 General requirements for the implementation of educational programs (p. 4) Ch. 3. Art. 23 Types of educational organizations, p. 3. 1 Organization of additional education - ... Ch. 10. Art. 76 Additional education for children and adults

Documents of the federal and regional levels regulating the additional education of children The full name of the document The procedure for organizing and carrying out educational activities for additional general education programs is approved by Order of the Ministry of Education and Science of Russia No. 1008 Date of adoption, edition Structure 29.08.2013 23 points without highlighting chapters Annotation, links to articles, regulating the activities of the sphere of DOD P. 9: directions of additional general images. programs: technical, natural science, physical culture and sports, art, tourist local history, social pedagogical P. 11: annual update of additional general images. programs P. 18 -22 Organization add. education of students with disabilities

Documents of the federal and regional levels regulating the additional education of children The full name of the document The concept of the development of additional education for children was approved by the order of the Government of the Russian Federation No. 1726-р Date of adoption, edition Structure 4. 09. 2014 1. General provisions 2. State and problems of additional education of children 3 Goals and objectives of DOD development 4. Principles of state policy for DOD development 5. Main mechanisms of DOD development 6. Main directions of the Concept implementation 7. Stages of the Concept implementation 8. Expected results of the Concept implementation Annotation, links to articles regulating the activities of the DOD sphere

Documents of the federal and regional levels regulating the additional education of children Full name of the document Date of adoption, revision Structure Interdepartmental program for the development of additional education for children in the Russian Federation until 2020 PROJECT Relevance, purpose, objectives of the program; principles of development of the sphere of education; conditions, terms and stages, main directions of the program implementation; formation of financial and economic conditions for the development of preschool education; expected results, indicators and indicators of the effectiveness of the program implementation; management of program implementation; socio-economic efficiency of the program Annotation, links to articles regulating the activities of the field of preschool education

Documents of the federal and regional levels regulating the additional education of children Full name of the document Date of adoption, revision Order of the Ministry of Labor of Russia No. 613 n "On approval of the professional standard" Teacher of additional education for children and adults "08.09.2015 Effective from January 1, 2017 Structure 1. General information 2. Description of labor functions included in the professional standard 3. Characteristics of generalized labor functions Annotation, links to articles regulating the activities of the sphere of preschool education P. 3: ... Requirements for education and training ... Requirements for experience practical work... Special conditions for admission to work ... Labor functions Labor actions Required skills Required knowledge 3. 1. Teacher of additional education, trainer, etc. 3. 2. Methodist 3. 3. Teacher-organizer

Documents of the federal and regional levels regulating the additional education of children Full name of the document Date of adoption, revision Resolution of the Chief State Sanitary Doctor of the Russian Federation No. 41 “On the approval of San. Pi. N 2. 4. 4. 3172 -14 "Sanitary and epidemiological requirements for the structure, content and organization of the operating mode of educational institutions of additional education for children" 4. 07. 2014 Structure Abstract, links to articles regulating the activities of the sphere of preschool education

Documents of the federal and regional levels regulating the additional education of children Full title of the document Date of adoption, revision Methodological recommendations for solving the problems of increasing the number of children aged 5 to 18 years enrolled in additional educational programs by 2020, in the total number of children of this age up to 70 -75 percent DRAFT Structure Abstract, links to articles regulating the activities of the field of education

Documents of the federal and regional levels regulating the additional education of children Full name of the document Date of adoption, revision Letter of the Ministry of Education and Science of Russia No. 06 -1844 "On approximate requirements for programs of additional education for children"

Documents of the federal and regional levels regulating the additional education of children Full name of the document Methodological recommendations for the design of additional general developmental programs (including multi-level programs) Date of adoption, revision 18.11.2015 Structure Annotation, links to articles regulating the activities of the area of ​​preschool education

Documents of the federal and regional levels regulating the additional education of children Full name of the document Date of adoption, revision Concept for the development of additional education for children in the Vologda region until 2018 14.09.2014 Structure Abstract, links to articles regulating the activities of the sphere of preschool education

Homework: Explore local regulations regulating the activities of the Palace of Creativity of Children and Youth. Create a table. An approximate list of local acts Charter Development program Educational program Regulations on the methodological council Regulations on the methodological association Job description methodologist Job description of a teacher of additional education, Job description of a teacher-organizer Instructions for organizing and conducting excursions, hikes, expeditions with students (pupils), etc.

Regulatory support of the system of additional education for children in the Russian Federation Gorokhovskaya I. V., Ph.D. n. , deputy. Director for Scientific and Methodological Work, BPOU VO "Vologda Pedagogical College"

N. A. Mukhamedyarova

Legal regulation of the provision of additional education

children in Russia

The article presents the results of the analysis of the legislative and regulatory framework for the provision of additional education to children in 83 constituent entities of the Russian Federation. The systematization of documents was carried out on the basis of the developed two groups of criteria and indicators: the criteria for selecting the current base and the criteria for its analysis. Identified problems of legislative and regulatory legal regulation in the field of providing additional education to children in the constituent entities of the Russian Federation.

Key words: legislative and regulatory framework, system of additional education for children, regional and municipal documents, administrative documents.

N. A. Mukhamedyarova

Normative Legal Regulation of Providing Children "s Further Education in Russia

The paper presents the results of the analysis of legislative and regulatory framework on providing children "s further education in 83 regions of the Russian Federation. Systematization of documents held by the two groups developed criteria and indicators: the actual database selection criteria and criteria for the analysis. The problems of the legislative and regulatory framework in the field of the provision of children "s further education in the regions of the Russian Federation are revealed.

Keywords: legislative and regulatory framework, the system of children 's further education, regional and municipal documents, administrative documents.

The legal framework for the system of continuing education is the basis for its effective functioning and development. In this regard, the legislative and regulatory framework that regulates the field of additional education for children, not only at the federal level, but also at the level of the constituent entities of the Russian Federation, becomes especially significant. It is important that the regional and municipal regulatory framework promotes the development of the field of additional education for children, and does not create restrictions, difficulties and problems. In this regard, the scientific and practical interest of our study was aimed at resolving the existing contradictions: between the strategic setting of the modern system of additional education for children on the development of its legislative and regulatory framework and the lack of unified mechanisms for analyzing this base; between the high potential of the legislative and regulatory framework, contributing to the improvement of the system of additional education for children, and the lack of awareness of specialists in this area about the best examples of regulatory legal documents.

Methodological framework analysis of the legislative and regulatory framework made up the key provisions of the systemic and integrated approaches. In the context of a systems approach

the sphere of additional education of children is defined as a complex multifunctional and multi-level social and pedagogical system of an open type. Therefore, its legislative and normative legal regulation, which also consists of levels, which has a hierarchy and independent components, is important to consider not in isolation, but in their interconnection. This allows us to identify not only the general system properties, but also the qualitative characteristics of the modern regulatory framework, to determine their functional purpose, role in the system. Within the framework of an integrated approach, the analysis made it possible to build the relationship of various heterogeneous elements of the analysis: the levels of the legislative and regulatory framework (regional, territorial, municipal); types of documents (laws, orders, orders, etc.); sources of rule-making (regional government, departments, city halls, etc.). An integrated approach ensures the integrity of the analysis process and its results, since it focuses on a comprehensive study of objects and the completeness of their content.

The analysis of the legislative and regulatory framework for the provision of additional education to children was carried out in 83 constituent entities of the Russian Federation. It should be emphasized that the scientific interest for our analysis was represented by both general,

© Mukhamedyarova N.A., 2013

complex regulatory documents of the regional and municipal level, regulating all levels of the education system and containing information within the document related to the additional education of children, as well as private documents directly related to the system of additional education for children in the constituent entities of the Russian Federation.

The selection of documents was carried out through information sources provided from the subjects of the Russian Federation. The purpose of the selection was to compile a list of documents for their subsequent analysis, so it was important to find representative and competently drafted, in terms of legal technique, regulatory legal acts. In this regard, for this stage, external criteria for the selection of documents were developed: the criterion of compliance of the document with legal and legal regulations set out in federal acts regulating rule-making; criterion of the relevance of the document; structural criterion.

Based on these criteria, 103 legislative and regulatory acts of the constituent entities of the Russian Federation and municipalities were selected on the issue of providing additional education for children, including 65 documents of the regional level (regional, republican) and 38 documents of the level of municipalities.

The systematization of the documents selected for analysis allowed us to state that the legal regulation of the system of additional education for children in the constituent entities of the Russian Federation is carried out mainly through administrative documents (regional laws of regional legislative assemblies, city and regional dumas of the constituent entities of the Russian Federation), decrees of the presidents of the republics of the Russian Federation, orders of regional and municipal education administration bodies and their annexes, decisions of governors and mayors of the constituent entities of the Russian Federation, educational administration bodies, regional governments, orders of governments and regional education administration bodies, decisions of city councils of the constituent entities of the Russian Federation.

The peculiarity of regulation through administrative documents is to assist the governing body to regulate and coordinate activities, to ensure the implementation of the tasks assigned to it, to get the maximum effect from its regulatory decisions. In legal terms, the manager

these documents refer to legal acts: they express specific legally imperative prescriptions of the subjects of management. The specificity of such prescriptions is manifested in the fact that with the help of administrative documents there are specific administrative and legal relations in the field of management; their addressees are specific institutions, structural units, officials or employees.

Thus, we can conclude that regional and municipal education authorities pay more attention to the regulation of specific issues in the system of additional education for children.

To analyze the legislative and regulatory framework for the provision of additional education for children in the constituent entities of the Russian Federation, the qualitative analysis criteria and indicators to them, presented below, were applied.

The target criterion makes it possible to determine: compliance of the goals of regional documents with the priority areas of the legislative and regulatory framework of the federal level, the state order for the system of additional education for children; compliance of the goals of regional documents with the requests of the system of additional education on the part of customers; orientation for the purpose of documents on a specific end result of additional education of children in terms of time and timing of achievement.

The main targets of the studied legislative and regulatory documents for the provision of additional education for children in the constituent entities of the Russian Federation are as follows:

To increase the role of institutions of additional education in the upbringing, training and creative development of the individual in the region;

To consolidate guarantees of legal and social protection of children in the constituent entities of the Russian Federation; create legal support for the implementation of state educational policy in the interests of children;

Regulate the provision of the state service "additional education for children";

Realize the rights of children to receive additional education, establish uniformity in the admission of citizens to institutions of additional education for children;

Update the content of additional education for children;

To improve the quality and availability of additional education for children; approve the list of quality indicators of additional educational services; to create a mechanism for the formation of regulatory requirements for the development of a quality management system for educational services in institutions of additional education for children;

To develop the creative potential and improve the professional qualifications of teachers;

Provide state and public support for the development of gifted children on the territory of the constituent entities of the Russian Federation;

Encourage children who have achieved significant achievements in the development of their intellectual, creative, social, sports abilities; introduce and develop innovative processes in the system of additional education for children;

Take measures to develop various forms of networking in education;

Create comfortable conditions for participants in relations arising from the organization of additional education in educational institutions located on the territory of the constituent entities of the Russian Federation;

Establish funding standards municipal institutions additional education for children;

To establish the size and conditions of remuneration for employees of the system of additional education for children;

Establish the amount and procedure for paying parental fees for the education of children in institutions of additional education for children;

Set List preferential categories the population on the payment for the education of children, etc.

The targets stated in the documents are diverse and affect all the main areas of the system of additional education for children. One side, regional documents accompany and ensure the implementation of the targets of federal legislation regulating this area, such as: ensuring the availability and free of charge additional education (National Doctrine of Education in the Russian Federation for the period up to 2025); renewal and improvement

maintenance of the content of additional education, the introduction of innovative models of upbringing and development (Federal Target Program for the Development of Education for 2011 - 2015); building an extensive system of searching, supporting and accompanying talented children (Concept of the Russian national system for identifying and developing young talents); changing the role and importance of additional education in the education system (Federal State Educational Standards), etc.

On the other hand, the analysis of documents according to the target criterion revealed the following feature of regional legal regulation as concreteness. Most of the acts contain instructions, measures, lists of actions, a sequence of measures aimed at solving particular specific problems of providing additional education that are available in the constituent entities of the Russian Federation. It should also be noted that the problems are similar and similar in all regions.

An analysis of documents based on a meaningful criterion makes it possible to assess the level of content and organization of the regional and municipal system of additional education for children in the constituent entities of the Russian Federation, as reflected in their legislative and regulatory framework. Including: the degree of renewal of the content of additional education (diversity, the emergence of new forms, areas of activity); demand for certain forms and directions of the content of additional education for children; development innovation processes in additional education.

All the presented legislative documents are quite diverse in their content, but they can be united by thematic groups aimed at regulating and developing additional education for children. Among the most frequently repeated groups of documents on education, the leaders are those that declare the general availability of additional education not only in institutions of additional education for children, but also at the level of general and vocational education. The documents of the constituent entities of the Russian Federation also talk about the importance and development of additional education in the areas of culture and sports, providing children with an opportunity to choose services related to scientific and technical creativity, sports training and other educational areas.

In the process of analyzing regulatory documents, a tendency was revealed in the development of multidirectional institutions of additional education for children (music and art schools, art schools, children's art houses, stations for young technicians, young naturalists, clubs for young tourists and other institutions with appropriate licenses), which will allow the creation of variety of choice of social customers.

Best documents reflect the substantial diversity of institutions in which additional education, educational programs, and innovative technologies are implemented. Based on the analysis of the content of the documents, it can be seen that the regional administrations provide an opportunity for additional education to identify gifted children through their participation in competitions, festivals, olympiads, sports, research, etc.

Within the framework of the system of additional education, a mechanism can and should be created that unites the efforts of various state structures dealing with the problems of protecting the rights of children. An important step of the regional authorities towards the development of additional education is the creation of such regulatory documents that would declare the right to social support for students in the field of additional education.

Thus, based on the content of the legislation in the field of additional education for children, it can be concluded that the fundamental features of the provision of this type of education are preserved, and that it is supported by regional authorities. Nevertheless, there are no grounds for satisfying the current state of the content of normative legal acts.

The analysis of documents according to the criterion of supporting conditions was carried out through a set of the following indicators: elaboration of groups of conditions in the regulatory framework; the priority of specific conditions; availability of regulatory mechanisms for the implementation of conditions.

The main attention in the legislative and regulatory framework of the constituent entities of the Russian Federation is paid to the financing and staffing of additional education for children.

The best examples of regulatory and legal documents are the mechanisms of financing

additional education in the following aspects:

Financing based on subventions from the regional budget;

Funding based on developed by the authorities state power budgets, setting tariffs for per capita financing;

Based on the calculation of standard costs for the provision of services, etc.

Laws, orders and regulations of regional authorities allow institutions of additional education for children to attract, in addition to budgetary and other sources of funding. These sources are: the organization of additional paid educational services, voluntary donations, sponsorship.

From the point of view of rule-making in the field of additional education, a personnel policy is required. The analyzed documents note the following main provisions of the personnel policy in this area:

The possibility of raising the level of qualifications of teachers of additional education;

Providing wages determined by abilities, experience, responsibility;

Creation of a system of incentives for the best teachers of additional education;

Organization of competitions for teachers of additional education.

Thus, the analysis of regulatory documents from the standpoint of the conditions created for the availability of additional education shows that the legislation in this area is at the stage of its development.

The analysis of documents according to the performance criterion was carried out through a set of the following indicators: the presence in the document of a description of the expected result; compliance of the expected results with the stated goals; a variety of forms of presentation of results; the presence of not just a statement of the result obtained, but conclusions and an indication of possible further prospects.

Legal documents reflecting the result of the provision of additional education services can be presented in the form of groups that are logically interconnected with each other. The first group of documents reflects a holistic mechanism for assessing the quality of additional education services, built into a system of provisions for building

such a mechanism. The second group of documents aims at creating criteria and indicators of the quality of services provided by institutions of additional education for children. The third group of documents reflects the quality standard for the provision of additional education services, which sets out complex requirements for all elements of the provision of additional education for children in institutions different types... The fourth group presents the results of the work of institutions of additional education, additional education of children in educational institutions, the results of competitions, programs, monitoring results.

An analysis of the above documents allows us to state the focus of the current current regulatory legal framework of the regions to achieve a new level of upbringing and education in the system of additional education for children, to the priority of quality development, rather than stable functioning.

Study legislative documents allowed to identify the following problems in legal regulation additional education for children in the constituent entities of the Russian Federation:

1. Lack of a comprehensive document that would include all blocks of the system of additional education for children and create the basis for its regulatory regulation at the level municipality, region, republic.

2. Additional education of children has a controversial legal and regulatory status. On the one hand, many documents talk about the importance and significance of this system, about the impossibility of fully developing, educating and teaching without its participation, but, on the other, we can see enough documents where additional education is mentioned only in the list of enumeration of educational levels, without giving it due attention inside.

3. The principle of accessibility of additional education is, as a rule, declarative. As the comparative analysis of the documents shows, the list of measures designed to ensure this principle, applied by the named regions, is standard, not very large, the formulations are, as a rule, of a slogan character.

4. The availability of additional education for children with disabilities is not normatively fixed.

5. From the analysis of rights, social benefits and guarantees enshrined in the legislative framework

constituent entities of the Russian Federation, it is difficult to make an optimistic conclusion about the correct understanding by the legislator of the role and importance of pedagogical staff of additional education in modern society. A significant part of the regions, at best, limited itself to preserving the rights and benefits that the state traditionally provided to teachers (extended vacations, some advantages in obtaining living space, etc.).

6. The targets stated in the documents do not always find a procedural and substantive reflection in the normative legal acts of the ways and methods of achieving them.

An analysis of the fundamental provisions of the legislative framework of the regions of the Russian Federation shows that the legislative experience contains many valuable developments that deserve attention of regulatory and legal decisions, the knowledge of which significantly expands our understanding of the ways, methods, and specific options for improving Russian legislation.

But, unfortunately, at the moment the laws either are of a general nature, fix relations at the level of principles, foundations of normative legal regulation in the field of additional education for children, or regulate relations in this area at some one level of general or professional education.

Bibliographic list

1. Kashina, T.V. Legal technique[Text]. 2nd ed., Revision. - M.: Norma, Infra-M, 2011.-496 p.

2. Decree of the Government of the Russian Federation of August 13, 1997 No. 1009 "On the approval of the rules for the preparation of regulatory legal acts federal bodies executive power and their state registration ”.

3. Order of the Ministry of Justice of the Russian Federation of May 4, 2007 No. 88 "On approval of the Clarifications on the application of the Rules for the preparation of normative legal acts of federal executive bodies and their state registration."

4. Draft Federal Law "On Normative Legal Acts of the Russian Federation" [Text] // Law: Creation and Interpretation / ed. A.S. Pigol-kin. - M., 1998 .-- S. 216-217.

Bibliograficheskij spisok

1. Kashina, T. V. Yuridicheskaya tekhnika. - 2-ye izd., Peresmotr. - M.: Norma, Infra-M, 2011 .-- 496 s.

2. Postanovleniye Pravitel "stva Rossijskoj Federacii ot 13 avgusta 1997 goda No. 1009" Ob utverzhdenii pravil podgotovki normativnyh pravovy "h aktov federal" ny "h

o ^ alou 15ro1nkeRpo] y ^ BI 1 W gosudarstvennoj registra-si ".

3. Pr1ka7 Minyusta KR ot 4 taua 2007 g. No. 88 "Ob utverzhdenii Ka7" vaBnepr | o rptepepe Prau11 pod-gotovki po1tayupuh pravovy "h aktov federa1" ny "h OG-

ganov ispo1nite1 "noj v1asti i ih gosudarstvennoj registra-cn".

4. Proyekt Federa1 "nogo zakona" About normativny "h pravovy" h a & ab Rossijskoj Federacii "// 2a ^ n: sozdaniye i to1kovaniye / pod red. A. 8. Pigo1kina. - M., 1998. - 8. 216-217 ...

Educational institutions of additional education for children can be differentiated as follows:

in terms of coverage of educational areas - into single-profile (club of young sailors, a children's studio (in various types of art), a station for young naturalists, a children's and youth sports school, etc.) and multi-profile (Center for additional education for children, Palace of children's - youth - creativity , House of children's creativity, childhood and youth, student youth, club for children and adolescents, etc.);

the difference in potential - the Center for Children and Youth Tourism, the Club for Children and Youth Tourism, the House of Children and Youth Tourism and Excursions (young tourists), the Station for Children and Youth Tourism and Excursions (young tourists).

The aggregate different types institutions of these types, functioning in a microdistrict, district, megalopolis, region, constitutes a network of institutions for additional education for children.

The condition for organizing the educational process in the D.O.D. regulates following documents:

RF Law "On Education"

Model regulations on an educational institution D.O. children

Sanitary and epidemiological requirements for the institution D.O.

Educational institution charter

Relationship agreement with founders

Article 2 of the Law notes that educational apprenticeship independently in the implementation of the educational process of selection and placement of personnel, scientific financial, economic and other activities within the limits established by the legislation of the Russian Federation, the standard provision on the educational institution of the corresponding type and type, the charter of the educational institution.

The Law "On Education" defines the procedure for the creation and regulation of the activities of an educational institution, its reorganization and liquidation. The law provides that the rights of a legal entity in an educational institution in terms of conducting financial - economic activity, provided for by its charter, arise from the moment of registration of an educational institution. An educational institution acquires the right to conduct educational activities from the moment the license is issued. The right of an educational institution to issue its graduates a state-issued document on the appropriate level of education, to use a seal with the image of the State Emblem of the Russian Federation arises from the moment state accreditation.

The certificate of state accreditation of an educational institution confirms it state status, the level of educational programs being implemented, the compliance of the content and quality of graduates' training with the requirements of state educational standards.

The certificate of state accreditation issued to preschool educational institutions and institutions of additional education for children confirms the state status of the relevant institution, its category, the level of educational programs it implements. The decision on state accreditation is made on the basis of the conclusion on the certification of the educational institution. The purpose of certification is to establish the compliance of the content, level and quality of training of graduates of an educational institution with the requirements of state educational standards. The latter include federal and national-regional components. Federal components of state educational standards determine the mandatory minimum content of basic educational programs, the maximum amount of study load of students, requirements for the level of training of graduates (these provisions, however, do not apply to additional educational programs). Attestation of institutions of additional education, as well as attestation of preschool educational institutions, correctional institutions, educational institutions for orphans and children left without parental care, is carried out in the manner prescribed by the standard provisions on these educational institutions (see paragraph 14 of the Model Regulations on educational institution of additional education for children.)