Where to get higher education? We choose the university and the format of study. Is a bachelor's degree a complete higher education or not? Levels of higher education 1 higher education

Higher economic education in Moscow
Department 502 "Industrial Economics" of the Institute of Engineering and Economics ENGINEERING MAI, continuing and developing the best traditions of its more than 80-year history, is currently training and graduating bachelors and masters in the direction of "Management", profile "Anti-crisis management".
Head of the Department V.P. Panagushin: "Our primary task today is to train competitive personnel for the competitive economy and industry of Russia."

The department conducts training according to state standardsIII generations in the direction:

1st stage - Bachelor of Management (4 years of study), profile "Anti-crisis management"
2nd stage - Master in Management, program "Anti-crisis management" (based on a bachelor's degree - 2 years)
with an in-depth study of a foreign language business course and passing the TOEFL exam Graduate qualification: "Bachelor of Management". Duration of study: 4 years.

After receiving a bachelor's degree, studies can be continued to obtain a master's degree.

Qualification characteristic.
The department prepares bachelors, specialists and masters in prevention and early detection of signs of financial and economic crises in order to prevent their onset. Therefore, our graduates work in divisions and services of companies that conduct analytical, control, audit and audit work. The presence of in-depth knowledge of the English language allows the graduate to offer himself for work in foreign companies accredited on the Russian market.

Graduates are prepared for professional activities and are able to:

evaluate, analyze and predict the economic and financial condition of the enterprise, monitor the financial condition; to diagnose the crisis state of enterprises; develop and implement financial recovery programs;
increase the competitiveness of products and enterprises, rationally manage financial and economic activities, organizational and social development of enterprises of all organizational and legal forms;
apply special anti-crisis management procedures at enterprises and organizations in accordance with existing legislation;
restore and control accounting and reporting;
justify investment projects, determine the volume and sources of necessary financing, and their effectiveness for the company;
evaluate the property of the enterprise, conduct work on its conservation and sale;
have good knowledge of English (conversational course and business course).
The bachelor's degree corresponds to generally accepted international standards, which allows our graduates, in accordance with the agreement reached between our department and German universities: Ingolstadt (Ingolstadt, Bavaria) and Heilbronn (Heilbronn, Baden-Württemberg), to continue their studies in Germany for obtaining a master's degree.

Our graduates have the opportunity to choose one of three paths after graduation:

obtain a master's degree in international business at the above German universities and other universities in Europe,
continue studying at the Moscow Aviation Institute and receive a master's degree in management under the program "Anti-crisis management",
get started with a bachelor's degree.

We teach concrete economics and therefore the educational process includes:

a large amount of practical training, and this is the key to successful career advancement after graduation;
analysis of theoretical material and practical examples from Russian practice;
the ability to communicate with teachers via the Internet;
teaching aids and handouts for each academic discipline.

Types of professional activity: analytical, managerial, auditing, auditing, organizational, financial and economic, expert, consulting, restructuring, entrepreneurial.

The main disciplines for obtaining a bachelor's degree:

"Enterprise economy";
"Accounting";
"Analysis and diagnostics of financial and economic activity";
"Legal support of bankruptcy procedures";
"Real Estate Economics";
"Financial recovery";
"Cost Management".

The main disciplines for obtaining the qualification of a master of management under the program "Anti-crisis management":

"History and methodology of the science of crisis management";"
Corporate Economics";
"Diagnosis of the crisis state of the enterprise";
"Personnel behavior management in the organization";
"Business planning";
"Arbitration and procedural regulation of bankruptcy procedures";
"International Financial Reporting Standards";
"Investment design for the modernization of production";
"Business budgeting"; "Enterprise restructuring";
"Information technologies in anti-crisis management";
"Financial recovery of low-profit and unprofitable enterprises";
"Management of the value of the enterprise";
"Methods of anti-crisis management at the enterprise";
"Corporate management in the conditions of globalization of risks";
"Transactions with real estate of the enterprise"

Passage of industrial and undergraduate practice, preparation of the bachelor's thesis and master's thesis will be carried out in representative offices of foreign companies accredited on the Russian market, at enterprises and industrial organizations, as well as in banks and consulting companies.

Our advantages:

full adaptation of training programs to Russian business conditions;
in-depth study of a business foreign language ("Business Course"), which allows you to pass the TOEFL, GMAT exams in the future for further education in the master's program of European universities;
provision of academic disciplines with lecture notes and guidelines, the use of modern teaching methods and computer technologies;
attraction of teachers-practitioners in the profile of readable disciplines from consulting companies, banks and law firms;
production and undergraduate practice at the workplace;
participation of successful students in consulting and auditing at enterprises together with teachers of the department in the development of business plans for financial recovery, restoration of accounting, reorganization of enterprises into financial responsibility centers;

The bachelor's degree complies with generally accepted international standards, which allows our graduates, in accordance with the agreement reached between our department and German universities: Ingolstadt (Ingolstadt, Bavaria) and Heilbronn (Heilbronn, Baden-Württemberg), to continue their studies in Germany for obtaining a master's degree. Students who have a high academic rating and speak German are sent on an exchange basis to these universities for 1-2 semesters for an internship with a scholarship. In accordance with the student exchange agreements, every academic year, 2 to 4 German students from these universities study at our department.

Teachers from the University of Heilbronn participate in the educational process for the master's program: Prof. Dr. Olaf Hengerer (Prof. Dr. Olaf Hengerer), Doc. Katharina Sperl (associate professor Katharina Sperl).

Acceptance conditions:

In 2012, applicants are accepted on the basis of the passed exam in the following disciplines:

Mathematics

Russian language

Social science

Cost of education:

The cost of education (bachelor's degree) per semester is 50,000 rubles.

The cost of education (master's) per semester is 60,000 rubles.

Teachers:

You will be taught by specialists from organizations that are successfully working in business! They are practitioners and their teaching methods are not reading dry theory, but analyzing life examples and work situations! 40% are teachers of the department, many of whom are actively involved in work under government contracts with the Office of the Government of the Russian Federation, the Government of Moscow, the developments of which are used in many disciplines.

· "Enterprise Economics" - General Director of the consulting firm "IVAKO-Analyst", Doctor of Economics, Professor Valery Panagushin;

· “Analysis of the financial and economic activity of an enterprise” and “Diagnosis of the causes of insolvency (bankruptcy) of an enterprise” - an analytical expert in the field of monitoring the financial condition and analyzing accounting and tax reporting, Ph.D., associate professor Elena Luter;

· "Financial recovery" - Associate Professor, Deputy. Nadezhda Chaika, Head of the Department of Economics of Industry, MAI;

· "Planning at the enterprise" - head of the department of automated control system of OJSC "MMP im. V.V. Chernyshev" Ilya Safonov;

· "System of taxes" - professional consultant and auditor, candidate of economic sciences, associate professor Vera Sokurenko;

· “Organization of the work of an anti-crisis manager” - arbitration manager of the Non-commercial Partnership “Moscow Self-Regulatory Organization of Professional Arbitration Managers”, Ph.D. Maria Starkova;

· "Quality Management" and "Resource-Saving Technologies" - General Director of MATI Service LLC, Ph.D., Professor Evgeniy Machnev;

· "Marketing" - marketing director of LLC "Rostar", Ph.D. Galina Orlova;

· "Management" and "Organization of foreign economic activity" - head of the planning and economic department of OAO Sukhoi Design Bureau, Ph.D. Vladimir Ivanisov;

· "Anti-crisis management at the enterprise" - director of consulting firm "IVAKO-Analyst", Doctor of Economics, Professor Vladimir Lapenkov;

· "Management Accounting" - Financial Director of "VEDIS GROUP" Denis Borodako;

· "Internal Control and Audit" - Igor Moskalets, Vice President for Performance Management and Control, TNK-BP;

· "Organization of production at the enterprises of the industry" - Vladimir Kabakov, Head of the Department of Information Support for the Administrative and Economic Activities of the Enterprise OJSC "MMP named after V.V. Chernyshev"

· "Budgeting of the enterprise" - Director of the Department of development and financial control of CJSC "Synterra-Media" Sergey Agapov

· "Financial Management" - Professor, Doctor of Economics Vasily Potapenko

· "Finance and Credit" - Professor, Valentina Fomkina

· "Organizational Behavior" - Professor, Deputy Director of ENGEKIN MAI, Ph.D., Professor Andrey Eropkin

Since 1996, after the introduction of a two-stage system, many people are still wondering whether a bachelor's degree is a complete higher education or not. This worries not only future students, but also parents, since everyone needs a complete understanding, a young person will be trained.

The federal law of August 22, 1996 No. 125-FZ, supplemented in 2003 and 2012, clearly defines two educational stages, after which a person receives a diploma of higher education:

bachelor;
master or specialist.

These changes in the system of training specialists are connected with the need to bring higher education closer to the common European standard and facilitate integration into it.

After graduation, an applicant can only enter the undergraduate program, and only after finishing, continue his studies in the magistracy. A bachelor's degree makes it possible not only to continue studying abroad, but also to work there.

Thus, a completed higher education is considered to be a diploma of completion of any of the two levels of education. At what stage to finish their studies, each student decides individually, depending on the goals, the chosen profession and the intended place of work.

Bachelor's degree is the first degree of the highest form of education, obtaining the basic professional knowledge necessary for practical work. As a rule, the level is reached after 4 years of study at the university. The diploma indicates the degree and specialty, for example, "".
Specialist - the level of higher education with the assignment of qualifications in the specialty. This is a classical training, in which, in addition to in-depth theoretical knowledge, narrow practical skills are given in the profession. Relevant for Russia. The usual form of Soviet education. It should be understood that this is not an intermediate level, but a full-fledged education in the traditional sense. Gradually, the specialty goes into oblivion, leaving only two levels of higher education.
Master's degree is an in-depth study of special subjects with a scientific bias. Master's degree can be a continuation of education if admission is carried out after the initial stage in the same specialty. It gives you the opportunity to get additional higher education if another direction is chosen or if you already have a specialist diploma. Admission to the magistracy is carried out on a competitive basis.

Bachelor's degree as an initial degree of higher education has a number of advantages:

a shortened period of study (in most cases 4 years) allows you to start working earlier or radically change your profession without losing time;
the opportunity to continue the educational process abroad;
the general orientation of the educational process without deepening into narrow disciplines gives a wide choice when choosing a job or specialty. In this case, it is often enough just to complete advanced training courses.

Main cons:

it is impossible to engage in scientific research or continue studies in graduate school;
restrictions in the choice of work or low competitiveness compared to masters;
the inability to gain access to a number of government positions, as well as in the field of education;
the deferment from the army ends immediately after the end of the level.

The diploma of the first academic degree is issued only after the defense of the final work, confirms the development of fundamental knowledge and general scientific foundations. This degree is present in all areas except medical.

Bachelors are primarily practitioners who can successfully engage in self-education or improvement within the profession on the job.

Bachelor in Labor Market

Personnel officers still mistakenly believe that a bachelor's degree is what used to be called an incomplete higher education. Many employers do not know whether a bachelor's degree is a complete higher education or not, because of this, they often set restrictions for candidates for vacancies. In fact, this is a complete education, requiring continuation only in individual cases, depending on the aspirations of the student.

Some sociologists are afraid of a significant decline in the quality of higher education in Russia due to the shortening of the training period, which means that less knowledge is obtained. In addition, many institutions are in no hurry to switch to a new system, adhering to the traditional training of specialists. But the number of years of study does not at all indicate that a graduate will become a good specialist. Rather, it depends on the personality characteristics of a person, as well as his ability and desire to learn and do his job well.

Large factories and enterprises do not prioritize the presence of a master's degree in a young specialist. Most of them value the ability to learn, prefer to accept an employee with the basic necessary knowledge and instill in him practical knowledge directly at the workplace.

At the same time, building a career only with a first degree diploma is quite difficult. The deputies are considering a bill that will not allow bachelors to hold leadership positions.

The question of admission to a vacant position of a bachelor or master is decided only by the employer, as well as the possibility of further professional growth of his employee. Some places require deep knowledge, require scientific skills, so only masters can occupy them.

Students who have graduated from an undergraduate institution should have a good idea of their future in order to decide whether they need to continue their studies.

The modern system of higher education with its levels and options can confuse applicants and their parents. They often ask the representatives of the university administration whether a bachelor's degree is a complete higher education or not? Let's look at the modern education system, its nuances and features.

Features of modern higher education

Modern society is characterized by high mobility and steadily increasing information flow. To successfully fit into the new world, young people must have certain qualities. First of all it is:

the ability to quickly switch between tasks;
the ability to receive and filter out information;
the ability to mobile use knowledge, and, if necessary, to acquire new ones.

Unfortunately, the system of higher education lagged behind the progress for quite a long time. Once having received a diploma of a specialist, a graduate became a professional in a rather narrow field. However, this does not imply a change in occupational activity.

To overcome the problem of low mobility, a system of graduated higher education was developed. And immediately a problem arose: is it considered that a bachelor's degree is a complete higher education or not? After all, the training time was reduced by a year, but at the same time, a master's degree was added as the next step.

Differences of bachelor's and master's qualifications from the specialist and from each other

With the advent of new names of specialties, many questions arise, primarily about how they differ. What was the bad specialty? And the most important question: is a bachelor's degree a complete higher education or not? The new is often scary, but progress cannot be stopped.

The main difference between a bachelor's qualification and a master's degree is the level. Both are full qualifications. Despite the questions of some employers that a bachelor's degree is a higher education or an incomplete higher education, the first option will be correct. However, there are significant differences:

Bachelor's degree is the first stage of education. The diploma most often has an applied character and is aimed at practical activities;
magistracy is the second stage of education. It can continue the direction of the bachelor's degree, or it can differ significantly;
magistracy involves a deep study of the theoretical program and subsequent scientific or leadership activities;
the standard study time for a bachelor's degree is four years, for a master's degree two years.

A little aside in modern higher education is the specialist. The list of professions that do not involve gradual education is very small. First of all, these are all medical specialties, as well as some engineering ones. these professions has not changed.

Incomplete higher education with a bachelor's degree

According to there are two levels of education - master and bachelor. Complete or incomplete higher education? It depends on the timing and availability of supporting documents.

A student who has graduated more than half, but has not received a diploma of completed higher education, is considered to have an incomplete higher education. For a bachelor's degree, this period is two years, provided that at least four consecutive sessions are closed with positive marks.

To confirm incomplete higher education, a student can request an academic certificate from the dean's office. strict accounting. It indicates the number and results of the disciplines studied. This certificate can be presented to the employer for obtaining a job that requires a certain qualification.

An academic certificate of incomplete higher education of a bachelor is required for transfer to another educational institution or to another faculty. This will save the student from re-studying the disciplines passed and allows you to put the Bologna system into practice.

Is modern complete higher education a bachelor's and a master's?

In today's world it is difficult to get a good job without education. This hackneyed truth pushes young people into universities. Often, admission to a particular specialty is dictated by the desire to simply get a diploma, reassure parents, and do something.

Some are lucky, and they find the work of a lifetime, while others realize that they are in the wrong place at all. Such situations often lead to the fact that the student stops learning, loses interest in learning new things, and begins to look for other options for activity.

In the system of step education, this problem is solved very simply. The studied disciplines involve the formation of certain competencies, which is very easy to transfer to any related specialty. In addition, in the first two years there is extensive theoretical preparation at the beginning of training. It allows you to change direction in senior courses. The modern education system assumes mobility and interchangeability within the framework of the stage.

Master's degree as a stage of higher education

If received, but there is an urgent need to have a different education, knowledge and a different specialty, a master's program will come to the rescue as the second stage of education. If the question (a bachelor's degree is a complete higher education or not) puzzles some, then everything is clear regarding the second stage.

Master's degree is the second stage of higher education. The corresponding degree can only be obtained on the basis of an initial (bachelor's) or specialist degree. However, not all students who have studied for four years at the first stage can study further. The magistracy assumes a strong basic knowledge, good preparation in all subjects and a desire to engage in scientific activities.

Master's Benefits:

the opportunity to change the direction of education according to their priorities;
the opportunity to continue education after a few years;
in-depth study of disciplines allows subsequently to occupy leadership positions and conduct scientific activities.

Employer Benefits of Graduated Education

Employers still doubt the advantage of a bachelor's degree. And this despite the fact that at present he makes up the vast majority of graduates of universities, academies and institutes.

Do not be afraid to hire a graduate with an entry in the Bachelor's degree. This is a complete higher education. An employee with such a diploma has undergone comprehensive theoretical and practical training and is ready for work.

Higher education can be obtained in full-time, part-time, part-time, evening or free forms of education, as well as in the form of an external student. Moreover, in some countries, depending on the form and goals of education, the number of disciplines studied, the level of training, etc., students are divided into “regular”, “conditional”, “special”, “casual”, “free” and etc.

Depending on the form of study, country, system and profile, the period of study for higher education ranges from 4 to 9 years.

Story

The separation of the highest level of education occurred in the countries of the Ancient East more than a thousand years BC. e. Then, at this stage, young people studied philosophy, poetry, as well as the laws of nature known at that time, received information about minerals, celestial bodies, plants and animals.

Medieval higher education primarily pursued the goal of substantiating theological dogmas. Only in the XIV-XVI centuries. there is a gradual liberation of science and education from scholasticism. This was facilitated by major scientific discoveries and advances in medicine during the Renaissance in Italy. Among the prominent representatives of science of that time were Leonardo da Vinci, N. Copernicus, I. Kepler, G. Galileo, R. Descartes, I. Newton, G. Leibniz. The scholastic school was sharply criticized by the English philosopher F. Bacon. Humanist writers and teachers of that time - Vittorino da Feltre, Erasmus of Rotterdam, L. Vives, F. Rabelais, M. Montaigne - opposed the Catholic Church's monopolization of the field of education. They proposed new teaching methods based on the development of independent critical thinking.

Of exceptional importance for the development of higher education and education as a whole was the invention of printing in the c.

Mikhailovsky - Engineering castle. Where, since 1823, one of the first higher engineering educational institutions in Russia, the Nikolaev Engineering School, was located, now the Military Engineering and Technical University is located near it at the site of its foundation.

The first higher engineering educational institutions began to be created only after the fundamental innovative turning point of 1810, which occurred at the Main Engineering School of the Russian Empire, when officers began to continue to finish their education for an additional two years. The first higher engineering educational institution in Russia, after the addition of senior officer classes, unlike all other cadet corps, was in 1810 the Main Engineering School, and now the Military Engineering and Technical University, which made the training program for engineers a five-year one and gave rise to the system that still exists two-stage division of engineering education between senior and junior courses. As the famous mechanical scientist Stepan Timoshenko wrote in his book Engineering Education in Russia, it was this system of the Main Engineering School that made it possible to provide high-quality theoretical training during junior years in order to later proceed to a deeper study of engineering disciplines in senior courses. Later, throughout the nineteenth century, the transition of the most advanced engineering and technical educational institutions of the Russian Empire to the system of higher engineering education continued, accompanied by its further qualitative development, primarily due to the fact that almost every educational institution created a program of its own new one that did not exist before. directions or specializations of higher engineering education, positively borrowing the best practices of others, fraternally cooperating, exchanging innovations and mutually enriching each other. The outstanding organizer and symbol of this process was Dmitri Ivanovich Mendeleev.

Main building of Kazan University

On November 17, 1804 Kazan University was established in Kazan. Already in the first decades of its existence, it became a major center of education and science. It formed a number of scientific directions and schools (mathematical, chemical, medical, linguistic, geological, geobotanical, etc.). The university is especially proud of its outstanding scientific discoveries and achievements: the creation of non-Euclidean geometry (N.I. Lobachevsky), the discovery of the chemical element ruthenium (K.K. Klaus), the creation of the theory of the structure of organic compounds (A.M. Butlerov), the discovery of the electronic paramagnetic resonance (E. K. Zavoisky), the discovery of acoustic paramagnetic resonance (S. A. Altshuler) and many others.

In 1861, the Commonwealth of Massachusetts approved a charter by William Burton Rogers to establish "the Massachusetts Institute of Technology and the Boston Society of Natural History" (now ). William Burton Rogers wanted to create a new form of higher education that would meet the challenges of the rapidly developing science in the middle of the 19th century, to which classical education was pathologically unable to adequately respond. After the adoption of the charter, Rogers began to seek funds, develop the curriculum and select a suitable location for the institute. Rogers' plan, as it is now known, was based on three principles: the educational value of useful knowledge, the need for learning through action, and the integration of professional and human sciences. MIT pioneered the use of instructions for laboratory work. His philosophy is "learning not in the manipulations and instantaneous details of science, which can only be applied in practice, but in the knowledge and understanding of all basic scientific principles with their explanations." Due to the civil war that began a few months later, the first classes at MIT took place only in 1865 in a rented premises of a trading house in the suburbs of Boston.

A big impetus to the development, convergence and harmonization of higher education in Europe was given by the so-called. Bologna process. Its beginning can be traced back to the mid-1970s, when the EU Council of Ministers adopted a Resolution on the first cooperation program in the field of education. The official start date of the process is considered to be June 19, 1999, when in the city of Bologna, at a special conference, the Ministers of Education of 29 European states adopted the declaration "European Higher Education Area", or "Bologna Declaration". Subsequently, intergovernmental meetings were held in Prague (2001), Berlin (2003), Bergen (2005), London (2007) and Louvain (2009). Currently, the Bologna Process brings together 46 countries.

Russia joined the Bologna process in September 2003 at the Berlin meeting of European ministers of education. In 2005, the Minister of Education of Ukraine signed the Bologna Declaration in Bergen. Universities of Russia, Ukraine, Kazakhstan and all CIS countries and Europe are participating in the implementation of the main directions of the Bologna Process.

Higher education by country

Russia

Austria

Main article: Higher education in Austria

Higher education in Austria has three levels and lasts from 3 to 9 years.

The University Education Act 1966 and the Universities Act 1975 laid the foundation for higher education. The Federal Ministry of Science and Research finances and supervises university education. 23 public and 11 private universities have a high degree of freedom and offer a wide range of educational programs. Studying at universities in Austria is free. But there are also paid educational institutions.

University graduates can continue their studies and receive postgraduate education by enrolling in graduate school and then in doctoral studies. In addition, it is possible to take retraining courses and receive a second higher education. Education is free.

Bulgaria

Higher education is based on the Higher Education Act 1995 and consists of four levels. The network of higher schools in Bulgaria includes universities, specialized higher schools and colleges.

Great Britain

After completing a two-year A-levels course, students can receive either professional or higher education.

Vocational education (Further education - FE) includes vocational training courses and some courses for higher education (bachelor's degrees). The term "vocational education" is used to refer to courses for those who left school at the age of 16. There are over 600 public and private further education colleges in the UK. These institutions offer various programs of study, including English language courses, General Certificate of Secondary Education and A-levels, professional courses.

Higher education (HE) includes undergraduate degree programs, postgraduate programs (master's degree, doctoral degree) and MBA. The term "tertiary education" refers to studies at universities, colleges and institutes that offer academic or doctoral degrees.

Germany

The German system of higher education is distinguished by the variety of types of universities. In total, there are 409 universities in Germany, of which 104 are universities and 203 universities of applied sciences. Getting the first higher education in almost all universities until recently was free for both Germans and foreigners. The tuition fee and its amount are set by the federal state, for example, in Bavaria even the first higher education is paid, and in Berlin higher education is free. In other states, fees may be charged for students who exceed the prescribed period of study by several semesters ("several" again, in each state differently) or who make a second higher education. The total number of students in Germany is almost 2 million, of which 48% are women, 250,000 are foreign students. The teaching staff is about 110 thousand people. Approximately 69,000 Germans study abroad. Until 2010, in the course of the Bologna process, German universities had to restructure their curricula according to a new model.

A significant number of universities are state-owned and are subsidized by the government. There are relatively few private universities - 69.

Egypt

Egypt has both private and public institutions of higher education. Public higher education in Egypt is free, students pay only the registration fee. Private education is more expensive.

The main universities in Egypt: Cairo University (100,000 students), Alexandria University, Ain Shams University, Al-Azhar University (the oldest university in Egypt with 1000 years of history).

Leading private universities in Egypt: American University in Cairo, German University in Cairo, French University of Egypt.

Ireland

Higher education in Ireland is called Third Level education. Upon graduation from the university, the graduate is awarded a bachelor's degree (Bachelor Degree). Higher education is possible at state universities, various colleges.

Italy

The Italian higher education system is represented by universities, technical universities, university colleges and academies. The education system is three-tiered.

Cyprus

Young people attend universities, other public institutions of higher education and colleges offering various programs of study.

Malta

Higher education in Malta is provided only by the University of Malta, which has a huge number of branches, branches and representative offices.

Monaco

There is only one institution of higher education in Monaco, the International Institute of Monaco.

The Republic of Korea

High schools (고등학교, 高等學校) of the Republic of Korea enter at the age of 17 and graduate after the third grade at 19. Schools can be divided into specialized departments that correspond to the interests of a particular student and coincide with his career path. For example, there are “scientific” higher schools (Science high school), schools for studying foreign languages and art history schools. All of them require quite difficult exams for admission. Higher schools can also be divided into public (public) and private. Such schools do not give any specialty, but simply prepare their students for college. For students who, for whatever reason, do not want to go to college, there are vocational schools that specialize in technology, agriculture or finance, where students can enroll immediately after graduation. High school schedules are often designed so that after an intense session of "self-study" at such a school, students return home after midnight. The curriculum, which includes about eleven subjects, is often considered very difficult, so some students choose to enroll in private academies called "hagwons" (학원, 學院 ) to increase their academic knowledge. The list of core subjects includes Korean and English, mathematics, various social and natural sciences. Specific subjects and the level of their teaching may vary from school to school, depending on the specialization of such educational institutions.

Unlike secondary school, higher education is not compulsory. However, the OECD estimated that in 2005, 97% of young Koreans graduated from high school. Obviously, this is the highest percentage among all countries.

USA

Despite many problems in the field of secondary education, higher education in the United States is considered one of the best in the world. There are more than 3,000 institutions of higher education of various types in the United States. They had 515,000 international students out of a total of 17.5 million, of which 60% were from Asia. Recently, however, education in universities, both private and public, is becoming more and more expensive. Fees for a year of tuition range from $5,000 at State University to $40,000 at Harvard, and while generous scholarships are given to poor students, these are often insufficient for middle-class students whose families lose proportionately the most of their income. From the 2002-2003 to the 2003-2004 academic year, tuition in state universities increased by 14%, and in private universities by 6%, which is still more than the inflation rate at the same time.

In American colloquial speech, all universities are usually called college, even if they are not colleges, but universities.