Problems of realization of the constitutional right to education in Russia

Dzodzikov Zelim Uruzmagovich Postgraduate of the Department of Pedagogical Education, North Ossetian State University. K.L. Khetagurova; Graduate student of the Department of Public Law and Authorities of the North Caucasus Mining and Metallurgical Institute (GTU) 362025, Russia, RSO-Alania region, Vladikavkaz, Vatutina str., 44 dzodzikov90@mail.ru Other publications by this author

Introduction

The right to education is guaranteed by the highest law of the country: the Constitution of the Russian Federation. It is one of the basic rights for Russian citizens.

To implement it, a hierarchical system of education levels has been created in the country. It is not static and is in continuous development. At the same time, both before and during the reform process, some innovations are questioned (for example, the Unified State Exam, the Bologna System, etc.) by both critics and practitioners, as well as teachers, students and their parents ^{[10; 11]}.

Despite the complexity of the education system, the long and rich history of its formation ^[17], the presence of internal and external control over it and its subordination to the strategic interests of regional and national development, the problems of realizing the right to education remain.

The relevance of the research issues is related to the fact that education is the "building material" of progress in the process of increasing the technological competitiveness of the country, the level of competence of its specialists and the equipment of production facilities and research laboratories with advanced achievements of science and technology.

In modern conditions, education goes hand in hand with the social responsibility of the state to former servicemen and their family members as part of social support measures, helping them to adapt to further civilian life. Education also plays the role of a "social elevator", helping people from depressed regions with low quality of preparation of applicants, lack of personal funds of the population for training, high (in comparison) unemployment rate to get a new specialty.

In this article, the purpose is to consider the range of topical problems arising in the realization of the right to education, with an emphasis on the problems of quota places for applicants.

To do this , the following tasks are solved:

· perform a brief overview of the components and levels of the education system in the Russian Federation established at the legislative level;

· review the sources on the research topic;

· to compile a list of current problems of realization of the right to education;

· separately consider the issue of expanding the categories of persons entitled to quotas.

Literature review

The problems of research can rightfully be attributed to the currently actively studied in many aspects.

These are discussions about the conceptual scope of terminology, the quality of education, the integration of Russian into the world education system, inclusion, and other purely pedagogical, didactic and social aspects. For example, quotas and benefits for admission ^{[10; 11]}; performance evaluation and ranking of universities ^[28], the quality of applicants' knowledge ^{[8; 10; 26]}, educational reforms and other issues ^{[2; 3; 13; 15]}, creating a favorable educational environment for combatants ^[31]. At the same time, these are studies on the level of funding and violations of the right to education. The authors study legal problems ^[9], including judicial practice, reports of the Ministry of Science and Higher Education of the Russian Federation, reports of human rights commissioners, other documents and data ^{[1; 20; 21]}.

S.V. Radaeva and N.Yu. Agafonova understand education as a single and purposeful process designed to educate and educate, understand it as a significant benefit for society, and the right to it as one of the inalienable social rights of a person and a citizen. Various points of view on the definition of the multidimensional concept of the right to education, statistical data are given ^[12]. It is noted that education is carried out in the interests of a particular person, family, society and the state as a whole, the greatest interest of the state in creating real mechanisms and conditions for the realization of the right to education in society is emphasized. S.V. Radaeva and N.Yu. Agafonova emphasize the dependence of the features of the realization of the right to higher education on state programs that are adopted for strategic development in the field of education ^{[14, p. 54]}.

The researchers note the similarity of opinions about the main goal of the realization of this right: the development of the individual, society, the state, raising the level of general and legal culture. They make an important observation about the small numbers of people who want to improve their level of education after receiving higher professional education and about the low number of people (less than 50%) with higher education (of the total population), especially in the "youth" age category.

S.V. Radaeva and N.Yu. Agafonova draw the following conclusions:

· about the conjugacy of the realization of the constitutional right to education with serious problems in the field of substantive and procedural law and law enforcement;

· about the stable functioning of the Russian educational system due to the fact that it is based on the norms of international law and the constitutional normative core.

As a way to solve problems, it is proposed to eliminate contradictions in the conceptual apparatus, strengthen the regulation of the procedural aspect in educational activities, expand the grounds for applying legal liability to participants in the educational process in the case of offenses that hinder the realization of the right to education ^[14].

An important problem in the field under study is the debatable nature of the scope of the concept of "right to education" and the differences in its understanding, if we compare the Constitution of the Russian Federation ^[7], on the one hand, and regulatory legal acts of educational authorities at different levels, on the other ^{[3; 14]}.

M.M. Knyatkina calls the problem of underfunding and the real danger of crowding out free education guaranteed by the Constitution of the Russian Federation and laws on education as the main problem of Russian education ^[3].

P.S. Efimova and G.S. Goloshumova point to the problematically weak system of interrelation between different levels of education, the lack of continuity of educational programs and the low level of financing of both the wage fund and technological equipment in the field of education. They note the existence of problems at almost every level of the system and see their solution as the most important strategic task of Russia ^[2].

V.D. Ushakova analyzes judicial practice on illegal expulsions of students and the problems of guaranteed accessibility and free education in our country. The researcher emphasizes the variety of problems associated with both the violation of the constitutional right of a citizen to education and the problems associated with the mechanism of realization of such a right.

The system of guarantees for the implementation of the right at the legislative level is clearly structured and regulated, goes in line with global trends, but against this background, there is a discrepancy between the practical implementation of the right and its regulation in legislation.

V.D. Ushakova comes to the conclusion about the need for serious improvements in the field of improving legal guarantees for the implementation of the constitutional right to education in the Russian Federation ^{[20; 21]}.

V.K. Dovgyalo and V.A. Kolyshkina cause problematic situations in the sphere of realization of the right to general education by insufficient knowledge of subjects of education about human rights. The authors believe that teachers lack the skills and abilities to solve problems in the field of education and upbringing without human rights violations. The existing system of organization of the educational and educational process and the state policy in the field of education also lead to problematic situations ^[1].

V.K. Dovgyalo and V.A. Kolyshkina propose legal education and education of subjects of educational activity about their rights and obligations and human rights in general, as well as adaptation of state policy and standards in the field of education to modern requirements and trends of the educational environment as ways to solve the identified problems ^[1].

L.M. Nurieva and S.G. Kiselyov raise a number of issues related to the control figures of admission to universities, which are set by the Ministry of Education and Science of the Russian Federation, based on forecasts of regional development. The researchers note that recently the regulation of the number of students and the allocation of budget places depend on the results of an interuniversity competition, the rating of the effectiveness of an educational institution, while the real dynamics and demand in local labor markets are not taken into account. The insufficient knowledge of such a variant of quoting budget places in higher education is emphasized. It is proved that the performance indicators of universities used in the calculations are statistically unrelated to the results of the competition (imperfection of the selected tools, gross methodological and mathematical errors embedded in the evaluation algorithms). Thus, the number of budget places allocated to the university is due to chance, and the results of the competitive distribution of admission control figures depend on the branch affiliation of universities, which leads to a disparity between territorial training and demand in the regions. It is proposed to: revise the methodology for distributing admission control figures for educational organizations in terms of abandoning single assessment indicators and replacing them with integral indicators; change the technology of rating universities, replacing the ranking with rationing; change the proportions and criteria for allocating participating universities by success groups and the share of budget places allocated to them. The authors see a rational grain in the transfer of the competition from the federal level to the regions and in the preservation of the competitive component among universities located on the same territory ^{[10; 11]}.

N.L. Klyachkina notes the fragmentary nature of the consideration of the socio-psychological rehabilitation of combat veterans in Russian science. Existing scientific developments require their enrichment with new empirical methods to achieve the required level of support. The individual and personal characteristics of the participants in the hostilities were studied locally, the factors affecting the effectiveness of their socio-psychological rehabilitation were not investigated in a complex. Specially organized work across the country on the socio-psychological rehabilitation of combatants does not meet modern requirements. It is still conducted by the method of "trial and error", without relying on a scientific base ^[5].

Materials and methods

Based on the methodology of a comprehensive study, methods of comparative data analysis, systematization and generalization were used.

The sources in Russian and English on the research topic published in the period from 2015 to 2023 were studied.

Since among the problems of realizing the right to education, the emphasis in the study is on expanding quotas for participants in a special military operation and their children, it is methodically proposed to start from the need to include Russian universities in the process of socio-psychological rehabilitation of combat veterans, combining resources and tools of interdepartmental interaction.

Perhaps we should consider opening rates for psychologists and psychotherapists in universities or in departmental student polyclinics, with partial implementation of rehabilitation measures not on the basis of social rehabilitation centers, but on the basis of universities. Such specialists could combine in their work the techniques and techniques of the modern theory of social assistance and psychology for psychotherapeutic and psychological assistance to combat veterans (methods of correction of post-traumatic states: the method of rational psychocorrection, psychological debriefing, methods of mental self-regulation, methods of personality-oriented psychocorrection; group psychotherapy; work on the development of the emotional sphere of combat veterans.

Results

The hierarchy of the education system in the Russian Federation and its consistency are reflected in Article 10 of Federal Law No. 273-FZ of 29.12.2012 "On Education in the Russian Federation".

It consists, firstly, of state educational standards and requirements of the federal level, educational standards and independently established requirements, educational programs of various types, levels and (or) orientation.

Secondly, these are educational organizations, teaching staff, students and parents (legal representatives) of students.

Thirdly, these are state bodies that manage education at the level of the federation and its subjects, local self-government bodies that manage education, advisory, advisory and other structures and divisions created by them.

We will add to this series organizations that lead, provide educational activities and evaluate the quality of education. In addition, it includes groups of legal entities, employers and their associations, public associations and autonomous non-profit organizations that also conduct activities in the field of education.

This list should also include state employment centers, which also work on vocational guidance and the organization of additional vocational training, advanced training or professional retraining for persons recognized as unemployed in accordance with the established procedure.

Education can be general, professional, additional. This should include lifelong professional training (continuous or "lifelong" education).

General and vocational education is implemented at the levels of education: preschool education, primary and basic general education, basic and secondary general education.

Vocational education is implemented at the following levels: secondary, higher (bachelor's degree; specialty; master's degree) and higher as training of highly qualified personnel (postgraduate) ^[16].

Additional education applies to both children and adults, there is also a level of additional professional education.

This system takes into account the task of creating conditions for continuing education.

The education system itself is not static, it is subject to regular assessment of indicators, continuous monitoring, forecasting, rationing, standardization and reform, for example, in the field of integration of the Russian system into the global educational process, the consistent introduction of scientometry, or even in the field of breaking with the Bologna system, which I would like to dwell on in more detail.

The Bologna education system worked in Russia from 2003 to April 2022.

There is some simplified perception of the Bologna system in Russia as a concept of a two-stage process of obtaining higher education (bachelor's and master's degree). This perception may not take into account the mechanisms that actually work within its framework for international integration, exchange, increasing the academic mobility of students and scientific personnel, international scientific cooperation, opportunities to start education in one university or country without losing time and credits, and continue in another country. We are talking about common comparable educational programs, standards, criteria and methodologies, pan-European opinions and priorities in the field of higher education, systems of comparable academic qualifications and a system of credit units (points or credits) according to the ECTS type.

Russia's participation in the Bologna System had both critics and supporters before, at the time of accession, in the process and after leaving it.

The goals of the Bologna process have not been achieved in Russia ^[18]: there is no automatic unconditional recognition of Russian diplomas, the competitiveness of universities also raises questions, entering the international labor market with a Russian diploma is difficult, and our HR specialists actually consider the bachelor's degree to be incomplete higher, while many students do not go to the master's program because of the need to start earlier professional career. The loss of the previously inherent fundamental nature of higher education in Russia is noted.

In May 2022, the Ministry of Education and Science confirmed its intention to withdraw from the Bologna process and build its own education system ^[18] in the interests of the national economy. The same was said in February by the President of the Russian Federation Vladimir Putin in a message to the Federal Assembly. 

The new system will be three-stage: the basic level of higher education (specialty, 4-6 years of study, providing an interdisciplinary, practice-oriented approach to training). Further — specialized level of higher education (master's degree, residency or assistant-internship, narrow specialization, in-depth training from 1-3 years). Further — postgraduate studies (training of personnel for scientific and teaching activities) as a synthesis of the best practices of the Soviet education system and practices of recent decades.

Here are examples from personal practice regarding the mutual recognition of Russian diplomas of higher education. The authors are aware of the fact when the diploma of a St. Petersburg graduate of the specialty (philology, 2002) in Norway was not equated to a master's degree in ten years, additional exams and additional training were required. Also in 2023, as a result of the process of nostrification of the Russian diploma of the Conservatory in Montenegro (also issued in 2002, specialty), a decision was obtained stating only that the submitted documents allow equating this level of preparation to higher education and holding relevant positions in Montenegro without indicating the correspondence of the level of education to bachelor's or master's degree. 

As you can see, these examples have limitations and, perhaps, are not so indicative, since they were issued before Russia joined the Bologna system. The first was considered during the period of Russia's participation in the Bologna system, and the second — after the formal withdrawal from it. In any case, in both cases, despite the history of Russia's twenty-year participation in the Bologna system, both applicants were required to undergo an expensive recognition procedure (nostrification), and the first applicant had to bear the costs of time and money for additional exams and training.

Researchers believe that the Bologna system has not worked in the country, has not acquired Russian specifics, that the negative consequences of that reform prevail. The Bologna system is not called bad, but it definitely "did not take root" in Russia and has outlived itself ^[18].

In April 2022, our country was excluded from the Bologna system. Already in May, in accordance with the Decree of the President of the Russian Federation dated 12.05.2022 No. 343 "On some issues of improving the higher education system", a pilot project was launched to change the levels of vocational education on the basis of six higher educational institutions, mainly engineering.

The risks of these innovations are noted: a decrease in the number of undergraduate students, the lack of a master's degree for all specialties, the selection of universities for the implementation of master's degree programs ^[18].

All this and much more (in addition to the government spending on the reform process itself, pilot projects and monitoring their effectiveness) will create additional obstacles for students, including in the form of reducing places for study. In addition, it will be prohibited to enter the master's program not according to the profile of the higher basic education received.

The problems of realization of the right to education guaranteed by the Constitution of the Russian Federation are characterized by interdependence and mutual influence due to the complexity and complexity of the social phenomena causing them.

Many factors and events of recent years contribute to the actualization of the research issues.

Quarantine measures during the height of the SARS-CoV-19 virus pandemic forced directly and under tight deadlines to tackle the problems of technological under-equipment of educational institutions with modern ICT technologies, the unavailability of teaching staff to use remote work technologies and the unavailability of students themselves who do not have a stable Internet connection and personal computers in remote settlements from the capital.

Military conflicts and natural disasters cut off many children and adults, sometimes for a long time, the opportunity to realize their right to education. They are cut off in the literal sense of the word when the paths are cut by bridges and roads destroyed after floods, earthquakes, when the paths for movement are contaminated with explosive objects.

The remote residence of students (northern districts, settlements without river crossings) also hinders both the effective implementation of educational reforms and the realization of the right to education as such.

Also, the standard of living in the region may not allow you to pay for travel to the place of study, especially additional education, or the cost of training. The economic situation is often forced to choose in favor of part-time work, when a person is faced with a choice between part-time work or possible additional training in his spare time from his main job.

The problems of the quality of education and evaluation of the effectiveness of educational activities, the problems of correlating the admission control figures and quota places with the demands of the labor market — all this is only part of the difficulties that are constantly being solved by education authorities and specific educational institutions.

Such a phenomenon as quotas or reservation of places in higher education institutions has a long history in the Russian, including pre-revolutionary and Soviet education systems, which is also associated with episodes of discrimination, for example, on the basis of nationality or social origin.

There are target, special and separate quotas. This is a part of the total number of places allocated for the directions of admission to the budget, within which applicants eligible for inclusion in these quotas are received by a separate competition.

During the period of a special military operation (hereinafter referred to as the SVO), the State, showing social responsibility, assumes specific obligations to provide for the participants of the SVO and their children. Among other established benefits and pension provision, the organization of budgetary places in higher educational institutions is provided for by quotas.

"We have established benefits for participants of a special military operation, their family members. For their admission to universities, a separate quota of at least 10% of the total volume of admission control figures for each field of study has been determined" ^[19].

Universities are trying to cope with the situation on their own when the quota of places is not filled for certain "unpopular" areas of training, and for others there is an overabundance of those who have the right to enter according to the quota. In these cases, some universities take over funding and look for other ways to solve problems.

Representatives of the Ministry of Education and Science of the Russian Federation declare that the number of quota places for persons entering on benefits and quotas of other types will not decrease, while applicants for separate and special quotas do not participate in the general competitive selection ^[4].

At the same time, the question of increasing the number of budget places for persons entering on a general basis remains unanswered. Thus, questions arise in the realization of the right to education of such persons.

Both combatant applicants and other participants in the education system, including officials, authors of strategies and lawmakers, should take into account, in addition to post-traumatic stress disorder ^{[22; 24; 25; 30]}, a number of other issues that future combatant students and other participants in educational activities will face ^[5].

The combatants are a specific contingent, require multidisciplinary rehabilitation and support. This category of persons should be given special social significance, since among veterans recognized as disabled for the first time, 50-70% are people of working age. At the same time, the rehabilitation rates of veterans remain at a low level and do not exceed 2-3% with repeated medical and psychological examination ^[5].

In other countries, there are ratings of universities, the conditions of study in which are designed and implemented precisely taking into account the needs of this group of people.

The existence of a terminological correspondence for a definition describing such a university in Russian has yet to be discussed. In English, it is based on the model of the adjective user-friendly, that is, "user-friendly".

This compound adjective describes a product, service or customer service system in which the main criterion is convenience for the customer, consumer, user, that is, the ergonomics of the product, design, appearance and richness of functions. For such products and services, issues with returns and exchange of goods, warranty repairs are solved quickly and professionally (in favor of the client), there is a high speed of service by the support service or sales department, convenience of delivery, etc.

According to this model, in English, universities for civilian specialties, the most adapted for training veterans, are called military-friendly, that is, "friendly to veterans", "friendly to the military", meaning — the most convenient and adapted for people discharged after serving in the army, assuming real combat experience.

Note that these are not military universities, namely universities of civilian specialties, where veterans are admitted.

In such universities, when developing programs and planning infrastructure, educational and extracurricular activities, a number of points are taken into account.

Firstly, the age and life experience of yesterday's high school graduate, who still plays computer games, is interested in beer, fashion, music, parties and moonlights, conditionally, as a courier or a seller in a clothing store, significantly differs from the life and professional experience of a person who has served military service, and even more so — returned from advanced, from the zone of real military operations. Such combatant applicants will feel isolated, 10-20 years older than their classmates, even if their age gap is not so large.

In addition, it should be expected that among combatant students will have to deal with manifestations of post-traumatic stress disorder, the consequences of physical injuries and amputations, disability.

In Europe and the USA, people with special needs, as well as with acquired disabilities, traditionally pay a lot of attention in all spheres of life, primarily when planning the improvement of the territory and transport infrastructure.

Therefore, representatives of European countries do not see these difficulties in the education system for veterans as so serious. They believe that proper planning is the key to solving many difficulties associated with training veterans in ordinary civilian universities after service ^{[27; 31]}.

Among the solutions to overcome social isolation, online programs are offered, campuses without dormitories, universities located in the city, to which students come in the morning, leave in the evening so as not to "get stuck" on the territory of an isolated campus, among "yesterday's" teenagers without combat experience.

Veterans can skip introductory courses (they are exempt from entrance tests here, it is also proposed to add points to the Unified State Exam) and receive university credits for the very fact of passing military service in the recent past.

Anti-war sentiments have always been relevant for many countries of the world, especially for liberal-minded intellectuals, university environment, as well as participants of various subcultures and youth movements. Such a problem, perhaps not so typical now for the Russian higher education system, is certainly a conflict-prone one in the university environment (from personal insults, harassment, to attacks and fights).

In this case, support and protection are expected from the teaching staff, and veterans will have to remember that their fellow students who "did not smell gunpowder" have the right to do so by virtue of their choice of profession and life path unrelated to a military career.

In addition, it is in the first years at the university that students learn more about the world around them, which previously was reduced to school and family. By learning more about the surrounding reality, they get to know themselves better and determine their value system and beliefs through practical experience, while repeating any slogans or beliefs after others, they do not realize how naive it looks in the eyes of their fellow students-combatants or it will seem naive to them in a couple of years. 

The possible disability of combatants as such is also taken into account by foreign universities. University campuses are considered the most adapted places for this. The most sensitive to the special needs and, as a result, the diversity of people and their difficulties. Universities may have a department for the disabled, which is responsible, for example, for organizing parking lots for people with disabilities, increasing the length of testing or exams or the number of retakes, organizing emotional support. The purpose of such units is to create a safe, cozy and accessible environment for veterans with disabilities, taking into account their needs, limitations, opportunities, goals and interests.

Intolerance is also recognized as a problem for people who have been on the verge of life and death many times, and now have to listen to a lecture on history, perceiving it as a boring and useless waste of time. In order to avoid such phenomena, various measures should be created for the emotional and psychological discharge of former servicemen (on-campus counseling, social events, support groups, social services off-campus, etc.).

Overcoming the social isolation of combatant students is realized, for example, through the creation of associations or clubs of veteran students who can plan events on days of holidays significant for veterans, assist in familiarizing newcomers with the university territory and its capabilities, become a place for social interaction or emotional relaxation so that veterans feel among their own, the same former military men, equal in life experience, and at the same time part of the university community as a whole ^[31].

Discussion

The above literature review contains conclusions and observations that need not be disputed due to their scientific validity and reasonableness.

The problems noted above are sometimes difficult to separate from each other, they are so complex and "sprouted into each other", mutually dependent, arising from each other.

They do not have an unambiguous and quick solution due to the complexity of the very nature of the social phenomena behind them.

It seems that in the coming years the share of the impact of the quota problem will grow against the background of other problems in the realization of the right to education.

On the one hand, the public as a whole and the participants themselves and their children quite naturally and fairly expect, among other social support measures, exactly such quotas and benefits from the state, to protect the interests and foreign policy of which they stood up and gave their life or health, gave the life or health of their sons or fathers. 

On the other hand, there are no plans to increase the total number of budget places in universities or hours of teaching load. Consequently, the expansion of the number of preferential categories and quota places for admission out of competition for the budget will lead to an even greater reduction in the number of budget places for persons entering on a general basis, actualizing the issues of the realization of their right to education.

In addition, it is predicted that persons entering according to quotas for the participants of the SVO and their children will, for objective reasons, be insufficiently prepared for a painless and quick inclusion in the standard educational process of the university.

Education authorities should prepare and model scenarios of how the personnel training system now and potential employers tomorrow will respond to significant changes in the profile of the applicant and graduate, including both the level of knowledge and psychophysical indicators and the need for additional social support, medical and social rehabilitation, long-term psychological rehabilitation or support. Education management bodies should model reactions to changes in planned indicators in the field of quality of personnel training and evaluation of the effectiveness of pedagogical activity.

Universities may need additional resources for psychological, social or mentoring support of such students. The fact is that some of the children of the participants of the SVO have experienced serious psychotrauma in the recent past, associated with loss or prolonged absence and worries for a loved one, or with the fact that a loved one has received a disability and can no longer support the family at the same level. Such a psychotrauma, of course, had a negative impact on schooling and on the process of preparing for university admission.

Due to being in the combat zone, the participants of the SVO could not directly deal with issues of preparation for admission and updating of knowledge, they may experience post-traumatic stress disorder, which negatively affects their ability to master the curriculum, implement social functions and social interaction in the educational process.

At the same time, questions arise about the compliance of such a change in the profile and quality of training of applicants and future graduates with the needs of the national economy, questions about the demand for specialists who do not have the proper amount of theoretical knowledge and practical training.

These questions seem rhetorical to us because this is the reality of today, the real situation that we need to learn to live with further. This is a problem whose solutions are being discussed within the framework of various normative and legislative initiatives and pilot projects.

Firstly, the national economy needs enterprises that are adequately staffed, and all persons, both professional servicemen who retire to the reserve after serving in the SVO zone and those who are mobilized, belong to the age group of the able-bodied population, they need to live and work further, raise children and support families, and learn to do this with the received psychological or physical injuries with the support of the state.

Secondly, rehabilitation after a real experience of combat operations as a very traumatic long-term event may not have an end point, in fact, in most cases it is impossible to pass it before entering a university according to a quota. The end point of the rehabilitation process can only be formal, when a person has received a set number of medical procedures and manipulations of various kinds, when a specific treatment plan or all stages of an individual rehabilitation plan have been completed.

At the same time, we are not talking about purely medical rehabilitation, which is possible only on the basis of medical institutions.  We are talking about socio-psychological rehabilitation, which, even with less traumatic events in the patient's personal history, can be stretched over time and can last for years. After all, we know that for psychohygiena, and even more so for solving some psychological problems, psychotrauma from childhood, for example, for working out problems with a psychologist in parent-child relationships, it takes years. And even more so — for the study of psychotrauma received during prolonged hostilities.

Thirdly, the process of working with a psychologist and even a social worker is a process that, in addition to being professional and methodically correct, is subtle and delicate in its own way. It is important to establish contact between the client and the specialist, dialogue, a comfortable environment and the pace of work, work without haste. All this (and even more so the repeated change of a specialist due to the failure to establish personal, confidential contact in the process of psychological counseling) is hardly possible in the mass segment at the expense of the CHI, especially in the regions with increased demand.

Thus, it is almost impossible to fully restore mental health in a short period of time before entering a university as a result of such a traumatic event, which is the real experience of prolonged hostilities, especially for conscripted participants and volunteers who initially did not choose professional military service as a career path, and therefore were not ready for real experience of combat operations neither psychologically nor physically.

Fourth, it is predicted that the demand for specialists who do not have the proper baggage of theoretical and practical training will be stimulated artificially, directive, within the framework of the same social support from the state in relation to persons who defended the interests of the state in the area of their own, or their children. So, such a demand can be created by changing the curricula for OBZH or military training, sending methodological recommendations to schools or universities on priority employment in schools or military departments of universities of the participants of the SVO, as well as mandatory referral of such vacancies to employment centers. Such intentions are being actively discussed in the media and at various levels in the field of public administration and lawmaking. At the same time, we understand that the persons being sent may not have a general pedagogical education that they would have received before the SVO, but only have specific knowledge and skills in the field of military affairs, real combat experience, and the specialty in which they worked before participating in the SVO.

It should also be realized that no short-term teacher training courses organized for the participants by the employment centers of the population at the expense of budgetary funds will replace a full-fledged pedagogical education received at pedagogical colleges or universities, when in addition to knowledge from the chosen subject area, students receive knowledge in the field of pedagogy, didactics, teaching methods, psychology, social pedagogy., learn to be sensitive, tolerant and politically correct, take into account the age characteristics of students and the place of the teacher and teacher in their lives, increase their general erudition in comfortable conditions of higher education. Such specialized and general humanitarian aspects of pedagogical education are incredibly extensive in terms of the totality of components and the complexity of the relationships between them, they cannot be transferred within the framework of short-term retraining courses.

Despite the above-mentioned problems, the Russian education system has a rich history, undeniable achievements, including strict control, experience in rationing and standardization, extensive experience in methodological work, advantages and development potential.

To solve the problems, it is necessary to implement comprehensive strategies and programs taking into account various aspects of education. This is the only way to ensure universal access to quality education and fully realize the constitutional right to education in the Russian Federation.

Conclusions

Thus, recent changes in the field of quotas of places for applicants actualize the issues of implementation of these changes in practice, the realization of the right to education of both persons entering by quota and persons entering on a general basis.

The recent expansion of the number of categories of persons eligible for quotas requires education authorities, universities and future employers to take measures to predict and prevent possible adverse events during and after training due to changes in the profile of an applicant entering out of competition and without proper training, possibly having a disability, and due to changes in profile of a future university graduate.

It is proposed to increase readiness to reduce the quality of personnel training and to the increased need for financing additional measures for the socio-psychological support of student combatants.

It is proposed to study and develop tools for interdepartmental interaction within the process of socio-psychological rehabilitation of veterans so that such socio-psychological rehabilitation is carried out partially on the basis of universities.

The expediency of such rehabilitation is due to the fact that we are not talking about purely medical, but about socio-psychological rehabilitation, which, firstly, is prolonged due to the specifics of the psychotrauma and post-traumatic disorders being worked out, due to the specifics of the goals in the field of social adaptation, and secondly, its results are "delayed in time".

Thirdly, the prescriptive nature of many decisions at the legislative level in connection with its socio-economic consequences, the speed of adoption of new bills or draft reforms in the field of education in the absence of lengthy public discussions simply do not leave participants in the education system with a choice and time for rhetorical questions about expediency.

There is a real picture, the real situation of today, it is not fictional: people who have a long psychotraumatic experience of fighting need to continue to work and live in society, support families. For them, the state offers a whole range of measures and means of social support, and therefore the participants of the educational system are faced with the task of finding resources and organizing effective interdepartmental interaction in such a way that the rights of citizens to education are realized in the system at the highest possible level, both those who are eligible for admission under quotas and those who enroll on a common basis.

Taking into account international experience in adapting the higher education system for veterans, the need for the formation of tools in the education system for psychological, socio-psychological, methodological (tutor) support and social support of veteran students is emphasized. 

A promising direction for further research will be further study of the results of the use of specific resources and tools that will allow combat veterans and persons entering on a general basis to fully realize their right to education so that innovations in the field of lawmaking do not remain only on paper, and first-year students can harmoniously join the standard educational process.