E-catalog        

Библиогр.: с. 132-133

The quality of life is a complicated and many-sided concept, meaning qualitative criteria defined in terms of wealth being and standard of living for an individual, collective or society, experienced at a certain level of the productive forces development. The quality of life can be considered in a narrow and broad sense. In a narrow perspective it implies the quality of labour, the labour conditions, employees’ satisfaction and social significance. In the broad sense it encompasses the concept of education and requires defining and deep understanding of the current state of education, its organization and affordability in the national context of in this or that country. In this paper the focus is on education as one of the major assets that contributes tremendously to increase of human equity, growth of personality, the individual’s professional development, which contributes effectively to an enhanced standard of living and quality of life not only for an individual but for the whole country. It is important to consider education as a system, including various types of educational institutions, levels of education, and their organizational features. In this paper we consider education systems which occur in Russia, Germany, Britain, France, and China with respect to the influence of education on their citizens’ quality of life. The criteria for the comparison are government support, the length of the studying period, the list and number of subjects in primary and secondary schools, the types of educational levels and the intensity of studies.