UDC 378: 316.37
Trends in the development of higher education in the modern world
ON THE. Suvorov.
The article is represented by Dr. Philosophy, Professor Panferov K.N.
The priorities of state policy in the field of education, the trend of the development of higher education in the world are considered, the requirements for modern education are formulated.
Keywords: education, education process, higher school, innovation in education, social technologies, knowledge economy.
In the modern era of the globalization and explosive nature of scientific and technological progress, permanent calls to the external environment, the state is responsible for the formulation of priorities and goals of national development, the choice of ways and tools for the effective achievement of the goals. However, in addition, the state is responsible for the production of public goods, one of which is education. The understanding of the role and significance of education for the successful development of the country in modern conditions is increasing.
The impact of education on economic development is noted by scientists for a long time. Professor of Moscow University I.Kh. Ozers, noting that the work of the English or German worker more productive labor of the Russian worker, directly associated it with the development of general education that serves as a basis for technical, and pointed out a huge lag in the level and dissemination of general education of the population of Russia from these countries. Another Our compatriot D. Bogolepov noted the dependence between the spread of public education in Germany, and on the basis of technical education, and the rapid strengthening of its economic power, which helped her (Germany) to create one of the most powerful states and become a dangerous competitor (rival) of the main advanced competitor states.
Already at the beginning of the second half of the twentieth century. The massive awareness of the decisive value of the human factor in the economy comes. Formed and developed the concept of "human capital", which has origins in classical political economy. Adam Smith wrote: "The acquisition of such abilities, considering also the content of their owner during its upbringing, training or apprenticeship, always requires real costs that are fixed capital, as if implemented in his personality. These abilities ..., at the same time become part of the wealth of the whole society. " . Education is one of the components of the "human capital". Today it became apparent that not physical, but human capital, not cars, and people represent the driving force of economic growth. The concept of national wealth includes, along with real elements of capital, financial assets, and materialized knowledge and ability of people to work.
Accumulated scientific knowledge (they are materialized in new technologies), investments in human health - are taken into account in macroeconomic statistics as elements of national wealth having an innumerable form. The industrial revolution has become an essential event in the history of modern education. The rapid development of the industry demanded the development of a system of education in a broad scale to prepare qualified workers who could perform new, more complex activities, such as electrical engineers and engineers. In developed countries, competing among themselves in the struggle for world markets, they quickly realized that superiority in industrial development will be able to defeat the competitive struggle, which is closely related to a higher level of education of the population and
labor in particular. Therefore, in many countries of the world, education systems began to be improved. For Russia and today, the situation expressed by V.V. Putin in the 2004 Presidential Campaign, that the lagging in economic development is "the most important threat" for Russia.
Who is responsible for education today? From the point of view of economic science, education (and in fact it is implemented in developed countries, as well as in China and India) for a long time is the most important area of \u200b\u200bstate responsibility. Along with the infrastructure of the market economy, education is defined as a sphere where the activities of the state is decisive: "Two areas where the participation of the state is indispensable to ensure the conditions for economic development, are investments in infrastructure and basic education." The private market with these functions will not cope in full. Transportation and communication systems largely determine the development and efficient operation of markets, and basic education should allow people to use the opportunities that the market opens. And today we are clearly visible trends in the attention of education issues in developed and developing countries. So education costs are 5.2% - 5.5% of GDP in France, Germany, Great Britain. And all countries who have anti-the World Bank loans, spent 7-10% on education (China - took the greater all) from the total borrowing. Moreover, in world practice it is already considered to be established that an objective "threshold" condition for ensuring high efficiency of education is to bring the share of the educational sphere in GDP, at least, to a minimum level of 5%. This will allow you to have the necessary material equipment of educational institutions of all steps, raise the share of universities costs up to 30% of the total costs of education, and the salary of school teachers to establish at least 20-30%, above the average level for this country. It should be noted that the average salary in the System of Higher Education of Russia is 21.7 thousand rubles, which is lower than in the economy as a whole.
Increased attention to the development of modern higher education is associated with the awareness of the fact that it increasingly contributes to economic growth and improving labor productivity. Note that higher education may be general and professional. Under general it is understood by non-specialized humanitarian education.
What should be modern higher education? Considering the most important role of education in the modern world, I will identify the requirements for the formation of the developed and developing countries that wish to be competitive.
First of all, it should be noted that the importance of accelerating scientific and technological progress was the increase in the role of methodological knowledge and analytical skills. Responding to modern requirements, the learning process currently must be based on the ability to find and refer to knowledge and apply them to solve arising tasks. Learn how to learn how to transform information into new knowledge, how to turn new knowledge into specific applications - all this has long been more important than memorizing specific information. Analytical skills, i.e. The ability to search and find information, climb questions in a clear form, to formulate the verified hypotheses, to build data in a certain order and evaluate them, to solve problems occupy the most important place in the list of requirements for graduation of higher education, the future worker in the knowledge economy. Today, the post-industrial society and the new economy requires not so much disciplined performers as the creators (Creators). A decisive role acquires highly qualified labor, capable of self-educational and continuous production of knowledge.
Preparation of such workforce is a new task facing the modern system of higher education. The production activity of a modern man, including the manager, is primarily information work, and information work requires good education. The main trends in the development of human ability to know the world consist in
maritime abstract and logical conjunction of thinking. The speed of intelligent processes increases, semantic blocks are enlarged, which operates thinking, increases the information capacity of computational units (statements). Young people in modern conditions in order to be competitive should develop such skills with the help of an educational institution as: the ability to communicate, work in a team, the ability to solve problems, adaptability, willingness to learn all life. And moreover, today employers-manufacturing at admission to the work of young professionals as the first requirement is not narrow professionalism, but talent and human decency, the ability to work much and conscientiously. And from a qualifying point of view, the ability to do what was not told to the university, the ability to adapt to completely new tasks and areas of activity was most appreciated. At the same time, the important task of sociogumanitarian disciplines in the learning process is to transfer and specify a special interest in intellectual impulse, searching and high voltage of spiritual energy. The abilities that appreciate employers in the conditions of knowledge-based economy concern oral and written communication, teamwork, mutual education in the team, creative approach, the ability to anticipate, resourcefulness, the ability to adapt to changes. Many of these abilities suggest the presence of social, personal and intercultural skills, which are usually not vaccinated in the learning process of scientific and technical disciplines. Of this, inexorably follows the need for closer integration of accurate and humanitarian sciences. Consequently, in the RTR era, it is extremely important to enrich training programs through the inclusion of synthetic objects in them. The harmonious intellectual addition to work on special scientific and technical disciplines or vocational training programs will help expand the knowledge base and develop love for learning in students.
In the modern world, the following trends in the development of higher education were clearly marked:
1. Increase the duration of the time of general education.
2. The need for continuous education (throughout life).
3. Individualization of higher education.
4. Growth of the significance of methodological knowledge and analytical skills.
Pay attention to the importance of education continuity today. It is clear that education without continuous continuation is a perishable product. So half knowledge of the engineer is obsolete for 5 years, a doctor for 7 years. The growing rates of changes require new approaches to the maintenance of all components of the business, new ideas are needed all the time. There is a contradiction between the increasing number and complexity of the problems and the ability of people to solve them.
These trends are brightly traced at the examples of countries leading in world development. The recognized world development leader is the United States. In the US, the development of higher education today is one of the main socio-economic priorities of the state! Despite the reductions in government spending, the incentives for state investment in science and technology, education and retraining of labor were constantly carried out. The social infrastructure of the modern market economy has developed. There are many of the most diverse educational institutions of higher education. One of the features of US higher education is a lot of educational institutions giving general education. But even in such educational institutions, students offer to receive a specific specialty close to the technical profile (in other words, students have the opportunity to receive a specialty at their desire). There are also institutions giving higher engineering education. In these educational institutions, giving first-class technical education, there are certainly humanitarian courses (!) In order to eliminate one-sided training of specialists.
The modern tasks of the US higher education consist in maximizing access to the formation of representatives of various social groups, previously deprived of such
capabilities. As well as providing them with high-quality higher education. For school education, the main task is to have a full strengthening of preparation for mathematics and technical disciplines.
Another leader of the modern world is Japan. The duration of school education is 12 years in this country, and four more years - getting higher education. The main task of education proclaims the upbringing of the Patriot of Japan, its citizen. Polls conducted in Japan after the tragedy at NPP in Fukushima showed that the Japanese are not going to immigrate to other countries, moreover, they do not think their lives outside of Japan. One of the main items in Japan is Japanese! Strumbering is complied with the requirement of mandatory development of all academic disciplines. Only in this case you can get a document on education. They do not have the opportunity to choose a lightweight study (as invited now in Russia) of any subject and concentrate on the other (necessary, according to the student) subject. But hard to do for admission to the university, this is please. It is only welcome, to engage in excess of a mandatory rich and complex program.
Inequality in access to education is one of the most detrimental inequalities and for the individual and for society as a whole, which can only be in our time. The young man did not provide a modern education to get modern education to remain underdeveloped, defective in the modern knowledge economy. It is not by chance that the quality of education, and, which is extremely important, its accessibility for all segments of the population, regardless of the magnitude of the income received, close attention is paid to developed countries (primarily in the United States) and especially in China and India. Therefore, it is important to study opportunities for the use of experience in developed and developing countries in providing equal access to education and, above all, persons from low-income families receiving higher education.
Using the state of the state, it is necessary to strive to provide equal opportunities for those who want to obtain education from all segments of the population and, in particular, those who receive low income, since in the modern world without widespread and efficient development of the education of economic development.
In the United States, in order to develop access to education, a number of tax measures were implemented. Large tax breaks were introduced for individual taxpayers to receive education, especially higher, including permission to deduct from taxable income interest on a loan received for training at universities (in the amount of up to 1 thousand dollars per year). At the same time, the limit income tax rates not only did not decrease, but even somewhat increased, which made it possible to preserve the tax structure of the budget. In fact, the idea was implemented in the US already in the XIX century. and conducive to the nearest and Russian economist A. A. Isaev - the larger the income received by the individual, the greater the share of the existence of the state, its numerous and diverse institutions; The income is less, the greater the proportion that is the fruit of personal efforts of the individual. Therefore, as a carrier of financial rights, the state must, first of all, find the greatest income, most obligated to him with its origin, and make it a starting point for tax collection.
In Russia, the income in the income of the population is very great. More than a third of Russians live extremely constantly in the means. It is clear that the extra ruble of income for a poor person means more than for the rich. And it is obvious that it is not equal to the possibility of obtaining education for these groups of the population. Is this situation reflected in the regulatory activities of the state? Does the state smoothes inequality in the possibility of obtaining education for different segments of the population except for the introduction of the USE? After all, it directly depends on how the industry and the entire economy as a whole will develop, whether the country will take the country's advanced position in the world in the field of high (including information) technologies in the era of a rapidly nasty
the state of the information society or will continue to live only at the expense of raw materials. However, there is no answer to these questions yet. It can be noted that recently there is an increasingly distinct tendency to slow down the dynamics of real disposable monetary incomes of the population. It continues to be high and even somewhat increased in recent years differentiation of the population in terms of income.
Back in the "Program of Social and Economic Development of the Russian Federation for the Medium-term perspective 2002-2004" In the section "State policy in the field of education", the priority of the development of education as the necessary condition for the modernization of Russian society and to ensure the competitiveness of the Russian economy was marked. And directly spelled out the equality of access to education for all layers. But once again, I will ask you: "Is it possible with an existing enormous difference in income, natural order, without the intervention of the state to come to equality of access to education?". For us, the words of James Wolfenson (formerly World Bank President), spoken by him on April 14, 1997, are still relevant in the NTV program "Hero of the Day": "If you leave the population at the survival level, you will not be able to have a future."
It is worth noting that the tendencies of the scarce allocation of funds for public education have a century-old history in Russia. On the lag of folk education from other countries and insufficiency of the amounts allocated on the formation, many were written at the beginning of the twentieth century. "... if we spend the good roads, but the population will remain in darkness, then the road will be hurt by grass, but if we will make the population formed, it will definitely configure himself." But can the state find funds to provide education and trace their effective use? Yes, if you learn, and more precisely wants to pick up where these products are.
So while we can only put questions: 1. Does the state know where and from whom to take funds to education and will it be able to create the tax system necessary for modern conditions? 2. What are the possibilities of immigrants from low-income families to obtain high-quality higher education? 3. What benefits have faces (from low-income families) who receive higher education?
LITERATURE
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2. Bolotin I.S. Labor staff management technologies // New materials and technologies NMT - 2008: Materials of the All-Russian Scientific and Technical Conference. - M.: Mati - Russian State Technological University. K.E. Tsiolkovsky. - 2008. - T. 3.
3. Volobuev V.P. Evolution of the Mixed Economy Model and Budget Macrothegia in the USA // World Economy and International Relations. - 2001. - № 4.
4. Higher education: in search of a compromise between public value and market requirements / under total. ed. R. S. Greenberg. - M.: RAS Institute of Economics, 2007.
5. Isaev A.A. Our finances and income tax. - M.: Aspect-press, 2008.
6. Naumov I. Prime Minister urged rectors to set up education for the requests of the economy and the labor market // Independent newspaper. - 2011. - 25 August.
7. Marcinkevich V. National Model of Socio-Economic Development // World Economy and International Relations. - 2001. - № 1.
9. Overview of the global economy. Chapter 5 report of the IMF // World Economy and International Relations. -2001. - № 1.
10. Ozerov I.Kh. Financial reform in Russia. Where we have the state takes money and what they spend them. - M., 1906.
11. Romankova L.I. Social technologies in innovative development of higher education: a depositor in Inion RAS, No. 99. - M.: Ministry of Education of the Russian Federation NIIVO, 1999.
12. Smith A. Research on the nature and causes of the wealth of peoples. - M.: Science, 1962.
13. Formation of a society based on knowledge. New tasks of higher education. - M.: The whole world, 2003.
14. Sorokina N.D. Management of innovation in universities. Sociological analysis. - M.: Canon, 2009.
HIGHER EDUCATION IN MODERN WORLD
The Article Considers The Priorities of the State Policy In The World of Education, Tendencies of Development of Higher Education In The World, Formulate The Requirements to the Modern Education.
Key Words: Education, The Education Process. Higher School of Innovation In Education, Society Technology, Knowledge Economy.
Suvorov Nikolay Alexandrovich. 1953, graduated from Tajik State University (1976), Va. F.E. Dzerzhinsky (1993), Economic Academy of the Ministry of Economy of the Russian Federation (1994), Senior Lecturer of the Department of Humanitarian and Social Political Sciences MSTU GA, Author 24 Scientific Paras, Scientific Interests - Sociology of Management and Education, Public Sector Economics, Tax Systems and Tax Policy.
The main trends in the development of world education.
The Bologna Process.
International Education Quality Standards.
1. Globalization and internalization as leading trends in the development of education in the modern world. The mutual influence and interpenetration of cultures, economies, social movements is in modern conditions the important circumstance of the development of education. The world space in which resources, people, ideas are freely moving through national borders, is the dominant trend of modernity. One of the consequences of this trend is the rapprochement, integration of national education systems. Globalization of education It means the gradual transformation of various educational systems into a single pan-European, and then the world, while maintaining differences due to tradition and culture. Comparative pedagogy extracts or should be able to extract the essence of information from existing data. The results of comparative pedagogical studies expand and modify the data and conclusions of special studies and provide feedback with individual disciplines.
Universal Declaration of Human Rights of December 10, 1948 declares the availability and free general education: "Education must be free, at least in terms of primary and general education.". In some countries, including Russia, this provision is enshrined in the Constitution (see Art. 43 of the Constitution R f). Currently, in most developed industrial countries of the world, general education is not only the right, but also the responsibility of citizens. General education is given within the framework of state, municipal, as well as private organizations. In some countries, the creation of private organizations in the field of general education is prohibited; In others (including in Russia), most of the levels are subject to licensing. In almost all countries, general education can be obtained for free.
The problem of globalization is relatively nov and ambiguous. Globalization covers all parties to the life of modern society. The influence of globalization on culture and, in particular, to higher education attracts the interest of researchers in the last decade and especially intensified in Russia after signing by the Bologna Declaration in 2003. In Russia in the 21st century, the formation of a new education system, oriented into the world educational space, steadily continues. The main objectives and objectives of the educational policy in Russia are defined in National Education Doctrine in the Russian Federation, covering the period up to 2025
Understanding the essence of globalization (in a broad sense) and globalization of education (in a more concrete sense) is impossible without disclosing the relationship of these processes with such phenomena as internationalization, Internalization, Localization. In the modern world, most teachers are determined globalization and internalization as leading trends in world education All levels.
In the process of globalization of education, it has great importance internationalization and internalization. Internationalization (from lat. inter. - between, nation - People) is a recognition of anything international, the transformation of anything into international (for example, the provision of all States under the contract the right to use by any product, territory, etc.). Internalization (eng. intemalization) - A combination of technological techniques for the development that simplify the adaptation of the product (such, for example, as software) to the language and cultural characteristics of the region, different from the product developed. Especially great distribution, the internalization received in connection with the development of the Internet. Actually, the very concept of internationalization is associated with this process. There is an important difference between internationalization and localization. Internalization is the adaptation of the product for potential use almost anywhere, while localization - This is added special functions For use in some defined region. Internalization is performed at the initial stages of development, while localization is for each subject of consumption in the conditions of improving and adapting the product in the middle of the implementation process.
In modern conditions occurs modernization of education In many countries of the world. It is not by chance that it is called "forced modernization", because such factors, such as the expansion of the Internet and its influence on the younger generation relate to all. The process of upgrading is the process reforming education which affected many civilized countries of the world, which is associated with modern socio-economic, political and cultural problems. The so-called "time challenges" or "system challenges" are determined by globalization, instability of socio-economic development, periodically emerging economic crises (which occurred in one country, often cause similar phenomena in other countries), the high rates of social change and the expansion of the information space. For Russia (and for many European countries), important factors are also: demographic instability, the change of paradigms of education (from the Soviet to the post-Soviet), the contradiction of the value references of various social groups.
Despite the fact that the whole world recognizes the evidence and influence of globalization and internalization, it is also necessary to allocate the trends in the development of education that have been identified long before the awareness of world leading trends. But if globalization and internalization are recognized by the leading, fundamental tendencies of world education, the fundamentalization, informatization, regionalization, individualization and pragmation can be allocated as the most general trends in the development of education characteristic of most developed countries. These trends are common, but are not sustainable, and researchers fix a permanent change of a particular dominant trend. In recent years, there has been a relatively quick dominance transition: first fundamentalization, then informatization and today, due to the crisis and instability of social development - pragmatization.
Fundamentalization Education. Etymologically, the concept of fundamental education is associated with the meaning of the word foundation (from LAT. fundamentum - base), i.e. The base (platform, basis), which perceives the load and transmits them to the base (s. I.egs). Fundamental education is aimed at comprehending the deep characteristics of objects and the processes of a holistic world, ascending to primary entities. It underlies the formation of adequate judgments of the educated person. Fundamentalization of education is the most significant factor in the prevention of erroneous solutions in the world of the most complicated modern technologies. It is the fundamental errors of developers who are often leading to technogenic catastrophes.
Fundamentalization of education postulates science and scientific achievements as the most important component of the content of education. Therefore, all educational programs and concepts are developed taking into account the latest achievements in the scientific sphere.
Pragmatization education. The tendency of pragmatization of modern education determines its development towards the most relevant spheres vital activity of society. This trend depends on market relations, competition and the most sought-after directions for the development of society. If the programmers are in demand in the labor market, the priority development of the appropriate formation will be apparent. When there were not enough economists in Russia, lawyers, managers, education immediately reacted to this "professional deficit". In various educational institutions, as a rule, new branches, specialty, specialization, corresponding to the current needs of the labor market are open. The specificity of pragmatization is determined by the fact that this trend cannot be planned and implemented taking into account only the intended direction of the development of education in certain conditions. Conditions may change. Therefore, this trend is due only to market relations and, accordingly, competition, and both on the market of educational services, TIC and on the general labor market.
Computerization (informatization) of education is primarily associated with the development of technologies of information processes, universal computerization. In the modern world there is a widespread formation of a single scientific and educational space based on constantly updated telecommunications and information technologies, as well as the organization of educational programs of various levels on distance learning uniform. In the educational process, informational and communicative technologies are being introduced everywhere, significantly affecting the rate (the rate of obtaining the necessary information) and the nature of training towards its interactivity.
The term "open education" was widespread.
Individualization Education is determined by the possibilities of accounting for the individual characteristics of the student, supports on its ability, self-discharge and professional self-actualization. In curricens and programs, specially designated hours should be provided for individual work with each student. And the larger number of hours of the educational institution can allocate on individual work, the more qualitative education receives a student. It is with such education that the genuine professional and personal development of a specialist occurs.
The global practice of higher education shows that the more prestigious is the university, the more implemented the principle of individualization of education. In addition, it is the individualization of education that allows university teachers to prepare students to independently solve complex professional problems. This happens when preparing abstract, coursework, thesis. Future specialists are trained to recognize and clearly formulate professional problems, build a methodology for scientific and practical search, in accordance with which the complex tasks independently decide. Such work can be strictly individualized, and it is its quality that testifies to the level of professional readiness of a university graduate.
Regionalization Education is related to the socio-economic and political needs of the region in which it is carried out. The significance of regionalization is determined by the possibilities of graduates without any problems to find work in the specialty. The specifics of the socio-economic development of the region identifies the need for professional personnel of certain qualifications.
A modern understanding of the goal of higher vocational education emphasizes not only a high level of care for professional activities, but also compliance and objective requirements. Especially important is the ability of a person to successfully carry out complex professional pedagogical activities in ever-changing conditions. Professional competence itself is increasingly interpreted as the ability to effectively solve the most typical professional tasks and problems arising in real conditions of activity.
Standardization Education. Standardization, as a rule, is associated with the establishment of rules and characteristics for the purposes of multiple use, aimed at streamlining to improve the competitiveness of educational services. In education, standardization is manifested in the development, publication and application of education standards. In Russia - federal state educational standards (GEF): general, secondary vocational, higher education. The state standard of education includes norms and requirements that determine the obligatory minimum content of educational programs, the maximum volume of training load, the level of graduates and the basic requirements for the provision of educational process (logistics, educational and laboratory, information and methodological and qualification requirements of the personnel staff of teachers ).
The main objectives of the standardization is to improve the level of safety, quality and competitiveness of educational services, ensuring the possibility of interchangeability of funds and their information compatibility, the creation of classification systems, cathetization for a more convenient and easy search for consumers. The basis of standardization is the idea of \u200b\u200bunification (bringing uniformity, uniform) to correlate standards with international education programs.
Moreover, the content of competencies is determined by the tasks. So key competencies are aimed at the success of the personality in a changing world and are necessary for any professional activity. Basic competencies reflect the specifics of certain professional activities (in our case pedagogical). Special competencies are manifested in specific objective activities. All competencies are interrelated and interdependent, especially in the implementation of subject pedagogical activities.
At the same time, special attention is paid today educational resources A new generation, which include, primarily information resources. In a modern understanding of training, the concept of "educational resources" is becoming more popular than the concept of "didactic means". In addition, special attention is attached to the creation of didactic funds based on information approaches. As the main advantages of such funds, firstly, their focus on organizing independent work. Secondly, the possibility of individualization of education. Thirdly, the creation of educational materials on electronic media. Fourth, the placement of a variety of estimated scales and estimated materials. However, the Internet as a unique educational resource has not only possibilities, but also significant problems that may arise in the Internet - Education process. Namely: a large amount of secondary information ("information debris"), development in children and youth "screen thinking", the formation of Internet-dependence (cyborg addiction). Here, issues of pedagogically competent management of new education are nominated for the fore.
I.A. Lipsky, conducting an analysis of a number of regulatory documents in the field of recent years, concluded that the state "leaves upbringing." The researcher emphasizes the fact that, for example, in the Federal Task Force Development Development Program for 2006-2010. The term "upbringing" has never met, despite the fact that the Law of the Russian Federation "On Education" considers education as unity of training and education. Having put forward the value orientations of a person for competitiveness, social independence, the desire for success, a professional career, in the upbringing of the main emphasis today is being made to the institutions of civil society - family, church, public associations, etc. . This is important and necessary, however, education that is carried out in educational institutions has no less value.
Literature
Tasks for independent work
CHRESTTOMATING SECTION
Constitution of the Russian Federation
1. Everyone has the right to education.
2. The publicity and freeness of pre-school, basic general and secondary vocational education in state or municipal educational institutions and enterprises are guaranteed.
3. Everyone has the right to receive higher education in the state or municipal educational institution on a competitive basis for free and in the enterprise.
4. Basic general education is mandatory. Parents or persons replacing them ensure the receipt by children of basic general education.
5. The Russian Federation establishes federal state educational standards, supports various forms of education and self-education.
In modern society, education has become one of the most extensive spheres of human activity. It employs more than a billion students and almost 50 million teachers. The social role of education increased noticeably: the prospects for the development of humanity are largely dependent on its orientation and effectiveness. In the last decade, the world changes its attitude to all types of education. Education, especially higher, is considered as the main, the leading factor of social and economic progress. The reason for such attention is to understand the fact that a person who is able to find and develop new knowledge and adopting non-standard solutions is the most important value and fixed capital of modern society.
To understand the nature and driving forces of higher education in the modern world, it is necessary to consider some general conditions and sustainable patterns that directly affect the education sector as a whole and for higher education in particular.
Patterns:
1. The growth of high-tech industries, for the effective work of which more than 50% of personnel should form persons with higher or special education.
2. Intensive growth in the volume of scientific and technical information leading to her assimilation for 7-10 years.
3. Responsibility of technology change, causing moral aging of production capacity for 7-10 years.
4. Nomination on the first plan of scientific research, which is kept at the junction of various sciences.
5. The presence of powerful external means of mental activity leading to automation not only physical, but also mental labor.
6. The number of people involved in the scientific and other types of complex activities leading, according to a number of researchers, to the fall of the average heuristic potential of the scientist;
7. A constant and steady increase in labor productivity in industry, which allows to reduce the share of the population occupied in material production, and increase the number of people working in the field of culture and spiritual creativity;
8. Increased welfare and cash income of the population, leading to an increase in solvent demand for educational services.
The following trends are allocated.
I. Democratization of higher education. This is a tendency to the public accessibility of higher education, freedom of selection of the form of education and the specialty, the nature of the training and sphere of future activities, oakaz from authoritarianism and a command-bureaucratic model of management.
II. Creation of scientific and educational and industrial complexes As a specific form for the highest school, the integration of science, education and production.
III. Fundamentalization of education. This is contrary to the tendency of expansion and deepening fundamental training while simultaneously reducing the volume of general and educational disciplines due to the more strict selection of material, systemic analysis of the content and allocation of its main invariant.
IV. Individualization of student learning and individualization. This is achieved by increasing the number of optional and elective courses, the dissemination of individual plans, accounting for individual psycho-physiological characteristics of students when choosing forms and teaching methods.
V. Humanitarianization and humanization of education Directed to overcoming the narrow-cycratic thinking of the specialists of the natural science and technical profile. It is achieved by an increase in the number of humanitarian and socio-economic disciplines, (their share reaches 30%), expanding the cultural outlook of students, instilling social interaction skills through trainings, discussions, business and role-playing games.
Vi. Computerization of higher education. In many leading universities, the number of personal computers exceeds the number of students. They are used not only for computing and graphic work, but also as a way to enter information systems, for test pedagogical control, such as automated learning systems, such as information presence, etc.
VII. Trend of transition to massive education. It is expressed in the advanced growth of expenses for education compared to other social programs and in the increase in the number of students.
VIII. In European universities, the tendency to autonomization, transition to the xamuerization and election of the university governing lineup at all levels.
IX.The system of regular assessment of the efficiency of universities from the Company is consisted. For example, in the US, a group of several thousand specialists ranks educational institutions in many indicators, including those such as the cost of preparing one student, the volume of research and development.
Psychological education - The process and result of the assimilation of systematic knowledge, skills and skills. Psychological education is usually given in universities, professors and teachers, according to large systematized programs, starting with the Azov and ending with the specialization.
Psychological training In comparison with psychological education, there may be more fragmented, decisive local, narrow-controlled vital or business tasks.
There is a difference in two main points between psychological training and psychological education: to the degree of systematics of the transmitted knowledge and in who the author of what is happening: the teacher is either a student.
Training - This is what the teacher does, organized by the teacher, the process of transferring knowledge and skills. Education But this is the result of the activity of the student, this is what man has learned on courses or training from a teacher.
The scienceit is determined, firstly, as activity in the production of knowledge and, secondly, as a form of systematization of knowledge.
Academic subject It is determined, firstly, as a knowledge system and, secondly, as a system of species of educational and cognitive activity on the assimilation of these knowledge.
scientific discipline - this is a system of knowledge-oriented by researchers, and academic discipline - This is a knowledge-oriented system.
In this regard, it is important to note that the structure of scientific and educational disciplines may coincide, and may not coincide.
Educational discipline includes two components: knowledge system; A system of educational and cognitive activity aimed at assimilation.
When developing both components of the academic discipline, the following factors are taken into account:
· Level, type and objectives of the educational program;
· Interests of students;
· Knowledge and ability of students;
· Forms and functions of educational activity;
· Existing Didactic Fund.
Thus, the structure of educational psychological discipline is determined by these factors.
The degree of systematization of the relevant field of psychological knowledge.The more systematized knowledge, the more scientific discipline may apply to become an academic discipline and be included in curricula.
Methodological position, interests, point of view of the teacher.Although within the framework of the educational discipline, the teacher must state and disclose all existing theories, concepts, views, concepts, he has the right to adhere to a certain methodological position, to have its own interests and point of view on taught thing.
Level, type and objectives of the educational program, within whichpsychology is taught. The knowledge system included in the academic discipline and the system of educational activities aimed at assimilation should be different depending on: 1) whether this discipline is taught in the initial, main, medium or higher school; 2) whether it is taught in a general education or professional educational institution; 3) whether it is taught by students - future psychologists, teachers, doctors or students of other specialties.
Pupils and Studentsto certain topics, problems, facts and concepts, due to their age, level of development, individually and psychological features. The teacher can pay more attention to any topics, facts, concepts depending on the interests of students.
Knowledge and ability of students and students.The teacher should build a learning discipline depending on the knowledge and students in the students and students in this area, taking into account the fact that this training course is the first psychological course for a student, or he studied psychology earlier.
Functions that perform different types and forms of students' activity in the process of assimilating certain psychological knowledge and skills. The assimilation of the academic discipline may be more or less successful depending on whether it is as follows in the form of lectures, seminars, practical classes, or within the framework of independent work, in the form of individual, group or frontal activity. Each of the listed types of activity performs its study activities functions.
Existing Didactic Materials Fund.The degree of didactic development of academic discipline may be different. In particular, there may be a detailed program of classes in the course taught, specific tasks, visual materials, control issues, guidelines for studying certain topics.
Already tomorrow - August 8 - the second wave of accepting applicants to budget places in Russian universities will be completed - orders will be published on the enrollment of students per 100% of the main competitive places. The preliminary results of the receiving campaign of this year at the press conference held at the end of last week summed up the rector of MGIMO Anatoly Torkunov, rector of HSE Yaroslav Kuzminov And Rector of MFTI Nikolai Kudryavtsev. Consider the most characteristic features of the recent years of admission campaigns and the prospects for the development of higher education in the near future.
Despite the ability to apply for admission of five universities, and in each of them - three specialties (), the number of applications submitted by one applicant decreases. So, in HSE this year, this year, the average number of applications was approximately 1.9, and this suggests that graduates determine the desired direction of preparation in advance, Yaroslav Kuzminov said. This fact is confirmed by another tendency - asbitors with high scores on the EGE who have not received budget places due to their limited quantities, instead of choosing another direction or other university, where available points guarantee them to budget admission, prefer training for the selected initial direction in concrete university on a contractual basis. Thus, over the past few years, not only the number of platforms enrolled in leading universities have increased, but also the quality of their knowledge. For example, the average passage score into a paid place in HSE and MGIMO last year was 81 points, this year in the last university he already amounted to 83 points.
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It should not be noted that universities provide support to successfully student on a contractual basis to students. For example, according to Nikolai Kudryavtseva, from those received annually in MFTs, about 1000 people 850-900 are a platform, but almost none of them pay for training on their own. Financing is carried out by sponsors, which organizations are interested in the subsequent employment of students, or graduates of the university - the funds made by them form a substantial share of the Institute's target capital fund. By the way, about 100 people, whose training by a third is paid by the university, and the rest - its graduates, make up those who have not reached the points to average (received 80-85 points on the subject, while the average in the university is 94), but has a tendency to Invention and technological innovation. "We used to have this category of guys, very valuable, lost. But our graduates offered such a way out. In the choice, we were never mistaken," said Nikolai Kudryavtsev. HSE in turn provides discounts in the amount of from 25% to 70% of the cost of learning to students who subsequently show the best results. As Yaroslav Kuzminov said, 6,500 people of 2200 - state employees, 400 - those whose training will fully pay the university himself, about 2000 - platforms, which will receive a discount on paying for learning for not gone on the budget to another university. At the same time, he considers it necessary to raise the question of state subsidy of students with high scallers, students on a contractual basis.
In addition, rectors hope for the speedy renewal of the program for the provision of educational loans with state support. Recall, last year Sberbank, and, despite the approval at the beginning of this year, new rules for the provision of state support for educational lending (), even an approximate date of renewal of the relevant credit program is not yet called.
Another feature of the adopted campaigns of recent years is to increase foreigners entering Russian universities. Moreover, this category has long been not limited to Russian-speaking citizens of the countries of the post-Soviet space. "This year we take about a quarter more than foreigners than in the past, I told Yaroslav Kuzminov." The number of students from Africa, Latin America grows, a large influx of students from China, Korea, Vietnam. Appear, especially on master's programs, students from Western European programs. countries, from the USA. " According to Anatoly Torkunova, 60% of foreigners entering the magistracy - representatives of Western and Central Europe. This, according to the heads of universities, suggests that they all highly appreciate the level of education in Russia, since, first of all, have a large selection of universities in their countries, and secondly, they are paid here for a fee. It is worth noting that increasing the interest of foreigners to Russian education is confirmed by the statistics of Rosobrnadzor on the number of applications for the procedure for recognizing foreign education in order to enter Russian universities. In July of the current year, the number of appeals amounted to more than 3,000, which is 17% more than in July last year. The most difficult thing, according to Nikolai Kudryavtseva, has to foreigners entering technical universities, as Russian schoolchildren for the development of programs in them, in particular physical and mathematical disciplines, are better prepared. This is not surprising, considering that annually the Russians become winners of international competitions and competitions. Of the latest results are four gold and one silver medal at the 49th International Physical Olympiad, who has passed in Lisbon at the end of July.
Important for the development of the system of higher Russian education is to increase the practice of implementing the so-called network educational programs involving two diplomas, both with foreign universities (long-established practice) and Russian universities. MGIMO, in particular, implements a number of such master's programs: "International management in the field of oil and petroleum products" - in conjunction with RSU oil and gas (NIU) named after I.M. Gubkin, "Sports Diplomacy" - with the Russian State University of Physical Culture, Sports, Youth and Tourism, "Strategic Management of International Mineral and Commodity Companies" - with MISIS (this year was held the first set of this program). MFTI implements a joint bachelor program with Ranjigs, Master's program - with Scoce. However, at the same time, the interest of Russian students to fully English-speaking programs is growing - for example, the number of people who wish to study on the NEA HSE opened this year together with the University of London "Applied Data Analysis" program exceeded the planned, said Yaroslav Kuzminov. "Anglo-language education develops opportunities in the global market, so students prefer its free programs on international relations, business computer science, etc.," he explained.
It is impossible not to note the work of universities to create conditions for the receipt of students of practical oriented education. In the IFTI, the distribution of students in the departments occurs in the third year, and to make a choice of a visit to the basic enterprises, where they will subsequently conduct research to write diplomas and dissertations, noted Nikolai Kudryavtsev. MGIMO this year has expanded a list of corporate master's programs funded by large Russian corporations. In addition, opening new educational programs, the university is looking for practitioners for their implementation - for example, the program "Artificial Intelligent" program will be implemented in partnership with Microsoft, since the specialists of this company will be able to provide students with students of the necessary level of knowledge, emphasized Anatoly Torkunov. The emergence of such programs reflects, of course, the need to prepare qualified personnel on new specialties appearing, in particular, in connection with the transition to the digital economy.
For humanitarian education in recent years, two phenomena are characterized. The first is to increase the popularity of training programs for specialists in the field of marketing, public relations, intercultural communications, media, providing applied humanitarian knowledge, noted Yaroslav Kuzminov. But at the same time, they are in demand and narrow-controlled specialty. So, a rather big contest this year in HSE was not only for the program "Oriental Science", but also on programs involving the study of individual sectors of Oriental Studies: "Biblettic and History of Ancient Israel", etc. This indicates a gradual decrease in mass interest only to those Specialties that guarantee the rapid achievement of high level of earnings.
Global goals and objectives set in front of the fields of education and science for the next five years are indicated in. Among them, in particular, to ensure the competitiveness of Russian education at the world level and the entry of Russia in the top five leading countries of the world on scientific research. Methods to achieve their goals, it is necessary to believe, will reflect the national projects in the fields of education and science in the spheres of education and science.
Meanwhile, universities have a number of proposals that the higher education system should develop in which direction. They were discussed at the XI Congress of the Union of Rectors with the participation of the President of the Russian Federation Vladimir Putinheld in April of the current year and at a meeting with the rectors of universities of the head of government Dmitry Medvedevheld on July 4th. The most significant offers:
As can be seen, the leading Russian universities make a lot of effort to increase their competitiveness both in the domestic and international educational services market. Therefore, there is reason to believe that the competent provision of state support can indeed increase the attractiveness of training and scientific work in Russia for both young and promising and already consisted of scientists: not only Russian, but also foreign.
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All information: Main tasks, list of participants and their positions in world ratings, the current results of the implementation of competitiveness improvements, etc. - is posted on the official website of the project 5-100 (5top100.ru).
The highest school occupies its leading place in the system of continuous education. It is directly and indirectly related to the economy, science, technology and culture of society as a whole. Therefore, its development is an important part of the general national development strategy.
Entering the 21st century, it is necessary to clearly and consciously submit, which should be a higher professional education and a specialist, produced by the highest school in the nearest and remote future.
Whatever evaluation judgments were given by the outgoing 21 century, all the most significant achievements are somehow related to technical progress. Nevertheless, it is impossible not to admit that with undisputed achievements in the development of higher education, the quality of our specialists do not meet modern requirements. This is evidenced by the fact that with one of the world's largest engineering corps, we are significantly lagging behind the quality of products, according to the average productivity of public labor, from the highest level achieved in the world. This is due to many qualifications of specialists. We have an excess of specialists with diplomas and lack of personnel capable of solving complex modern tasks at a high professional level.
It is known that the requirements for training a specialist are formulated outside the education system. They proceed from the overall economic and public goals of the state.
The ability to anticipate and foresee the development of higher vocational education is one of the most important conditions for the success of its functioning.
Scientific anticipation is possible as long as the future is considered as a continuation of the past. But the requirement for a specialist, the content and process of its preparation should be an advanced character compared with the current theory and practice.
The main goal of designing advanced qualifying requirements is to ensure that the conformity between the amendments of personal, public needs and the prospects for the development of science, technology, economics, culture and reflection of them for the purpose and content of preparation.
By definition, adopted by the 20th session of UNESCO, the process and the result of improving the abilities and behavior of the individual, in which it reaches conscious maturity and individual growth.
In world educational practice, in recent decades, two opposite and at the same time renewedly related trends. "On the one hand, the role of education in the vital activity of peoples, countries, the individual is steadily increasing; On the other hand, the crisis of education and its structures is observed, quite often due to a deficit primarily of financial support. The latter is characteristic of backward and underdeveloped countries. Partly such a term of crisis is also observed in the current Russia. The budgetary expenses for education have become one of the lowest in the world. But the crisis is not always a consequence of financial failure; Often he is the result of misunderstanding the role of education, its meanings in humanistically oriented social progress. In most Western countries, as well as in Japan, the crisis is manifested as the inadequacy of the level, nature, the formation of the formation of the post-industrial vector of civilization development. That is why the problems of restructuring, its content, social meaning and institutional structures are so briskly discussed.
"Currently ... There is every reason to talk about the crisis of education," wrote B. Simon back in 1985. Domestic and foreign researchers, Europeans and Africans, Americans and Japanese, representatives of economically developed countries are written about the crisis. "The launch of education" - the Japanese says about themselves, "the growing wave of mediocrity" - the Americans evaluate their education.
According to Cumbas, "the essence of the crisis can be characterized by the words" change "," adaptation "and" gap ". Starting from 1945, in all countries there was a huge leap in the development and change of social conditions. This was caused by the world in the "revolution" in science and technology, in economics and politics, in demographics and social conditions. However, the scientific and technical revolution, accelerating social processes, could not involve the education system in the process of change. As a result, a gap between the requirements of society and the possibilities of education occurred.
In Russia, the education crisis has grown to the level of national security, it determines the economic, military, technological safety that is impossible without qualified personnel, high technologies and modern scientific developments.
You can bring three confirmations of the high degree of education crisis.
According to the World Bank, the share of expenditures for education in the shaft domestic product was in the USSR in 1970 - 7%, Russia in 1994 - 3.4%, i.e. declined more than twice. Moreover, if in the 80s G.G. The reduction was slow and gradual, then in the 90s. It has acquired a rivals. For comparison, the share of expenses for education in the United States, France, the UK ranges from 5.3 to 5.5% (Table 1 and 2, Fig. 1).
The importance of education in the country's economy is especially emphasized in the theory of human capital T.V. Shultz, the Nobel laureate of 1980, according to which the resources spent on education are investing in human capital. In the US, the cost of education and the army are comparable.
The report of the Deputy Chairman of the Committee on Education and Science of the State Duma of the Russian Federation, O. Smolina provides data on the fact that the national security of Russia in 19 of 20 indicators is at a level or red feature.
Where state policy is based on the priorities of education, its special dynamizing socio-economic and civilizational role is aware, progressive social changes and cultural transformations are fairly quickly appear.
The classical confirmation of this obvious thesis is the experience of South Korea. Its starting sociocultural opportunities Another 40 ago were low: only at the beginning of the 60s. Mandatory primary education is introduced, a network of professional and technical schools is created. In 1945 there were only 19 universities in the country (compared with the Western European countries - a meager amount), after 40 years there were already 100; The number of students has increased almost 120 times; More than 90% of school-age children were trained in secondary educational institutions; 26% of the boys and girls of the university age received university education. South Korea confidently preserves its place among the most economically developed countries, not only mastering advanced world technologies, but also exporting their own. The priorities of education in public policy and in public minds are an obvious "mystery" of the South Korean economic and sociocultural miracle. This factor was largely the foundation and Japanese, and Taiwanese economic and technological progress. The increase in the educational level of employees provides in the USA, Germany, Japan to 40,60% of national income growth.
Despite a wide range of opinions, sociologists allocate two conceptual approaches to the interpretation of the crisis and ways out of it. The first comes from the fact that the existing system of education with all its variations does not provide such levels, quality, and the scale of intellectual, cognitive and vocational training of young people, which require modern and especially folding post-industrial technologies, including social ones. The post-industrial stage of civilization development causes the need not to simply increase the level of education, but the formation of another type of intelligence, thinking, attitudes towards rapid production and technical, social, information realities. Such a concept (approach) could be defined as a technocratic (softened version - a censivistan-technocratic): it proposes to change the meaning and nature of education, focusing its content and methods on the formation of educational rational skills to operate with information, to own computer technologies, think professional and pragmatic .
The main value of this concept is the orientation of the professionalism and organization of training in relationship with the requirements of the market and the social order of modern society.
The second concept is humanitarian - sees the origins and content of the crisis in the dehumanization of education, turning it into the instrumental category of industrial and market relations. One of the outstanding Humanists of the XX century. E. Fromm writes about American educational practice in his book "The Revolution of Hope": "Our education system, externally, is so impressive due to the number of students in colleges, is not impressive in qualitatively. In general, education is reduced to the public success instrument or, at best, to the use of knowledge for a practical application in a specific area of \u200b\u200bhuman livelihoods on "mining of food". Even the teaching of humanitarian sciences is accounted for by the alienated "brain" form. " The main meaning of the deep, urgent reform E. Fromm sees in humanization of education.
O. Dolzhenko considers some work devoted to the sociocultural issues of the formation and development of higher education. Among them, first of all, it should be noted the report of UNESCO, prepared by the Group of Experts under the leadership of E. Fora "to learn to be. The world of education today and tomorrow. " The main idea of \u200b\u200bthe report - a person can be realized exclusively due to the process of obtaining new experience and updating of the already existing one throughout its life. Only with such an understanding clearly overlooking the institutional recognized species of educational activities, education can ensure the implementation of important social and cultural functions. In this regard, the authors have planned the directions of possible reforms, identified the principles of their holding - democratism, flexibility, continuity. The report complemented an extensive edition, which saw the light called "Enlightenment during Change" (1975), which contains a list of the most important issues related to future education.
The report of E. Fora stimulated the emergence of others, in a number of which a special place belongs to the report of the Roman Club, prepared in 1979 by D. Botkin, M. Elmanandira, M. M. M. M. "No learning limits." The authors of the report took an attempt to determine the role and place of education in solving the global problems of modernity, overcoming the gap arising between the person and created by the civilization. By offering your vision of modern education (in particular, the concept of innovative training was introduced, important features of which are partitioning and antibodies), the authors have paid special attention to the relationship of educational activities with life. The conclusions of the report were based on the need to orientation of education for future states of society, which during the period of learning the younger generation only add up. Thus, the principle of proactive preparation of a person was proclaimed to uncertain conditions, from which the idea of \u200b\u200bcontinuous education follows, designed to ensure the conditions for the multiple return of man into the educational system as it faces new problems. Reinforcing the idea of \u200b\u200blearning through life and life, in which the role of the educational institution is increasingly becoming a service: it is increasingly intended to serve and satisfy a variety of educational queries, i.e. Along with the implementation of the main educational process, which traditionally provided students with norms and references of culture, creating a base for adaptation in socio-cultural practice, provide advisory and accompanying services.
First, the 70s and until the end of the 80s. Over 20 reports on the analysis of the state of education in individual regions and countries were published.
In order to determine the main directions of the movement of the highest professional school, a problem-oriented analysis of its condition and development prospects is necessary.
In the conditions of a rapidly changing knowledge of knowledge, its constant increment is increasingly increasing the pace, in all countries there is a reform of the Higher School. Here is its main directions:
The specialist today is a person with wide general and special knowledge, capable of rapidly responding to changes in technology and science that meet the requirements of new technologies that will inevitably be implemented; He needs basic knowledge, problem, analytical thinking, socio-psychological competence, intellectual culture
Continuity. This principle is among the most important methodological principles of knowledge that ensure integrity, systemicity, consistency of the perception of being, and, in particular, the formation of sustainable knowledge, skills, skills in the process of engineering training.
For the first time, the concept of "continuing education" was presented at the UNESCO Forum (1965) the largest theorist P.Negrand. This concept caused a huge theoretical and practical resonance. IN
70s. There were works devoted to the study of the genesis and the content of the concept of continuing education (Gumba, 1977; Dava, 1976, etc.). At the same time, the implementation of this concept began in a number of countries.
Nationally, the concept of continuing education is carried out in France (Law 1971), Sweden (Law 1977). At the same time, it was partially used in the USA,
In the interpretation of continuous education proposed by P.Nigrand, a humanistic idea is embodied: it puts in the center of all educational principles, who should create conditions for the full development of its abilities throughout life. In a new way, the stages of human life are considered, the traditional division of life is eliminated for the period of study, labor and professional deactualization. Thus, continuous education understood in this way means the continuing process in which the integration of both individual and social aspects of the human person and its activities plays an important role.
In fact, such a look at the person and his life we \u200b\u200bfind already in the writings of ancient authors. On the idea that a person should always study, moral laws in the Bible, the Quran, the Hadiths, which determine the whole history of human civilization. The global concept of the "Unity of the World" ("Global Vision") was the impetus for the creation of the theory of continuous education ("Global Vision"), according to which all structural parts of the human civilization are interrelated and interdepended. At the same time, a person is the main value and point of refraction of all the processes occurring in the world.
The main for theoretical, and then the practical development of the concept of continuing education was the study of R. Dava, which determined the principles of continuing education. It defines 25 signs that characterize continuous education. These signs can be considered as the result of the first fundamental phase of scientific research in this area. Their list includes the following principles:
These theoretical provisions were based on the reform of national education systems in the world (USA, Japan, Germany, United Kingdom, Canada, the third world countries and Eastern Europe, including the former USSR).
The effectiveness of the higher education system largely depends on the modeling of consumer requests, because information is not sufficiently connected with the general cultural and professional growth of the individual, turns out to be unfriendly "regardless of time and place of presentation and perception: in the system of university, school, self-education or course retraining", therefore, low productive. "That is why the basic principle of planning and the organization of continuing education should be the principle of accounting for the interests of today's practice, the prospects for the development and improvement of certain areas of human activity. For in the light of the requirements of continuous education, no level of learning, including higher education, cannot be considered as closed, isolated from others. At the same time, the vertical structure, which is characteristic of a continuous advanced training for this specialty, should intersect with horizontal structures representing scientific disciplines and relations between them. "
There are two organically interrelated views of human creative self-realization - personal / self-consumerism / and social and creative / cultural-creativity. The system of continuous education is the most important social factor in the preparation of the individual to these species of creative self-realization, and, consequently, overcoming the spiritual and moral crisis.
The elements of the system have both general and distinctive features. All of them decide the one task of training trainees to labor and social activities based on standard curricula, solving close problems of structuring and selection of educational material. Distinctive features are obvious: various volumes, deadlines, learning levels. In essential deficiencies of the system include the weak interaction of its elements in the implementation of a cross-cutting educational process.
V.G. Yanovsky raises the question of the need for through management process of personality formation. Technical creativity, if it is a factor forming the ownership of the mechanism for transferring technical knowledge from one level to another and from one area of \u200b\u200bcreative activity to another, is the goal of continuous education.
Neither in school, nor in the university there is no purposeful, systematic work on the development of students' creative abilities. Creative thinking of students and students, if it takes place, is spontaneous, unmanaged, based on the method of trial and error. This is understandable, because neither school, nor in university curricens does not provide for a special academic discipline that would be aimed at the development and formation of creative thinking of personality. School graduates, as well as students, do not seize the elementary skills of mental activity according to the rules, in accordance with the methods and techniques of creative thinking.
At the present stage of development of our society and the education system, as one of its most important social institutions, the need for competent specialists with a creative warehouse of the mind can find new ways and methods in science, technology, economics, management,
The solution to the problem of the formation of a specialist creative attitude to its work is possible only through the implementation of the idea of \u200b\u200bcontinuous education, which is carried out through a combination of self-education with the provision of opportunity at any time to take advantage of highly qualified teachers and specialists. In this regard, the form of education as a whole changes. A transition from monometrics focused on the preparation of a specialist, a functionar, to a polyfunctional model, is based on the free development of the personality of each, the formation of the ability to self-development. As one of the most real means of incarnation of the idea of \u200b\u200bcontinuous education, the so-called "periodically renewable education" is proposed.
The idea of \u200b\u200bconductivity is implemented by us in aspects: meaningful - development of multi-level (school + balacavry + magistracy) curriculum containing various continuous cycles, cross-cutting programs for training engineers in cycles (linguistic, special, chemical); Organizational - the creation of complexes or integrated structures with a single center (deanate-directorate) under the constancy of the leading teaching staff. The resulting example of such an integrated complex is the College of Premune Preparation included in the structure of the Faculty of Polymers of the Kazan State Technological University (Table 11.).
College currently has almost 500 listeners out of 50 schools of the city of Kazan. A separate stream is engaged in it since the organization of specials. Schools (language, chemical, etc.). College provides high quality of reception, which is a determining factor in the performance of students in the learning process (Table 12). In this case, the reception parameters are changed (Table 13).
Diversification. Analysis of transformations occurring in the domestic system of high education in recent years, allows you to allocate two main directions of this process. The first is determined by the orientation of the three-stupid Anglo-American model of university education; The second is the creation of new types of educational institutions, seeking fillement niches in a rigidly organized and centralized system of education based on the monopoly of the state.
Now the predominant is the first direction. The development of uni-satetian education is recognized as priority. Many universities (technical, pedagogical, medical, etc.) are transformed into universal tets. Movement in this direction identifies a number of contradictions, which is based on the fundamental discrepancy between the traditional Soviet introduced model of higher education. For the first characteristic, the massability, reproductiveness, a weak orientation for self-education, for education, orientation on the average student, the authoritarianism of teaching, a rigid framework, determining the deadlines, specialization, form and content of training, the absence of differentiation, uniformity of educational structures. For generally accepted in developed countries of the West, the model of higher education is characterized by completely different distinctive features: high selectivity when moving from a low stage to the highest and large variability when choosing a specialization at one stage; Flexible specialization and availability of various diplomas at one level of training, organ-pricing validity of steps, diversity. For training, widespread development of various forms of overlooking (higher) education, corresponding formally, the first step of higher education.
New types of higher educational institutions of non-duplicate type are created in a number of developed countries: two-year technological institutions in France, higher professional schools in Germany, community and technical colleges in the United States, various types of colleges in the UK, etc. This is mobile, dynamically developing Training to-leaders oriented primarily on the priority provision of their regions by specialists. Russia also has training complexes and new type structures.
A multi-level education system is one of the promising means of conscious management of education reforms. With reasonable adaptation to the Russian conditions, it is able to relieve many fundamental difficulties facing domestic education.
The main advantages of the multi-level higher education structure are the following:
For Russia, the Anglo-American model of a multi-level education system is of undoubted interest, although it cannot be copied completely due to the lack of necessary conditions.
The integration of multi-level higher technical and professional engineering education in the Unified Structure of the Technical University for the State and Society is beneficial from the standpoint of the Education Economy. It is known that the cost of training a specialist with higher education in an integrated educational system by minimizing the total volume of educational services by 25-30% lower than with consistent training of a specialist of the same profile in two autonomous higher educational institutions.
In tab. 14 shows the allocation of academic time in cycles at different levels of education.
Table 14.
Information structure of flexible training plans for training specialists in an integrated education system
Note. GISE - Humanitarian and socio-economic disciplines, EN are fundamental natural-scientific disciplines, from fundamental general disciplines, C - special disciplines, the disciplines of subject-sectoral engineering specializations, FIS - disciplines of engineering specializations.
The different functional nature of the activities of engineers (project, technological, design, research, managerial, controlling) requires relevant skills and knowledge and emphasis on certain sections and problems of general and special disciplines, without infringement and no dinner with fundamental training.
Michelkevich and Becnev divided all engineering functions into two groups The first group includes functions that provide racies and the effective functioning of technology and progressive technologies. The second group is features that provide new techniques, high-tech development, analysis and synthesis of complex technical systems, auto-matization of calculations and design. In modern conditions, the preparation of specialists for the engineering innovation process is based on the idea of \u200b\u200ba thought to engineering design, designing and implementing development from the consumer (Fig. 7).
The feasibility of a functionally oriented two-stage training of engineering personnel is confirmed by the experience of Western European Universities (Great Britain, Germany, France). Thus, a number of English universities and technical institutions, responding to the needs of industry in specialists of different levels, in the late eighties introduced differentiated training of engineers of the second and higher level of academic knowledge of the first class. A number of universities and higher schools of the FRG also contains differentiated training of specialists of two qualification steps on programs of various content and duration of training.
Table 15.
Diversification of levels of professional engineering education.
Flexible curricula, on the one hand, should ensure strict compliance with state educational standards of basic and complete higher education, as well as the requirements of the qualification characteristics of specialists to their professional, humanitarian, socio-economic and fundamental training, their coordination at all levels and levels of education, with The other side is to create conditions for the implementation of the student's opportunities to change the "trajectory" of its educational route.
Thus, the integration of multi-level top technical (in directions) and professional engineering education (by specialty) in a single structure is the optimal strategy of the formation and development of technical universities in Russia.
V.A. Kuznetsova gives the comparative characteristics of a multi-stage system with a common one in Russia (Table 1.6)
Table 16.
Comparative characteristics of various education systems
|
Character of criteria |
Multistage system |
MONOVERY SYSTEM |
Multi-level system |
|
For state |
Saving funds. Fast satisfaction of the state order to specialists |
Centralized management of the educational system. Plannedness of the release of specialists. Implementing state order in increments of 5 years |
The ability to fill social niche by specialists of the corresponding level. Fast response to state requests |
|
For society |
Fast increase in professional population (through fast training of middle-level professionals) |
High cultural population. Stability of the educational system. Mass preparation of professional adopters |
High cultural general education level of the population. Formation of mobile members of society. Obtaining the necessary specialists in a short time |
|
For person |
The presence of short steps when achieving professional growth, 6lizes |
Clear orientation for a profession, certainty in the future form of activity. Regulated learning process |
Choosing your own trajectory of education. The possibility of obtaining a multi-profile training. Continuous Education Ability |
|
For educational institutions (universities) |
Developed network of evening and absentee learning. Good preparedness of students to practical tasks related to the upcoming activities |
Uniformity of preparation for timing, level, educational documents. Strict regulation of the entire educational process (programs, curricula, etc.) |
Freedom of formation of the educational process in the university, the possibility of maximum implementation of the scientific research potential of the university, accounting for its specifics. Tolerance system to innovations |
|
The ratio between learning components |
Professional component dominates educational |
Professional component dominates the educational. |
The educational fundamental component dominates professional (at II levels) |
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Maintenance limitations |
Low general formation level. Narrow direction of vocational training. Experts with reproductive information reproduction |
Big duration of the educational stage. Weak accounting of personal needs. Weakly developed abilities for creative work, to self-education. The formation of a well-sensitive personality and conformism. Slow reaction to changing the requests of society. |
Possible excessive decentralization of the education system. The potential to reduce education level by "savings" due to parallel training of bachelor and specialist. Lack of developed mechanism, transition from one educational program to another (between P and III levels) |
The multi-stage system is a set of vocational educational programs that differ in qualification levels acquired by students in one direction of activity or one branch of farms who have the main task of narrow-professional training and providing professional qualifications in transition from one stage to the next one. Higher education acts as an indivisible single step.
The mono-level system of higher education is a combination of single-stage unified educational and professional programs focused on mass preparation of specialists with higher vocational education.
The multi-level higher education system is a combination of sequences, each of which is compiled, from the continued educational and professional programs with a sharply enhanced educational component at the I-II levels and multiplicity of vocational training programs based on one basic education. The transition from one level to the next characterizes the degree of education.
The peculiarity of multi-level education is the emergence of various educational tasks on different levels of preparation. At all stages, the most important task is to form creative thinking and conditions for self-realization.
The first step is the activation of traditional types of training activities (problematic and "infincting" lectures, press conference lectures, etc., dialogue seminars, role-based workshops, etc.).
Second step - the activation of information technology training; A variety of them and problemability both on audit classes and during independent work of students (computers, movies, television, etc.). At the same time, active learning methods are necessary.
The third stage is a context approach, for the use of skills and skills in solving quasiprofessional tasks. Widespread use of active (including business games and game design) and information technology training. Training of masters - classes with elements of research, participation in real business games (innovative, problem-business, organizational and activity).
Priority tasks in the diversification of education:
As practice shows, the main driving force and the support of the structure of integrated continuing education is the educational institutions of higher professional education - universities. All educational innovations of the last decades: various training complexes, incl. Educational and scientific and industrial and complexes "School-University", the average Faculty, the newly created structures of the Dovuzovsky, additional and postgraduate education are built on integration with universities.
G.V. Mukhametzyanova allocates a number of theoretical problems, the solution of which is necessary to implement the system of multi-level education:
pedagogical: the formation of the content of education at a stepped preparation system; ensuring the completion, continuity and integration of it with the basic content of the school; The system of certification criteria in the transition of students from one stage to another; reduction of training time when moving from one educational institution to another;
psychological: Personality in the conditions of multi-stage preparation; the formation of different types of professional activity at different levels of learning;
socio-psychological: socio-psychological climate in conditions of different levels of claims for professional training;
economic: expertise costs;
management: coordination and subordination of connections in the system of public-public administration, optimization of the functions of control mechanisms.
In such systems there are several positive moments: first, a significant expansion of the social base of students at the expense of persons:
Secondly, the ability to create curriculum and programs that differ in high levels of mobility and the ability to satisfy a wide range of changing needs of culture, science and production.
Third, the creation of uniform educational professional standards.
In the fourth, improved learning quality, as one orientation is dominated at each stage: on the first to reproductive activities, on the second - on applied productive activities, on the third - on theoretical productive activity.
Fifth, improving the quality of specialists at each level, as the receipt for the subsequent stage began to be conducted on a competitive basis, i.e. Such a selection system is built in two generally accepted principles: openness (availability) and selectivity (competition).
In the sixth, the implementation of methods for improving the educational process:
methods of tasks of learning goals; method of selection of necessary and sufficient; method of determining the quality of the material assimilation;
method of choosing a rational combination of types of educational activities;
methods of constructing and implementing the control system and the result of training, the development and implementation of the system of packaging the quality of training specialists on each stage of training;
the method of finite projects providing an integrative connection of objects within one block of disciplines and between the objects of different cycles.
From the psychological and pedagogical positions, the specified approach to the successfulness of learning is characterized by a functional activity, personal-oriented and problem-researching activities
V.S. Tsivunin emphasizes that in the teaching of the chemistry cycle requires the relationship of disciplines in terms of consistency of programs, the sequence of presentation, logical terminology and a single ideology.
The most important task of vocational education is not only the development of specific knowledge of certain courses dis-cipline, but also the development of the type of thinking inherent in this area of \u200b\u200bactivity of the future specialist. The concept of mathematical, humanitarian, engineering thinking, etc. is widespread. At the same time, it is due to a certain type of perception of the surrounding world, the use of associative concepts, the originality of the logic of thinking, methods and approaches in solving emerging tasks.
Therefore, one of the problems of chemical preparation of modern engineering-RA-technolog in the region is to form chemical thinking in him that helps him consciously solve non-DITIVE, creative technological problems. Naturally, this process is inextricably linked with the general process of the formation of the personality of a specialist at all stages of his stay in the university.
Chemistry is so extensive and so deeply permeates the multiple areas of surrounding material living and non-living world, that its study in the system form, in the unity and diversity of components, is not a priori methodological task. The process of self-smoking knowledge and the development of theories in it are so differentiated (physical, colloidal, inorganic, organic, specialty), which, not possessing the art of representing the internal course of phenomena "(Britzelius), without allocation of general main chemical concepts, terms and laws, it is impossible to study chemistry as "a single whole, as the nature itself" (librix), form a chemical thinking of a technologist engineer. The transition to a multi-level system of top technical condemion involves the creation of a single complex of educational dish-ciplines, forms and teaching methods. Just that ensures the formation of chemical and engineering thinking in students. At this important link, the problems of general community education is the coordination of the disciplines taught on different departments. According to the authors, drawing up a cross-cutting program in the courses of public-chemical disciplines (physical, colloidal , inorganic, organic, analytical chemistry) allows you to relate containing each chemical Another discipline with others. The estimated program can be used to prepare chemists-Baka-Lavrov and chemist engineers involves the modularity of construction and is based on the following principles:
The implementation of the principle of continuity was possible due to the systematization of the entire amount of knowledge in the courses of general-chemical disciplines based on the complication of ideas about the forms of the existence of matter (atom-molecule-substance-system-system-process). The specified classification introduced into each module and compliance with the basic laws of knowledge (the transition from simple to complex, from the abstract - to specific, induction and deduction) made it possible to avoid replay with the presentation of the main chemical concepts and conversions and presented these concepts and laws in the dynamic Development.
On the other hand, the implementation of the principle of continuity contributed to the allocation of fundamental topics and concepts, penetrating all courses of publicly chemical disciplines. This made it possible to beat the entire totality of knowledge on nine modules (adj. 1):
The chemical discipline block is the basic, universal for all specialties of the chemical direction. At the same time, it is directly adjacent to the cycle special and is in relation to it preceding. The content of the special cycle in this case relies on the execution of the model, develops the concepts introduced in them, terms, approaches, naturally developing their own, specific for this item.
The principle of supporting modules, which is basic in the formation of software content, is illustrated by the example of the specialty 25.05 - the chemical technology of high molecular compounds (Table 18, Admission 2).
Solve problems when transferring from one stage to another, in particular the problem of restructuring and coordinating the content of professional-theoretical preparation, allows the principle of variability. The process of training of specialists of different levels is not a closed system. It depends on many factors.
The contents of the content lies in the possibility of timely and operational introduction to the material under study of new topical information related to the changes occurred over a certain period of time in science, technical and technological concepts and socio-economic relations (adaptation of the content to production); In adaptation of the content to a specific contingent of students (adaptation to personality); In the ability to build a learning process with an orientation to a higher level of vocational education.
Based on the fact that the content of the material being studied is one of the determining factors affecting the choice of forms of the organization, S.G. Shuralev highlights among factors affecting the variation of the preparation process, managed and unmanaged. To the first, he refers the level of student's preparedness, features of the university, its technical armed, to the second - socio-economic changes in society, replacing priorities in public production.
Fundamentalization. One of the leading principles based on a multi-level education system is the principle of fundamentalization. This concept has a diverse, often a very subjective interpretation. Some authors understand it as more in-depth training at the given area - "deployment is deep". The second understanding is a versatile humanitarian and natural-scientific education based on the mastering of fundamental knowledge - "Education of Wishing". As a starting point, you can take the definition proposed by V.M. Sokolov (Nizhny Novgorod University): "A group of fundamental sciences are invited to include science, whose basic definitions, concepts and laws are primary, are not the consequences of other sciences, directly reflect, are systematized, synthesized into laws and patterns of facts, phenomena of nature or society."
The common point of view is that the fundamentality of education implies, firstly, the allocation of a certain circle of issues on the fundamental areas of knowledge of this direction of science and general education disciplines, without which an intelligent person is unthinkable; Secondly, the study of a complex circle of issues with the full substantiation required by references, without logical gaps.
The question of the fundamentalization of education is considered in the pedagogical literature.
So. N.F.Talisin believes that the fundamentality of education is the general path of training a specialist who meets the requirements of the Scientific and Technical Revolution: "Preparation of specialists based on fundamental sciences, naturally, does not mean lowering attention to professional activities. But the study of fundamental sciences should not be Vowers with professional objects: Fundamental sciences should focus a specialist in their field, allow him not only to independently analyze the accumulations available in it, but also foresee its further development. "
Modern conagines consider the formation of fundamental if "it is a process of nonlinear interaction of a person with intellectual Cre-Doya, in which personality perceives it to enrich its own in-house peace and thanks to this matures to multiply the potential of the environment itself. The task of fundamental education is to provide optimal conditions for the protection of flexible and multifaceted scientific thinking, various ways of perception of reality, create an in-nude need for self-development and self-education throughout the human life. "
As the basis of fundamentalization, the creation of such a Siberian and the structure of education, the priority of which is not pragmatical, highly specialized knowledge, but methodologically important, long-lived and invariant knowledge, contributing to the holistic perception of the scientific painting of the surrounding world, the intellectual peeling of the personality and its adaptation In the system of changing socio-economic and technological conditions.
Fundamental education is implemented by the unity of the ontological and gnose-logical aspects of the educational activity. Ontological aspect is associated with the knowledge of the surrounding world, Gnosteo-Gygic - with the development of the methodology and the acquisition of knowledge skills. Foundation-mental education, being an instrument of achieving scientific competenment, is focused on achieving depth-binnea, essential grounds and connections between various accent processes.
In the work of V.Coloyanov and A.SToimeov, a model described the ratio of the time required for fundamental and special training, which is expressed by the equation
where P is the probability of meeting with problems requiring high special (C) or fundamental (f) preparation;
h - the level of fundamental and special knowledge of the specialist;
hCF \u003d C, F TS, F,
where TS, F is the time assigned by the curriculum to receive special or fundamental knowledge;
The coefficient of proportionality of the volume of knowledge of the time of their receipt in the university (the rate of learning of knowledge).
N.N. Nechaev writes: "... The task is not to find a certain" mathematical "relationship between fundamental and special knowledge, but in such a systemic building knowledge, when it reflects systemically understood activities, becomes the foundation of education, for the point is not what specific We acquire knowledge, and what ways of thinking are formed. "
The principle of fundamentalization of education is closely related to the principle of professionalization, that is, the focus of each educational subject on professional activities of a specialist. Almost this may be expressed in changing the specific gravity of a curriculum in the studied courses, in the longest elaboration of issues related to professional activities, in the inclusion of additional issues specifying the content of the study information in relation to the profession on which a specialist is being prepared, in the selection of practical tasks and tasks.
A. Bogdanov argues that the fundamental science features a combination of exploitative and theoretical methods that unite inductive and deductive knowledge of the world. Today, with the allocation of fundamental sciences, mainly or-is guided by dominance in the science of the deductive component. Moreover, preference is given to the physical knowledge of the world. Such sciences, such as chemistry and biology, for example, are often considering as worth less attention and support. Confirmation of SCAnnaya can serve as the distribution of funds following the results of the grant contest 1993. In Russia, research on fundamental natural science, which looks like: Mathematics - 16%; Physics (Astronomy, Mechanics, Physics, Nuclear Physics, Solid State Physics, Radiophysics, Geophysics) - 49%; Chemistry - 17%; Biology - 16%. With such disproportions in priorities, it is unlikely that it makes sense to count on achieving an adequate understanding of the world.
Humanization. Almost a hundred years ago, a large American philosopher and teacher J. Dewey wrote: "Currently, the beginning of the change in our formation is to move the center of gravity. This is a change, re-volution, similar to the one that Copernicus was produced when astronomy Cue Center was moved from the ground in the sun. In this case, the child becomes the sun, around which the means of education rotates, he is a center around which they organize "(J. Dewey, 1899). The same could be said about the adult man.
In American pedagogy and psychology, and after her, in many other developed countries of the West, there are many ten-year-old, replacing each other, behavior, from the point of view of a person, studying is a stimulus "car", non-versioned, forced to complement This scheme "intermediate variables" between stimuli and reactions, such as human value and motivational orientations, cognitive psychology, recognizing the role of cognitive structures, verbal and figurative components of consciousness in memorization and thinking processes. Intellectualistic theory of J. Piaget, reducing human development to the development of logical operations of intellect.
Since the beginning of the century in social sciences, including psychology, you can share how A.G. writes Asmolov, as it were, three arguing people arguing with each other - the image of a "sensant person", the projection of which in the COG-Native Psychology entrenched in the form of a computer metaphor ("man as a device for processing information"), the image of a person program Moved ": In the behavioral sciences, this is a" man as a reaction system ", and in the social sciences -" man as a system of social roles ": the image of a" human person ", in need of a person, a man like a SIS-topic needs (A.G. Asmolov, 1993).
Along with these dominant approaches in Western science, somehow various humanistic theories (J. Dewey, T. Olport A. Olport. K. Rogers and others), who consider the personality, originally striving for self-actualization, self-development and self-improvement. But, only recently, in connection with the awareness of the crisis-education, culture and man, the threat of its existence on the existence is melted by the orientation for the intrinsicity of the human personality - goals, not a means of social development and at the same time source of innovation in life, production, science and culture.
In Russia, the second half of the 19th - early 20th centuries, many teachers and psychologists and psychologists were a significant impact on the humanistic orientation of education: V.P. Vakhterova, V.K. Bekhtereva, P.F. Capteleva, P.F. Lesgafeta, A.P. Nechaeva, L.I. Petrazhitsky, L.I. Pirogov and especially k.d. Ushinsky. The founder of the "pedagogical anthropology" of complex science about a person and its development through an order - and put forward the demand for the teacher, aspiring at all-Ron, to bring up a person to learn him in all respects.
After the revolution of 1905, a new, anthropocentric, humane internal education paradigm, correlating the goal, the content and form of training with the needs of the students of the students and teachers themselves began to be implemented in the Russian education. There were non-state teaching institutions, the principles of democratism of education, freedom of teaching and teaching began to be approved. Currently, the reforming of education is carried out on the basis, the contours of which were laid back at the end of the XIX - early XX century. There is an intense return to the ideas of pedagogical anthropolo-gia, although the place of the anthropological paradigm in education is preceded by more advanced ideas of cultural, cultural and projective education.
Humanization is a value reorientation of human muscle and actions from subject--material components on a subject-humanis-tichetic, acts as a mechanism for the transition from the technocratic subject center to the homocentric paradigm.
The special significance of the humanization of engineering education is explained by the fact that engineering activities are aimed at implementing technical progress, technology, leaving the development of a person as it were from.
In the theoretical and conceptual structure of building a humanitarian-oriented basis, some authors allocate the following main components:
