Modern trends in the development of education in Russia. Modern trends in the development of higher education Trends in the development of higher education

With fundamental changes in the field of education, changing our understanding of its role in modern society. These transformations are based on the development of new approaches to learning based on the use of modern innovative technologies in education.

The role of education at the current stage of Russia's development is determined by the tasks of its transition to a democratic and rule of law state, the need to overcome the danger of the country lagging behind world trends in economic and social development. It is education that is associated with an increase in the influence of the quality of human capital on social development, with the process of accumulation and transfer of knowledge from generation to generation. Therefore, modern and future generations need an effective dynamic education system based on innovative technologies.

In this regard, the main task of the Russian educational policy is to ensure the modern quality of education on the basis of preserving its fundamental nature, meeting the current and future needs of the individual, society and the state.

The most important global trend of modern education is its integration and internationalization, leading to the rapprochement of countries, creating conditions for the formation of a single global educational space. Russia's accession to the Bologna Declaration (2003), adopted by most European countries, means the movement of our country in the direction of convergence of educational systems. The main provisions of the Bologna Declaration can be reduced to the following important points: the introduction of a two-level (three-level) system of training specialists (bachelor-master); introduction of a credit system; ensuring quality control of education; increased mobility; ensuring the employment of graduates.

Integration and internationalization of education form the world market of educational services. Already today, more technological open educational systems have appeared and are operating, which provide educational services regardless of distances and state borders. Along with traditional (classical) education, non-traditional methods of education based on modern educational and information technologies have become widely used. First of all, we are talking about open and distance learning systems, which are based on Internet technologies or e-education.

To modern trends in the development of education include such as diversification, internationalization, individualization, the development of advanced and continuing education, its intensification and computerization, as well as the development of the principles of cyclicity and multi-stage. All these trends should contribute to an increase in the quality of education in accordance with the modern requirements of the socio-economic development of society. Diversification is manifested in the expansion of various approaches to the content of education, with the development of new disciplines and specialties, forms of education, methods and technologies of education. On this basis, a new quality of specialties and disciplines, methods and technologies in education management arises.

The diversification of education is manifested in its various characteristics: organization, methodology, methodology, technology, knowledge control. An equally important trend is the individualization of education, aimed at moving from the past system of uniform education for all to modern quality education for everyone. This approach can be implemented through the development of various educational programs in accordance with the individual capabilities of both students and teachers using modern and promising information technology tools.

In the conditions of individualization of education, modern education should be continuous. The need for continuous education is due to both the human need for constant replenishment of knowledge during their professional activities, and the progress of science and technology.

Innovations in education are actual significant and systematically self-organizing innovations that arise on the basis of a variety of initiatives and innovations that become promising for the evolution of education, positively affect the development of all forms and methods of education. The concept of innovative activity in relation to the development of modern education can be considered as a purposeful transformation of the content of education and the organizational and technological foundations of the educational process, aimed at improving the quality of educational services, the competitiveness of educational institutions and their graduates, and ensuring the comprehensive personal and professional development of students. Innovations in the system of Russian education have a natural character, their content, forms and methods of implementation depend both on the global problems of human development and on the socio-economic, legal, spiritual and political processes of reforming Russian society.

The basis of social innovations is the modernization and informatization of Russian education. The main goal of the modernization of education is to create a mechanism for the sustainable development of the education system, ensuring its compliance with the challenges of the 21st century, the social and economic needs of the country's development, the needs of the individual, society and the state. The modernization of Russian education is an innovative process of transforming the entire education system, aimed at maximum satisfaction of the educational needs of students in the widest range of specialties, levels of education, educational institutions and information and educational resources.

At the same time, education should give the expected effect, regardless of the location of both the student and the educational resource or service that he needs, carried out using the most modern information and telecommunication technologies. The result of modernization should be the achievement of a new quality of Russian education, which is determined, first of all, by its compliance with the current and future demands of the modern life of the country. Informatization of education is aimed at implementing the idea of ​​improving the quality of the content of education, at conducting research and development, their implementation, involves the replacement of traditional information technologies with more efficient ones in all types of activities in the national education system of Russia.

The introduction of innovative technologies in education requires new approaches to teaching based on modern educational technologies. Educational technology is the targeted use of the system of means in education, which determines the receipt of the specified characteristics of some educational phenomenon (certain qualities of graduates, the content of education, advanced training of educators, etc.). Modern educational technologies, first of all, should work for creative education, contributing to the creative development of the personality of each student.

Educational technology includes a set of actions related to any educational processes (management of the education system, development of an educational institution, formation of a teaching staff, etc.). The structure of educational technology includes such components as goal-setting, monitoring and evaluation, while the basis of the modern education system is information technology. It is essential that innovative technologies in education require not only the development of education based on information technologies, but also the creation of an appropriate information and educational environment.

A unified information and educational environment can be defined as a controlled psychological and pedagogical system created by the people themselves, based on modern information and educational technologies and providing everyone with the same technological means to conduct the educational process in the Internet environment.

Within the framework of a single educational information environment, the formation and development of an innovative education system, provided with organizational, pedagogical and information technologies, is taking place. In this environment, with the help of architectural and structural solutions, open standards are provided for interfaces, formats and protocols for information exchange in order to ensure mobility, stability, efficiency and other positive qualities achieved when creating open systems.

The purpose and principles of modern education are focused on preparing students for full and effective participation in the public and professional fields in the conditions of market relations. Giving the education system the qualities of an open system entails a fundamental change in its properties in the direction of greater freedom in planning education, choosing a place, time and pace, in the transition from the principle of "education for life" to the principle of "education through life". In practice, this system is implemented using network technologies. Initially, network learning technologies became widespread among representatives of those age and social groups who are forced to give preference to learning without interrupting their main work activity.

Today, open and distance learning provides an opportunity for various groups of the population to receive additional education using the Internet. Many Russian universities are actively using information and network technologies in the system of full-time education. As a result, the more efficient use of modern educational technologies in the traditional education system is gradually leading to the blurring of the line between full-time, part-time and distance learning, which is a characteristic feature of the innovative education system.

At the present stage, global changes in the goals and content of education orient students towards the development of a qualitatively new model of preparing people for life and work in the conditions of a post-industrial society, the formation of completely new personal qualities and skills necessary for these conditions. All this dictates new requirements for specialists.

The modernization of the Russian education system and the introduction of information and communication technologies into the learning process raise the question of the quality of education in a new way. Already today, many countries pay great attention to the problems of quality and efficiency of education, combining their efforts in the development of methodology, technology and tools for comparative studies of the quality of education, thereby creating a system for monitoring the quality of education in the world.

Today, a new model of training specialists is being formed in the Russian education system, taking into account not only the qualification model of a specialist, but also the competency-based model. The competence of a specialist includes both knowledge, skills, and ways of their implementation in activities and in communication. In the competence model of a specialist, the goals of education are associated with interdisciplinary integrated requirements for the result of the educational process. In the first place are the qualitative characteristics of the individual, which are formed by modern educational technologies. It is not so much about the control of knowledge, skills and abilities, but about the quality of the educational system.

An important direction in improving the quality of education is the training and retraining of teaching staff. In many ways, the quality of training of specialists depends on teachers. Universities have a system of advanced training for teaching staff, which fully meets the requirements of the time and pays great attention to new technologies in education. For example, in MGUA them. O.E. Kutafin at the Institute of Additional Professional Education, the advanced training of scientific and pedagogical workers of the Academy is carried out according to the following short-term advanced training programs "Transition to a two-level higher legal education based on a competency-based approach", "Improving the information competence of university teachers", based on innovative educational technologies.

The unified education quality management system being created in Russia is the methodological basis for transferring educational systems to a new state that ensures openness and a new quality of education that is adequate to the needs of a developing individual, society and the labor market.

Modern innovative education is advanced education, the distinctive feature of which is the development of advanced methods and ways of acquiring knowledge that form a personality in a single global information and educational space.

The education system is a very flexible structure, which is influenced by various factors (such as foreign and domestic policy of the state, interaction with other countries, economic reforms) and is constantly undergoing changes. In this article, we will consider the directions of development of the higher education system in Russia and in some foreign countries, and also talk about the possibilities of studying Russian students abroad.

and his influence

Speaking about and in our country, it is impossible not to mention the Bologna Process - a movement aimed at unifying education systems in European countries and in Russia (our country became part of it in 2003, after the signing of the agreement). Prior to this, citizens of the Russian Federation, after five years of study at universities, received a diploma and got a job. But in recent years, the system of higher education in our country, as in other countries, has changed a lot. Abroad, HPE consists of three stages, in the Russian Federation - two stages: bachelor's and master's degrees, in European countries there is a doctoral degree, in our country it is called a postgraduate degree. The first stage of study at a Russian university lasts four years, the second - two. Abroad, these periods are different in duration (depending on the country), for example, in England, one year is required to study for a master's degree.

The duration of education in the Russian school is eleven years, in other countries of the world - twelve. For this reason, for admission to a foreign university, a certificate of completion of the school program, most likely, will not be enough.

Why does the Russian higher education system need reforms?

So, transformations in the field of education in universities have been actively carried out both in the Russian Federation and abroad for several decades now. These changes are both superficial and deep, both positive and negative. Nevertheless, higher education in Russia and abroad faces certain difficulties in its development.

In order to understand how to work on the system further, it is necessary to identify both its goals and opportunities for further reform. The development of the system of higher education and science plays an important role both in education and in the research activities of the country. In Russia, the education sector is in a difficult situation. Once it was considered a reference, but now it has to focus on economic and social innovations. The education system in Russian universities should be aimed at high-quality training of future specialists, cooperation with foreign universities, making higher education less difficult to access, and, if possible, adopting the advantages of foreign institutions.

The history of the formation of the training system. England

If we talk about the development of higher education abroad, we can identify four main types. These are English, French, German and American systems.

In the UK, there are two of the oldest institutions of higher education - Oxford and Cambridge, which have hardly undergone any reforms throughout their history.

Although in the seventies of the twentieth century, the University of Cambridge adopted some of the traditions of other universities.

The system is selective at all its levels. Already from the age of eleven, children are divided into groups according to the development and type of their inclinations. Also, the training system is distinguished by its strict sequence - without passing the program of any stage of training, the student cannot proceed to the next one.

Since the sixties of the 20th century in the UK, there has been a division of schools and classes into more or less elite ones, depending on the plans of study and the possibilities of entering a particular university, as well as on education fees.

Development of the VPO system in France

So, we continue to talk about higher education abroad. Let's move on to the history of the formation of the French education system.

In this country, they are not distinguished by selectivity, since schools are inextricably linked with universities.

To enter a university, a French citizen needs a certificate of graduation from a general education institution. You can even call and apply to the institute. It is important that there are vacancies in the educational institution. In France, in recent years, there has been a tendency to reorganize the education system with a focus on a generally recognized model. The main disadvantage of the French HPE is the high percentage of deductions. Up to seventy percent of students who enter institutions do not graduate.

History of the German higher education system

The field of study in German universities began to change actively in the 90s of the 20th century after the reunification of the republic. Transformations in the German education system are carried out according to the type of American reforms in this area. Education is becoming more accessible and its programs are being shortened. Unfortunately, with these changes, there is no unification of scientific and teaching activities, which was an undoubted advantage of the best universities in Germany.

German schools may lose their true advantage by adopting too much American innovation.

Development of the field of education in America

The formation of the American system of higher education was significantly influenced by British universities, for example, Cambridge. By the 20th century, it was heterogeneous, university education was not available to everyone, as it was expensive. But the industry in the country developed at a rapid pace, and many professions became in demand on the labor market. Therefore, the question of personnel training was acute. To do this, the education system was reformed, and new institutions arose - junior colleges, where people who did not have the opportunity to study at a university could acquire any skills. Today the education system in America is multi-stage.

In general, it implies a specific focus of study, so students who graduated from an American university find it difficult to adapt to another, even similar, professional field.

Formation of the sphere of education in Russia

Before the revolution, the HPE system in our country was mostly religious in nature, and much of it was borrowed from Germany, since this country was considered the legislator of educational innovations. After the events of 1917, the goal of the authorities was to form a new approach to this area, based on accessibility, lack of gender discrimination, raising the level of culture of the country's population, forming a developed structure of educational institutions, defining and establishing the stages of the process itself.

By the early 1980s, the HPE system fully met all of the above criteria. After the collapse of the Soviet Union, the party no longer controlled the education system, but they did not create any special innovations in the field of education. In 2007, the USE system was formed in order to simplify the procedure for entering higher educational institutions. Now Russia is oriented towards higher education systems abroad, and in this regard, a two-stage education system has been adopted (training for a bachelor's degree and a master's degree).

Directions for the development of the field of study abroad today

Higher education institutions in European countries are changing in accordance with the requirements of the labor market.

What are the general trends in the development of higher education abroad?

Higher education institutions are becoming more accessible. This means that each student can choose a profession, and the type and level of educational institution in which he would like to enter.

A strong connection between research activities and universities is being formed (through the creation of specialized centers on the basis of universities). Work in such organizations contributes to the improvement of the qualification level of teachers, as well as the development of many useful skills and abilities of students.

Careful selection of the content of educational programs, their correction, reduction of the course of lectures in some general education subjects.

The trend of orienting HPE to the student (taking into account his psychological characteristics, inclinations, wishes; creating a larger number of elective classes, additional disciplines; lecture courses at the university are reduced in time, the student studies more at home, on an individual basis).

An increase in the number of humanitarian disciplines, work on the general and aesthetic development of students, the formation of positive personal and social characteristics through the use of new forms of interaction in the classroom.

Increasing the computer literacy of students through the increasing introduction of PCs in the education system.

Increasing the financial investments of the state in the field of education.

Transition of higher educational institutions to autonomous management.

An increase in the number of selection criteria for teaching staff (more and more qualified specialists are required).

General methods of evaluating the activities of higher educational institutions are being formed.

Directions for the development of education in Russia

So, we found out what reforms of higher education abroad are being carried out today. As for our country, the following changes are taking place in the education system:

Increasing the number of commercial universities.

Reforming the field of education on the basis of modern trends in the development of higher education abroad.

Orientation of the HPE system to the individual characteristics of students, the upbringing of positive personal qualities.

Creation of a large number of different curricula and training options for certain specialties.

Transition to a multilevel system (bachelor - specialist - master).

"Learning through life" (the possibility of continuous professional improvement).

The main difficulties in the development of the field of education in Russia

The system of higher education in our country today is characterized by flexibility, adaptation to the constantly changing situation in the international labor market. But at the same time, it retains its best features.



However, on the way to transformation, the Russian education system faces the following difficulties:

The level of professional training of specialists is not high enough to meet the rapidly changing requirements of the global economy.

Incorrect correlation between the professional level of university graduates and personnel selection criteria. For example, a shortage of working specialties with an urgent need for qualified personnel in the technological field.

Low performance of non-profit educational institutions.

Study abroad. Higher education: where and how to get?

Most often, citizens of our country enter the universities of the following countries: Canada, Australia, New Zealand, England, America.



Some applicants immediately submit documents to higher educational institutions, others prefer to first attend special classes for preparation.

When choosing an institution for higher education abroad, first of all, it is necessary to pay attention to such criteria as:

The demand for specialty in the labor market.

Further opportunities for professional development.

Education fee.

Not all educational institutions abroad accept applicants with a Russian school leaving document, so applicants need to take special courses (including linguistic ones).



Also, in order to get higher education abroad, it is necessary to prepare the following documentation:

Certificate of completion of high school.

Diploma of a Russian university.

Autobiography (resume).

Photocopy of diploma insert.

A document confirming the successful passing of linguistic testing.

A completed and printed form (it is usually posted on the website of the educational institution).

Motivation letter (with an explanation of the desire to study at this university in this specialty)

If your goal is higher education abroad, you need to carefully consider the preparation of all necessary documents.

So, at the present time there are significant changes in the field of education both in our country and abroad. But the reforms of higher education abroad are generally more effective, so many Russian applicants are trying to study in other countries for subsequent work in international companies.

The higher school occupies its leading place in the system of lifelong education. It is directly and indirectly connected with the economy, science, technology and culture of society as a whole. Therefore, its development is an important component of the overall national development strategy.

Entering the 21st century, it is necessary to clearly and consciously imagine what higher professional education and specialists should be produced by higher education in the near and distant future.

Whatever value judgments are given to the outgoing 21st century, all of its most significant achievements are somehow related to technical progress. Nevertheless, it is impossible not to admit that despite the indisputable achievements in the development of higher education, the quality of our specialists does not meet modern requirements. This is evidenced by the fact that, having one of the largest engineering corps in the world, we lag far behind in product quality, in average productivity of social labor, from the highest level achieved in the world. This is largely due to the qualifications of the specialists. We have an excess of specialists with diplomas and a shortage of personnel capable of solving complex modern problems at a high professional level.

It is known that the requirements for the training of a specialist are formulated outside the education system. They proceed from the general economic and social goals of the state.

The ability to anticipate and foresee the development of higher professional education is one of the most important conditions for the success of its functioning.

Scientific foresight is possible insofar as the future is seen as a continuation of the past. But the requirement for a specialist, the content and process of his training should be ahead of the established theory and practice.

The main goal of designing advanced qualification requirements is to ensure compliance between changes in personal, social needs and the prospects for the development of science, technology, economics, culture and their reflection in the goals and content of training.

According to the definition adopted by the 20th session of UNESCO, education is understood as the process and result of improving the abilities and behavior of an individual, in which it reaches conscious maturity and individual growth.

In the world educational practice in recent decades, two opposite and at the same time inextricably linked trends have emerged. “On the one hand, the role of education in the life of peoples, countries, and the individual is steadily increasing; on the other hand, there is a crisis in education and its structures, quite often caused by a shortage, primarily of financial support. The latter is characteristic of backward and underdeveloped countries. In part, such a component of the crisis is observed in today's Russia. Our budget spending on education has become one of the lowest in the world. But a crisis is not always the result of financial insufficiency; often it is the result of a misunderstanding of the role of education, its significance in humanistically oriented social progress. In most Western countries, as well as in Japan, the crisis manifests itself as the inadequacy of the level, nature, and orientation of education to the post-industrial vector of civilizational development. That is why the problems of restructuring education, its content, social meaning and institutional structures are so lively discussed.

“At present ... there is every reason to talk about the crisis of education,” B. Simon wrote back in 1985. Domestic and foreign researchers, Europeans and Africans, Americans and Japanese, representatives of economically developed countries write about the crisis. "The neglect of education" - the Japanese say about themselves, "a growing wave of mediocrity" - Americans evaluate their education.

According to Coombs, “the essence of the crisis can be characterized by the words “change”, “adaptation” and “rupture”. Since 1945, there has been a huge leap in development and change in social conditions in all countries. This was caused by the "revolution" that swept the whole world in science and technology, in economics and politics, in demography and social conditions. However, the scientific and technological revolution, having accelerated social processes, could not involve the education system in the process of change. As a result, there was a gap between the demands of society and the possibilities of education.

In Russia, the education crisis has grown to the level of national security, it causes economic, military, technological security, which is impossible without qualified personnel, high technologies and modern scientific developments.

There are three confirmations of the high degree of crisis in education.

• 1. In the last decade (since the mid-1980s), an integrative indicator, the Human Development Index (HDI), has been used to determine the humanitarian condition and opportunities for the socio-economic development of countries, which takes into account not only the level of education, but also life expectancy and real gross domestic product per capita. This indicator in Russia has been falling in recent years. If in 1992 in terms of HDI (0.849) Russia ranked 52nd out of 174 countries surveyed, then five years later it was at 119th, which is associated with a significant reduction in life expectancy and real gross domestic product per capita and a decrease in education (1985 city ​​- 0.523; 1995 - 0.491).
• 2. Specialists of UNESCO and the World Health Organization, whose experts have studied the problem of the viability of various nations and states, have come to one more conclusion. When assessed on a five-point scale, no one received the highest score. The viability of Belgium, Holland, Iceland, Denmark, Sweden was estimated at four. The United States, Japan, Germany and many other industrialized countries received three points each. As for Russia, its viability is only 1.4 points - a level below which irreversible degradation can begin.
• 3. The national security of Russia is directly threatened by the financial policy in relation to the social sphere in general and education in particular.

According to the World Bank, the share of spending on education in the gross domestic product was 7% in the USSR in 1970, and 3.4% in Russia in 1994, i.e. more than doubled. Moreover, if in the 80s. the reduction was slow and gradual, then in the 90s. it has taken on a devastating character. For comparison, the share of expenditures on education in the USA, France, Great Britain ranges from 5.3 to 5.5% (Tables 1 and 2, Fig. 1).

The importance of education in the country's economy is especially emphasized in the theory of human capital by T.W. Schultz, Nobel laureate in 1980, according to which the resources spent on education are an investment in human capital. In the US, the cost of education and the army are comparable.

The report of O. Smolin, Deputy Chairman of the Committee on Education and Science of the State Duma of the Russian Federation, provides evidence that Russia's national security is at or below the red line in 19 out of 20 indicators.

Where the state policy is based on the priorities of education, its special dynamizing socio-economic and civilizational role is realized, progressive social changes and cultural transformations appear quite quickly.

The classic confirmation of this obvious thesis is the experience of South Korea. Its starting socio-cultural opportunities were not high even 40 years ago: only in the early 60s. compulsory primary education is introduced, a network of vocational and technical schools is being created. In 1945, there were only 19 universities in the country (compared to Western European countries - a meager number), after 40 years there were already 100; the number of students increased by almost 120 times; more than 90% of school-age children studied in secondary educational institutions; 26% of boys and girls of university age received a university education. South Korea confidently maintains its place among the most economically developed countries, not only mastering the world's advanced technologies, but also exporting its own. The priorities of education in public policy and in the public mindset are the obvious "mystery" of South Korea's economic and sociocultural miracle. This factor was to a large extent the basis of both Japanese and Taiwanese economic and technological progress. Raising the educational level of workers provides in the USA, Germany, Japan up to 40-60% of the increase in national income.

Despite the wide range of opinions, sociologists distinguish two conceptual approaches to interpreting the essence of the crisis and ways out of it. The first comes from the fact that the existing education system, with all its variations, does not provide such a level, quality, and scale of intellectual, cognitive and professional training of young people, which are required by modern and especially emerging post-industrial technologies, including social ones. The post-industrial stage of civilizational development necessitates not just an increase in the level of education, but the formation of a different type of intellect, thinking, attitude to rapidly changing industrial, technical, social, and informational realities. Such a concept (approach) could be defined as technocratic (a softened version is scientistic-technocratic): it proposes to change the meaning and nature of education, focusing its content and methods on the formation of rational skills in trainees to operate with information, master computer technologies, and think professionally and pragmatically. .

The main value of this concept is the focus on professionalism and the organization of training in conjunction with the requirements of the market and the social order of modern society.

The second concept - humanitarian - sees the origins and content of the crisis in the dehumanization of education, its transformation into an 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 system of education, outwardly so impressive because of the number of students in colleges, is not impressive in terms of quality. In general, education is reduced to an instrument of social prosperity or, at best, to the use of knowledge for practical application in a specific area of ​​human life devoted to "getting food." Even the teaching of the humanities makes do with an alienated "brain" form. E. Fromm sees the main meaning of the deep, urgently needed reform in the humanization of education.

O. Dolzhenko considers some works devoted to the socio-cultural problems of the formation and development of higher education. Among them, first of all, it should be noted the UNESCO report prepared by a group of experts led by E. Faure “Learning to be. The World of Education Today and Tomorrow”. The main idea of ​​the report is that a person can be realized only through the process of gaining new experience throughout his life and updating the existing one. Only with this understanding, which clearly goes beyond the institutionally recognized types of educational activities, can education ensure the fulfillment of important social and cultural-creative functions. In this regard, the authors outlined the directions of possible reforms, determined the principles for their implementation - democracy, flexibility, continuity. The report was complemented by an extensive publication entitled Enlightenment in Change (1975), which presented a list of the most important issues related to the future of education.

E. Faure's report stimulated the appearance of others, among which a special place belongs to the report of the Club of Rome, prepared in 1979 by D. Botkin, M. Elmandira, M. Malitz, “There are no limits to learning” . The authors of the report made an attempt to determine the role and place of education in solving the global problems of our time, overcoming the gap that has arisen between man and the civilization he created. Offering their vision of modern education (in particular, the report introduced the concept of innovative learning, the important features of which are participation and anticipation), the authors paid special attention to the connection of educational activity with life. The conclusions of the report were built taking into account the need to focus education on the future state of society, which is only taking shape during the period of education of the younger generation. Thus, the principle of proactive preparation of a person for uncertain conditions was proclaimed, from which follows the idea of ​​lifelong education, designed to provide conditions for a person to repeatedly return to the educational system as he encounters new problems. The idea of ​​learning through life and for life is being reinforced, within which the role of an educational institution is becoming more and more noticeable service: it is more and more called upon to serve and satisfy a variety of educational needs, i.e. along with the main educational process, which traditionally provided students with cultural norms and standards that create the basis for adaptation in socio-cultural practice, provide consulting and accompanying services.

Early 70s to late 80s. more than 20 reports were published on the analysis of the state of education in individual regions and countries.

In order to determine the main directions of movement of the higher professional school, a problem-oriented analysis of its state and development prospects is necessary.

In the context of the rapidly changing content of knowledge, its constant increment at an ever-increasing pace, higher education is being reformed in all countries. Here are its main directions:

• Continuity
• · diversification;
• · increase of fundamentality;
• integration;
• humanization;
• · democratization;
• humanization;
• integration with science and production;
• computerization.

A specialist today is a person with broad general and specialized knowledge, able to quickly respond to changes in technology and science that meet the requirements of new technologies that will inevitably be introduced; he needs basic knowledge, problematic, analytical thinking, socio-psychological competence, intellectual culture

Continuity. This principle is one of the most important methodological principles of cognition, providing integrity, consistency, consistency in the perception of being and, in particular, the formation of stable knowledge, skills, and abilities in the process of engineering training.

For the first time the concept of "continuous education" was presented at the UNESCO forum (1965) by the greatest theoretician P. Lengrand. This concept has caused a huge theoretical and practical resonance. IN

70s there were works devoted to the study of the genesis and content of the concept of lifelong education (Hummel, 1977; Dave, 1976, etc.). At the same time, the implementation of this concept began in a number of countries.

On a national scale, the concept of continuous education is implemented in France (Law 1971), Sweden (Law 1977). At the same time, it was partially used in the USA,

The interpretation of lifelong education proposed by P. Lengrand embodies the humanistic idea: it puts a person at the center of all educational principles, who should create conditions for the full development of his abilities throughout his life. The stages of human life are considered in a new way, the traditional division of life into the period of study, work and professional deactivation is eliminated. Continuing education, understood in this way, means a lifelong process in which the integration of both individual and social aspects of the human personality and its activities plays an important role.

In fact, we already find such a view of a person and his life in the works of ancient authors. On the idea that a person should always learn, moral laws are built in the Bible, the Koran, Hadith, which determine the entire history of human civilization. The impetus for the creation of the theory of continuous education of the educational society was the global concept of "the unity of the world" ("global vision"), according to which all the structural parts of human civilization are interconnected and interdependent. At the same time, a person is the main value and the point of refraction of all processes taking place in the world.

The basis for the theoretical and then practical development of the concept of lifelong education was the study of R. Dave, who determined the principles of lifelong education. He defines 25 features that characterize lifelong 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:

• 1) coverage of education throughout a person's life;
• 2) understanding the educational system as a holistic one, including preschool education, basic, sequential, repeated, parallel education, uniting and integrating all its levels and forms;
• 3) inclusion in the education system, in addition to educational institutions and centers of additional training, formal, non-formal and non-institutional forms of education;
• 4) horizontal integration: home - neighbors - local social sphere - society - world of work - mass media - recreational, cultural, religious organizations, etc.; between the studied subjects; between various aspects of human development (physical, moral, intellectual, etc.) at certain stages of life;
• 5) vertical integration: between individual stages of education (preschool, school, post-school), between different levels and subjects within individual stages; between different social roles implemented by a person at certain stages of the life path: between various qualities of human development (qualities of a temporary nature, such as physical, moral, intellectual development, etc.);
• 6) universality and democracy of education;
• 7) creation of alternative structures for its receipt;
• 8) linking general and vocational education;
• 9) emphasis on self-education, self-education, self-esteem;
• 10) emphasis on self-government;
• 11) individualization of the doctrine;
• 12) teaching in the conditions of different generations in the family, society;
• 13) broadening one's horizons;
• 14) interdisciplinarity of knowledge, their qualities;
• 15) flexibility and variety of content, teaching aids;
• 16) the ability to assimilate new achievements of science;
• 17) improvement of learning skills;
• 18) stimulation of motivation to study;
• 19) creation of appropriate conditions for study;
• 20) implementation of creative and innovative approaches;
• 21) facilitating the change of social roles in different periods of life;
• 22) knowledge and development of one's own system of values;
• 23) maintaining and improving the quality of individual and collective life through personal, social and professional development;
• 24) the development of an educative and learning society: to learn in order to "be" and "become" someone;
• 25) consistency of the principles of the educational process.

These theoretical provisions formed the basis for the reform of national education systems in the world (USA, Japan, Germany, Great Britain, Canada, countries of the "third world" and Eastern Europe, including the former USSR).

The effectiveness of the higher education system largely depends on the modeling of consumer requests, because information that is not sufficiently related to the general cultural and professional growth of the individual turns out to be of little significance “regardless of the time and place of presentation and perception: in the system of a university, school, self-education or course retraining”, therefore, unproductive. “That is why the main principle of planning and organizing lifelong education should be the principle of taking into account 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 education, including higher education, can be considered as closed, isolated from others. At the same time, the vertical structure characteristic of continuous professional development in a given specialty must intersect with horizontal structures representing scientific disciplines and the links between them” .

There are two organically interconnected types of creative self-realization of a person - personal /self-creation/ and social-creative /cultural-creativity/. The system of continuous education is the most important social factor in preparing the individual for these types of creative self-realization, and, consequently, overcoming the spiritual and moral crisis.

Elements of the system have both common and distinctive features. All of them solve a single problem of preparing students for labor and social activities on the basis of standard curricula, while solving related problems of structuring and selecting educational material. Distinctive features are obvious: different volumes, terms, levels of training. Among the significant shortcomings of the system should be attributed to the weak interaction of its elements in the implementation of the end-to-end educational process.

V.G. Yanovsky raises the question of the need for end-to-end management of the process of personality formation. Technical creativity, if it is a factor that forms the possession of the mechanism for transferring technical knowledge from one level to another and from one area of ​​creative activity to another, is the goal and condition of lifelong education.

There is no purposeful, systematic work to develop the creative abilities of students either at school or at the university. The creative thinking of pupils and students, if it takes place, is spontaneous, uncontrollable, based on the trial and error method. This is understandable, because neither school nor university curricula provide for a special academic discipline that would be aimed at developing and shaping the creative thinking of an individual. School graduates, as well as students, do not receive 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 mindset, able to find new ways and methods in science, technology, economics, and management, is steadily increasing.

The solution to the problem of forming a specialist's creative attitude to his work is possible only through the implementation of the idea of ​​continuous education, which is carried out through a combination of self-education with the provision of the opportunity at any time to use the help of highly qualified teachers and specialists. In this regard, the model of education as a whole is changing. A transition is being made from a monomodel focused on the training of a specialist, a functionary, to a polyfunctional model, which is based on the free development of everyone's personality, the formation of the ability for self-development. The so-called "periodically renewed education" is proposed as one of the most realistic means of translating the idea of ​​lifelong education into reality.

The idea of ​​conductivity is implemented by us in the following aspects: content - development of multi-level (school + bachelor's + master's) curricula containing various continuous cycles, through training programs for engineers in cycles (language, special, chemical); organizational - the creation of complexes or integrated structures with a single center (dean's office-directorate) with the constancy of the leading teaching staff. A completed example of such an integrated complex is the college of pre-university training, included in the structure of the Faculty of Polymers of the Kazan State Technological University (Table 11.).

The college currently has almost 500 students from 50 schools in the city of Kazan. A separate stream has been engaged in it since the organization of special. schools (language, chemistry, etc.). The college provides a high quality of admission, which is a determining factor in the success of students in the learning process (Table 12). In this case, the reception parameters change (Table 13).

Diversification. An analysis of the transformations taking place in the domestic system of higher education in recent years allows us to single out two main directions of this process. The first is determined by the orientation towards the three-stage Anglo-American model of university education; the second is the creation of new types of educational institutions seeking to fill empty niches in a rigidly organized and centralized education system based on the monopoly of the state.

At present, the first direction is predominant. The development of university education is recognized as a priority. Many universities (technical, pedagogical, medical, etc.) are being transformed into universities. Movement in this direction reveals a number of contradictions, which are based on the fundamental divergence of the traditional Soviet implemented model of higher education. The first is characterized by mass character, reproduction, a weak orientation towards self-education, towards education, an orientation towards the average student, authoritarian teaching, a rigid framework that determines the timing, specialization, forms and content of education, lack of differentiation, uniformity of educational structures. The generally accepted model of higher education in the developed countries of the West is characterized by completely different distinguishing features: high selectivity in the transition from the lowest level to the highest and great variability in the choice of specialization at one level; flexible specialization and the availability of various diplomas at the same stage of education, the organizational validity of the stages, a variety of forms of education, the wide development of various forms of post-secondary (higher) education, formally corresponding to the first stage of higher education.

New types of non-university higher education institutions are being created in a number of developed countries: two-year technological institutes in France, higher professional schools in Germany, community and technical colleges in the USA, various types of colleges in Great Britain, etc. These are mobile, dynamically developing educational institutions focused primarily on the priority provision of their regions with specialists. Educational complexes and structures of a new type are also emerging in Russia.

A multilevel education system is one of the promising means of conscious management of education reforms. With reasonable adaptation to Russian conditions, it is able to remove many of the fundamental difficulties facing domestic education.

The main advantages of the multi-level structure of higher education are the following:

• --implementation of a new paradigm of education, which consists in fundamentality, integrity and focus on the personality of the student;
• --significant diversification and response to the conjuncture of the intellectual labor market;
• --increasing the level of education of graduates prepared for "lifelong learning" as opposed to "lifelong learning";
• --freedom to choose a "learning path" and the absence of a dead-end educational situation;
• -- the possibility of effective integration with secondary general education and secondary specialized educational institutions;
• --stimulation of significant differentiation of secondary education;
• --extensive opportunities for postgraduate education;
• --possibility of integration into the world educational system.

For Russia, the Anglo-American model of a multi-level education system is of undoubted interest, although it cannot be completely copied due to the lack of necessary conditions.

The integration of multi-level higher technical and professional engineering education in a single structure of a technical university is also beneficial for the state and society from the standpoint of the economics of education. It is known that the cost of training a specialist with a higher education in an integrated educational system by minimizing the total volume of educational services is 25-30% lower than with sequential training of a specialist of the same profile in two autonomous higher educational institutions.

In table. 14 shows the distribution of study time by cycles at different levels of education.

Table 14

Information structure of flexible curricula for training specialists in an integrated education system

Note. GSE - humanitarian and socio-economic disciplines, En - fundamental natural sciences, OT - fundamental general technical disciplines, C - special disciplines, POIS - disciplines of subject-industry engineering specializations, FIS - disciplines of engineering specializations.

The different functional nature of the activities of engineers (design, technology, design, research, management, control) requires appropriate skills and knowledge and an emphasis on certain sections and problems of general technical and special disciplines, without compromising or impoverishing fundamental training.

Mikhelkevich and Bekrenev divided all engineering functions into two groups. The first group includes functions that ensure the rational use and efficient functioning of equipment and advanced technologies. The second group is functions that ensure the creation of new technology, the development of high technologies, the analysis and synthesis of complex technical systems, the automation of calculations and design. In modern conditions, the basis for training specialists for the engineering innovation process is the idea from conception to engineering design, design and implementation of the development at the consumer (Fig. 7).

The expediency of a functionally oriented two-stage training of engineering personnel is confirmed by the experience of universities in Western Europe (Great Britain, Germany, France). Thus, a number of British universities and technical institutes, responding to the needs of industry for specialists of various levels, introduced differentiated training of engineers of the second and higher level of academic knowledge of the first class at the end of the eighties. A number of universities and higher schools in Germany also conduct differentiated training of specialists of two qualification levels according to programs of different content and duration of study.

Table 15

Diversification of levels of professional engineering education.

Flexible curricula, on the one hand, should ensure strict observance of state educational standards for basic and complete higher education, as well as the requirements of the qualification characteristics of specialists for their professional, humanitarian, socio-economic and fundamental training, their coordination at all levels and levels of education, with on the other hand, to create conditions for the realization of opportunities for the student to change the "trajectory" of his educational route.

Thus, the integration of multi-level higher technical education (according to areas) and professional engineering education (according to specialties) in a single structure is the optimal strategy for the formation and development of technical universities in Russia.

V.A. Kuznetsova gives a comparative description of the multi-stage system with the one that was previously common in Russia (Table 16.)

Table 16

Comparative characteristics of various education systems

A multi-stage system is a set of vocational educational programs that differ in the levels of qualifications acquired by students in one area of ​​activity or one branch of the economy, which have a narrowly professional training as the main task and ensure the growth of professional qualifications in the transition from one stage to the next. Higher education acts as an indivisible single stage.

The monolevel system of higher education is a set of one-stage unified educational and professional programs aimed at mass training of specialists with higher professional education.

A multi-level system of higher education is a set of sequences, each of which is composed of successive educational and professional programs with a sharply enhanced educational component at levels I-II and a plurality of professional training programs based on one basic education. The transition from one level to the next characterizes the degree of education.

A feature of multilevel education is the emergence of various educational tasks at different levels of training. At all stages, the most important task is the formation of creative thinking and conditions for self-realization.

The first stage is the activation of traditional types of educational activities (problem and “non-synopsis” lectures, lectures, press conferences, etc., dialogue seminars, role-based seminars, etc.).

The second stage is the activation of information technologies of education; their diversity and problematic nature both in the classroom and in the course of independent work of students (computers, films, television, etc.). At the same time, active learning methods are needed.

The third stage is a contextual approach, for applying skills and abilities in solving quasi-professional problems. Wide use of active (including business games and game design) and information technologies of education. Preparation of masters - classes with elements of research, participation in real business games (innovative, problem-business, organizational and activity).

Priority tasks in the field of education diversification:

• - search for new, most flexible and economical structural forms of education that reflect the existing needs of society and the capabilities of the existing education system;
• - the problem of interaction between separate parts of the educational system;
• - the problem of quality control of education and the compliance of the education system with the goals and needs of society;
• - filling the content of ready-made educational structures, the mechanism for ensuring the self-development of the education system, the optimal ratio between educational components;
• - search for ways to integrate into the global educational system;
• - identification of specific mechanisms for the implementation of educational needs;
• -economic and legal support of the education system.

As practice shows, the main driving force and support for the design of integrated lifelong education are educational institutions of higher professional education - universities. All educational innovations of the last decades: various educational complexes, incl. educational-scientific-industrial and "school-university" complexes, secondary technical faculties, newly created structures of pre-university, additional and postgraduate education are built on integration with universities.

G.V. Mukhametzyanova identifies a number of theoretical problems, the solution of which is necessary for the implementation of a system of multilevel education:

pedagogical: the formation of the content of education in a graduated system of training; ensuring completeness, continuity and integration with the basic content of the school; a system of attestation criteria for the transition of students from one level to another; reduction of training time when moving from one educational institution to another;

psychological: personality in conditions of multi-stage training; formation of different types of professional activity at different levels of education;

socio-psychological: socio-psychological climate in conditions of different levels of claims to receive professional training;

economic: the cost of training specialists;

managerial: coordination and subordination of relations in the system of public administration, optimization of the functions of management mechanisms.

There are several positive aspects in such systems: firstly, a significant expansion of the social base of students at the expense of persons:

• 1. capable of acquiring only primary vocational education.
• 2. inclined only to executive activity.
• 3. limited time and financial possibilities.

Secondly, the possibility of creating curricula and programs that are characterized by a high level of mobility and the ability to meet a wide range of changing needs in the sphere of culture, science and production.

Thirdly, the creation of uniform educational professional standards.

Fourthly, improving the quality of education, since at each stage one orientation dominates: at the first - on reproductive activity, on the second - on applied productive activity, on the third - on theoretical productive activity.

Fifth, improving the quality of specialists at each level, since admission to the next level began to be conducted on a competitive basis, i.e. such a selection system is based on two generally recognized principles: openness (accessibility) and selectivity (competition).

Sixth, the implementation of methods for improving the educational process:

method of setting learning objectives; method of selection necessary and sufficient; method for determining the required quality of mastering the material;

the method of choosing a rational combination of types of educational activities;

the method of constructing and implementing a system for monitoring the progress and results of training, the development and implementation of a system for managing the quality of training specialists at each stage of training;

the method of final projects, which provides an integrative connection of subjects within one block of disciplines and between subjects of different cycles.

From a psychological and pedagogical standpoint, this approach to the continuity of training is characterized by functional activity, personality-oriented and problem-research activities.

V.S. Tsivunin emphasizes that in teaching the cycle of chemistry, the interconnection of disciplines is necessary in terms of consistency of programs, consistency 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 of disciplines, but also the development of the type of thinking inherent in this field of activity of the future specialist. The concepts of mathematical, humanitarian, engineering thinking, etc. are widespread. This means 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 problems.

Therefore, one of the problems of the chemical training of a modern engineer-technologist in the field is the formation of chemical thinking in him, which helps him consciously solve non-traditional, creative technological problems. Naturally, this process is inextricably linked with the general process of forming the personality of a specialist at all stages of his stay at the university.

Chemistry is so vast and so deeply permeates the multiple spheres of the surrounding material living and inanimate world that its study in a systematic form, in the unity and diversity of its components, is not an a priori methodological task. The process of accumulation of knowledge and the development of theories in it are so differentiated (physical, colloidal, inorganic, organic, special) that, without having the art to imagine the internal course of phenomena "(Berzelius), without highlighting the common basic chemical concepts, terms and laws, it is impossible to study chemistry as “a whole, the same as nature itself" (Liebig), to form the chemical thinking of a process engineer. The transition to a multi-level system of higher technical education involves the creation of a single set of educational disciplines, forms and methods , all that ensures the formation of chemical and engineering thinking among students.Therefore, an important link in the problem of general chemical education is the coordination of disciplines taught in different departments.According to the authors, drawing up a cross-cutting program for courses in general chemical disciplines , inorganic, organic, analytical chemistry) allows you to correlate the content of each chemical discipline with others. The proposed program can be used to train bachelor chemists and chemical engineers, it assumes a modular design and is based on the following principles:

• 1) the continuity of the development of the basic ideas, concepts and laws of chemistry in the courses of all chemical disciplines;
• 2) fundamentalization of special chemical education by creating a module of general chemical disciplines "introduction to the specialty" .
• 3) priority and ranking of modules, taking into account the profile and nature of the specialties.
• 4) universality - the possibility of replacing one module of "introduction to the specialty" with another.

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 on the basis of the complication of ideas about the forms of existence of matter (atom-molecules-substance-system-process). The specified classification introduced into each module and the observance of the basic laws of knowledge (transition from simple to complex, from abstract to concrete, induction and deduction) made it possible to avoid repetition in the presentation of basic chemical concepts and laws and presented these concepts and laws in a dynamic development.

On the other hand, the implementation of the principle of continuity was facilitated by the identification of fundamental topics and concepts that permeate all courses of general chemical disciplines. This made it possible to break the entire body of knowledge into nine modules (Appendix 1):

The block of chemical disciplines is basic, universal for all specialties of the chemical direction. At the same time, it is directly adjacent to the special cycle and is in relation to it preliminary. The content of a special cycle in this case is based on the implementation of the model, develops the concepts, terms, approaches introduced in them, naturally developing at the same time its own, specific to this subject.

The principle of supporting modules, which is the main one in the formation of the content of programs, is illustrated by the example of specialty 25.05 - chemical technology of macromolecular compounds (Table 18, appendix 2).

The principle of variability allows solving problems in transferring from one stage to another, in particular the problem of restructuring and coordinating the content of vocational and theoretical training. The process of training specialists of different levels is not a closed system. It depends on many factors.

The variability of the content lies in the possibility of timely and prompt introduction into the studied material of new relevant information related to the changes that have occurred over a certain period of time in science, technical and technological concepts and socio-economic relations (adapting the content to production); in adapting the content to a specific contingent of students (adaptation to personality); in the possibility of building an educational process with a focus on a higher level of professional education.

Based on the fact that the content of the studied material is one of the determining factors influencing the choice of forms of organization, S.G. Shuralev singles out among the factors influencing the variation of the preparation process, managed and unmanaged. To the first, he refers the level of preparedness of students, the characteristics of the university, its technical equipment, to the second - socio-economic changes in society, a change in priorities in social production.

Fundamentalization. One of the leading principles underlying the multilevel education system is the principle of fundamentalization. This concept has a diverse, often very subjective interpretation. Some authors understand it as a more in-depth training in a given direction - “education in depth”. The second understanding is a versatile humanitarian and natural science education based on mastering fundamental knowledge - “education in breadth”. As a starting point, we can take the definition proposed by V.M. Sokolov (Nizhny Novgorod University): “The group of fundamental sciences is proposed to include sciences whose basic definitions, concepts and laws are primary, are not consequences of other sciences, directly reflect, systematize, synthesize facts, phenomena of nature or society into laws and patterns” .

The widespread point of view is that the fundamental nature of education implies, firstly, the allocation of a certain range of issues in the fundamental areas of knowledge of this area of ​​science and general educational disciplines, without which an intelligent person is unthinkable; secondly, the study of a complex range of issues with full justification, necessary references, without logical gaps.

The issue of fundamentalization of education is considered in the pedagogical literature.

So. N.F. Talyzina believes that the fundamental nature of education is the general way of training a specialist who meets the requirements of the scientific and technological revolution: “Training specialists on the basis of fundamental sciences, of course, does not mean lowering attention to professional activities. It is aligned with professional subjects: fundamental sciences should guide a specialist in their field, allow him not only to independently analyze the accumulations in it, but also to foresee its further development.

Modern concepts consider education to be fundamental if “it is a process of non-linear interaction of a person with an intellectual environment, in which a person perceives it to enrich his own inner world and, due to this, matures to multiply the potential of the environment itself. The task of fundamental education is to provide optimal conditions for the education of flexible and multifaceted scientific thinking, various ways of perceiving reality, to create an internal need for self-development and self-education throughout a person’s life” .

As the basis of fundamentalization, the creation of such a system and structure of education is proclaimed, the priority of which is not pragmatic, highly specialized knowledge, but methodologically important, long-lived and invariant knowledge that contributes to a holistic perception of the scientific picture of the world, the intellectual flourishing of the individual and its adaptation in rapidly changing socio-economic and technological conditions.

Fundamental education realizes the unity of the ontological and epistemological aspects of educational activity. The ontological aspect is associated with the knowledge of the surrounding world, the epistemological aspect - with the development of methodology and the acquisition of knowledge skills. Fundamental education, being a tool for achieving scientific competence, is focused on achieving deep, essential foundations and connections between various processes of the surrounding world.

In the work of V. Koloyanov and A. Stoimenov, a model is proposed that describes the ratio of time required for fundamental and special training, which is expressed by the equation

where p is the probability of meeting with problems that require high special (s) or fundamental (f) training;

h - the level of fundamental and special knowledge of a specialist;

hcf=s,f tc,f,

where tc,f - the time allotted by the curriculum for obtaining special or fundamental knowledge;

The coefficient of proportionality of the amount of knowledge to the time of their acquisition at the university (the rate of assimilation 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 construction of knowledge when, reflecting a systemically understood activity, it becomes the foundation of education, because the point is not what specific we acquire knowledge, and what ways of thinking are formed at the same time” .

The principle of fundamentalization of education is closely connected with the principle of professionalization, that is, the focus of each subject on the professional activity of a specialist. In practice, this can be expressed in a change in the share of one or another educational material in the courses studied, in the longest study of issues related to professional activities, in the inclusion of additional questions that specify the content of educational information in relation to the profession for which the specialist is being trained, in the selection of practical tasks. and tasks.

A. Bogdanov claims that fundamental science is characterized by a combination of experimental and theoretical methods that combine inductive and deductive knowledge of the world. Today, when highlighting the fundamental sciences, they are mainly oriented towards the dominance of the deductive component in science. Moreover, preference is given to physical knowledge of the world. Sciences such as chemistry and biology, for example, are often viewed as deserving less attention and support. This can be confirmed by the distribution of funds based on the results of the 1993 grant competition. in Russia for research in fundamental natural science, which looks like this: mathematics - 16%; physics (astronomy, mechanics, physics, nuclear physics, solid state physics, radiophysics, geophysics) - 49%; chemistry - 17%; biology - 16%. With such disparities in priorities, it hardly makes sense to expect to achieve an adequate understanding of the world.

Humanization. Almost a hundred years ago, the great American philosopher and educator J. Dewey wrote: “At present, the beginning change in the matter of our education consists in moving the center of gravity. which center was moved from the earth to the sun. In this case, the child becomes the sun around which the means of education revolve, he is the center around which they are organized" (J. Dewey, 1899). The same could be said about an adult.

In American pedagogy and psychology, and after it in many other developed countries of the West, behaviorism has been dominating for many decades, replacing each other, from the point of view of which a person who is learning is a stimulus-reactive "machine", neobehaviorism, forced to supplement this scheme of "intermediate variables" between stimuli and reactions, such as value and motivational orientations of a person, cognitive psychology, recognizing the role of cognitive structures, verbal and figurative components of consciousness in the processes of memorization and thinking. The intellectualistic theory of J. Piaget, which reduces the development of a person to the development of the logical operations of the intellect, is also quite widespread.

Since the beginning of the century, social sciences, including psychology, can be distinguished, as A.G. Asmolov, as if three “images of a person” arguing with each other - the image of a “sensing person”, the projection of which in cognitive psychology was fixed in the form of a computer metaphor (“a person as an information processing device”), the image of a “programmed person” mimic": in the behavioral sciences it is "a person as a system of reaction", and in the social sciences - "a person as a system of social roles": the image of a "human consumer", a needy person, a person as a system of needs (A.G. Asmolov, 1993).

Along with these dominant approaches in Western science, various humanistic theories (J. Dewey, T. Allport, A. Maslow, K. Rogers, etc.) developed in one way or another, considering the personality, initially striving for self-actualization, self-development and self-improvement, as their subject. But only recently, in connection with the awareness of the crisis of education, culture and man, the threat to his very existence, there is a growing focus on the inherent value of the human personality - the goal, not the means of social development and at the same time a source of innovation in life, production, science. and culture.

In Russia in the second half of the 19th - early 20th centuries, the humanistic orientation of education was significantly influenced by the works of many teachers and psychologists: V.P. Vakhterov, V.K. Bekhterev, P.F. Kaptereva, P.F. Lesgaft, A.P. Nechaeva, L.I. Petrazhitsky, L.I. Pirogov and especially K.D. Ushinsky. who was the founder of "pedagogical anthropology" of a complex science of man and his development through education - and put forward a requirement for a teacher who seeks to educate a person comprehensively, first to know him in all respects.

After the revolution of 1905, a new, anthropocentric, humane paradigm of education began to be implemented in Russian education, correlating the goals, content and forms of education with the needs of the students themselves and teachers. Non-state educational institutions arose, the principles of democratic education, freedom of teaching and learning began to assert themselves. Currently, the reform of education is carried out on the basis, the contours of which were laid back in the late XIX - early XX century. There is an intensive return to the ideas of pedagogical anthropology, although the place of the anthropological paradigm in education is claimed by more advanced ideas of culturally appropriate, culture-forming and projective education.

Humanization is a value reorientation of human thinking and action from object-thing components to subject-humanistic ones, it acts as a mechanism for the transition from a technocratic object-centric to a homocentric paradigm.

The special significance of the humanization of engineering education is explained by the fact that engineering activities are aimed at the implementation of technical progress, technologies, leaving human development, as it were, on the sidelines.

In the theoretical and conceptual structure of building a humanitarian-oriented basis, some authors identify the following main components:

• 1. The ethical and humanistic component, which provides for increased attention to problems of universal, sociocultural significance, to the analysis of the moral and social responsibility of future specialists for the consequences of their professional activities.
• 2. The historical-correlation component, aimed at enhancing the use of the principle of historicism in teaching, taking into account the synchronous-correlation relationships and dependencies between the development of all types of activity and cognition in the history of human society.
• 3. Philosophical - methodological component, which provides for the identification and comprehensive use of philosophical analysis of the content of various theoretical positions, ways of coordinating conceptual structures with physical reality, the widespread use of active methods for the formation of the philosophical foundations of the worldview.
• 4. An integrative-cultural component based on expanding the range of practical use of interdisciplinary connections at the levels of scientific and historical-cultural interdisciplinary synchronization and interdisciplinary correlation.
• 5. The humanitarian-gnostic component, which is expressed in the use, along with natural science and humanitarian methods of cognition and research in the learning process.
• 6. Socio - representative component, providing for the correlation of the content of curricula with the current level of scientific and technical knowledge, political, social, economic realities of society at the national and planetary levels.
• 7. Ecological activity component aimed at updating attention to the environmental aspects of the future professional activities of students, as well as the development of civilization as a whole.
• 8. Aesthetics - an emotional component that provides for the need to strengthen the emotional aspect of learning and its aesthetic orientation through the use of works of fiction, musical and visual arts, illustrating the meaning, aesthetic and general cultural significance of the studied phenomena and laws.
• 9. A creative and developing component, which is expressed in the consistent replacement of teaching methods with conceptual and analytical ones, which contribute to the student's transfer from the object of study to the subject of activity, which creates conditions for the creative self-expression of the individual and ensures a creative level of education.

STATE BUDGET EDUCATIONAL INSTITUTION OF HIGHER EDUCATION OF THE REPUBLIC OF CRIMEA

"Crimean Engineering and Pedagogical University"

Faculty of Psychology and Education

Department of Preschool Pedagogy

Essay

by discipline : Modern problems of science and education

on the topic : Modern trends in the development of higher education

Performed:

Group student: MZDO- 15

Verbitskaya Anastasia

Simferopol-2015

Content

Modern trends in the development of higher education

CONCLUSION

LIST OF USED LITERATURE

INTRODUCTION

In the past few years, in the speeches and publications of Russian philosophers, sociologists, psychologists and educators, as well as scientists, writers, politicians and other representatives of the domestic intelligentsia, the problem of education has become very topical. This can hardly be considered a mere accident or a new intellectual fashion: rather, some new trends in the global civilizational process are behind this. At the same time, special attention in any discussions on the topic of education is paid both to a rather tough critical assessment of classical educational paradigms, concepts, models, institutions, and to the search for their new images, more adequate to the modern cultural situation.

In recent years, the controversy has not subsided among specialists regarding what strategy education should develop in the 21st century, what criteria for the quality of education are the most optimal and capable of providing the expected high result, what methods and means should be used in the process of managing the quality of education.

One of the main tasks facing modern education is formulated as the upbringing and training of a diversified personality. In this regard, there is a discrepancy between the real requirements of society and the potential of the student, the level of his special training for the implementation of creative activity.

Technology development trends, increasing uncertainty in predicting the structure of consumers of scientific and technical specialists determine the growing importance of improving and updating knowledge, the need to move to continuous and two-level education with a predominance of the fundamental, general scientific component.

1. Educational policy in the field of higher education in modern realities

1.1. Priorities of the educational policy of the leading countries of the world

Activity in one or another type of activity is directly related to independence. Hence the priorities that are becoming more and more obvious in world pedagogy at the end of the 20th century. These priorities are due to two social and economic factors: an avalanche-like flow of information in all areas of knowledge; the conscious need of a modern civilized society for flexible, adaptive education systems that provide for the possibility of fairly quick professional reorientation, advanced training, self-development at any stage of a person's life path.

Therefore, in almost all developed countries of the world, a turn in the development of pedagogical technologies in the course of reforming education systems has been made for teaching the ability to independently obtain the necessary information, isolate problems and look for ways to rationally solve them, be able to critically analyze the knowledge gained and apply it to solve ever new problems. The assimilation and generalization of ready-made knowledge becomes not a goal, but one of the auxiliary means of human intellectual development. Pedagogical systems in modern conditions, as at the dawn of our century, cannot afford to build education mainly on the assimilation of the sum of ready-made knowledge obtained by mankind, on the transfusion of the experience of civilizations from an old vessel into a new one. The goal of the education system in modern societies is the intellectual and moral development of a person, so that a person is not a thoughtless cog in this or that political, ideological, or any other machine. Modern society needs a person who is independent, critical thinker, able to see and creatively solve emerging problems.

Thus, the strategic directions for the development of educational systems in modern society are obvious: intellectual and moral development of a person on the basis of his involvement in a variety of independent expedient activities in various fields of knowledge. In the course of education reforms in the leading countries of the world (USA, Great Britain, France, Germany, Canada, etc.), it is this direction that is recognized as the main one.

The American educator Reigeluth rightly notes: As we enter a highly developed, technological, rapidly changing, information society, the existing school system will increasingly become inadequate. We are on the verge of a technological explosion that will make significant changes in the way people communicate and, accordingly, will affect the way of life of many peoples in general.

According to foreign experts, in the 21st century, higher education will become the minimum level of education for every working person. The internationalization of education is taking place in the world not only in terms of content, but also in terms of teaching methods and organizational forms. Education is becoming an instrument of interpenetration not only of knowledge and technology, but also of capital, an instrument of struggle for the market, solving geopolitical problems. At the same time, remote technologies, having a high degree of coverage and long-range action, play a major role. For example, in the United States, about 1 million people are currently studying through distance learning programs. The training courses, transmitted through four educational channels, are available throughout the country, and via satellite to other countries of the world. E-learning programs are being developed in more than 30 countries. In Europe, the example of the National University of Distance Education in Spain, which celebrated its 20th anniversary, is indicative. The university includes 58 educational centers in the country and 9 abroad (Bonn, Brussels, London, Geneva, Paris, etc.)

Recently, distance learning is beginning to be widely introduced in Russia, Kazakhstan, Ukraine and other CIS countries. A positive example in the field of application of the latest information and telecommunication technologies in education is the Modern Academy for the Humanities (more than 200 training centers in Russia, training centers in the CIS countries - Ukraine, Kazakhstan, Belarus, Moldova, Armenia, Tajikistan, Kyrgyzstan, more than 145 thousand students).

Distinctive features of the educational process are flexibility, adaptability, modularity, economic efficiency, consumer orientation, reliance on advanced communication and information technologies.

It is generally accepted that education based on information technology represents the third global revolution in the development of mankind: the first is associated with the advent of writing, the second with the invention of printing.

New information technologies in education have significant advantages. These technologies help eliminate the backlog of the peripheral regions of states from the capital and other university centers in the context of free access to education, information and cultural achievements of human civilization.

They create conditions for the development of the world educational space, the export and import of education, the unification of the world's intellectual, creative, informational, scientific and pedagogical potentials.

1.2. New requirements for higher education

Today it is already obvious that classical universities are going through a critical state, caused, first of all, by the processes of globalization and informatization, large-scale practice of narrowly functional education. The world in which classical universities emerged is a thing of the past, therefore, they must adapt to new qualities, but still remain a scientific educational center that trains highly qualified specialists who can think ahead and be responsible for the future. And it is no coincidence that the Magna Carta of European Universities, adopted in Bologna, gives this university a central place in society. Along with the modernization of university education, universities will have to play a major role in large-scale and constructive integration processes in the scientific, educational and cultural spheres.

The content of university and non-university higher education programs is changing.

The key problem of the policy of the leading countries of the world in relation to higher education is the maintenance of the quality of education. To solve this problem, the mechanism of state control over the activities of higher education is being reformed. Thus, in England, since 1993, there has been a system for assessing the quality of higher schools, carried out by the Council for Higher Education. The amount of state subsidies for individual educational institutions depends on the results of such an assessment. A similar system operates in the USA. In some states, such an assessment is carried out by special educational quality assurance agencies.

The intensified competition of states in the field of higher education is, in fact, economic competition, since education in modern conditions has become the main source of economic growth. According to American scientists who study the problems of the economics of education, the share of the latter accounts for 15–20% of the growth in national income. In addition, from 20 to 40% of growth comes from the improvement of scientific knowledge and its application - a process in which the leading role belongs to higher educational institutions, and it is there that the vast majority of fundamental research is concentrated in all Western countries.

The significance of the contribution of higher education to the reform of society is confirmed by world experience. It shows that all countries that successfully overcame the transition to modern market relations considered the field of higher education as a priority and proceeded from this in their investment policy.

The political elite in Great Britain, Germany and the United States formed a kind of cult of education, supported by regular meetings of heads of state with the best students, graduate students, teachers and presenting them to the public as the “intellectual value of the country”.

Such meetings emphasize that education is the main indicator of the quality of life, the core of economic power and the creative potential of each person.

The influence of the various trends brought about by globalization on higher education institutions and policies is both general and profound, but also specific, depending on the location of these trends. There is a danger of over-generalization and simplification when it comes to globalization; all manifestations of significant diversity must be recognized. However, an attempt can be made to identify several general trends in higher education that are in one way or another related to globalization. Globalization and the transition to a knowledge society place new and significant demands on universities as knowledge centers. Research and development of technologies is an essential activity in a society governed by knowledge and information. Scientific research has long been international in nature, and its internationalization has accelerated significantly in recent years.

This educational policy, based on an international regulatory mechanism, should include, as a minimum:

international glossary of generally accepted concepts, definitions and terms;

several basic rules and requirements, the fulfillment of which guarantees educational structures the receipt of educational

licenses;

an international standardized registration procedure, including problem solving, control and enforcement;

rules regarding the correct use of such basic concepts as "university", "doctorate", "professor", "master's degree", "accredited", etc.

International relations, due to the presence of communications in the form of publications, conferences, the placement of electronic networks within the scientific community, as well as the quality of scientists, assessed in accordance with international standards, should be developed by universities.

2. Current trends in the development of higher education

The most important trends and features of the development of the higher education system in the world are:

1. The rapid pace of development of higher education, the mass character of higher education. Thus, the number of school graduates entering higher educational institutions in 1995 in developed countries was 60%, in North America - 84%, in developing countries the number of students enrolled in higher education has increased 11 times in recent years. Currently, there are 460 students per 10,000 population in the Republic of Belarus, which is a high figure for European countries.

2. Expansion of the sphere of educational needs of students, which contributes to the diversification (increase in diversity) of curricula and programs, the emergence of new specializations and specialties that are at the junction of two or more scientific fields or academic disciplines. Such an interrelation of knowledge from various subjects is called interdisciplinarity, which is an important characteristic of the educational process in a modern university. Scientific practice confirms that new knowledge, a new scientific branch arise at the intersection of knowledge from different scientific fields. Education in the modern world, as UNESCO Director-General Frederico Mayor noted, is formed in the image and likeness of an infinite universe, where the processes of incessant creation intersect and mutually enrich each other.

3. Creation of a single educational space in the context of its internationalization. In accordance with the Bologna Declaration, adopted by the Ministers of Education of 29 European countries on June 19, 1999, by 2010 it is planned to create a single European educational space in order to expand employment opportunities for university graduates, increase the mobility of specialists and their competitiveness. The creation of a unified educational space involves:

– recognition of diplomas, academic degrees and qualifications,

– implementation of a two-stage structure of higher education,

– the use of a unified system of credit (credit) units in the development of educational programs,

– development of European standards for the quality of education using comparable criteria and methods for their assessment.

4. A qualitative change in the requirements for the training of a specialist for production. In the modern industrial sphere, there is a combination of several forms of activity: production, research and design. This contributes to the creation of experimental industries aimed at developing new, more efficient technologies that improve product quality. The intellectual potential of modern society is determined by the development of new types of thinking, the development of new activities, the creation of new technologies.

In this regard, the role of university science and practice is changing: in the process of training future specialists, they must ensure the combination of educational, research, design and development forms of activity into a single process of improving existing and creating new technologies and systems of activity.

This determines the need to update the content of education in a modern university: it should be not only “knowledge-based”, but also “active” and ensure the formation of students' experience in mastering and creating new types of activities. The problem of reorganization of the educational process of the university is put forward, in which the educational and cognitive work of students should turn into research and design activities. The experience of mastering new types of activities, ways of thinking, technologies should be the subject of study by students. At the same time, future specialists should learn to put forward and justify the target settings of the activity, develop and implement scientific, industrial and technological projects.

5. Increasing the role of continuous self-education. Currently, in higher education, for 4-6 years, in the conditions of intensive development of science and the production sector, specialists are being trained, the term of professional suitability of which is estimated at 3-5 years. In conditions of rapid "aging" of knowledge, a specialist needs to improve his skills or professional retraining. According to some estimates of foreign researchers, a specialist is forced to spend up to a third of his working time in institutions of postgraduate education during the year. In this regard, the most important task in the process of professional training of specialists is the formation of a system of autodidactic skills (the ability to teach oneself) and the need for constant self-education.

6. Changing the ways of organizing and managing the educational process at the university, which involves the transfer of the student from the passive position of the object of educational and cognitive activity to the active, reflective and research position of the subject. This approach determines the need to create conditions in the educational process for students to master the skills of self-determination, self-education and professional self-improvement. The most important conditions are the implementation of developing or student-oriented technologies based on active, research forms and teaching methods; increase in the share of independent work, the use of INTERNET. This implies a serious intensification of the educational and research work of future specialists, an increase in its density and saturation, the number of reporting and control activities.

7. Education has become a major component of the educational services market and, according to experts, may become one of the most profitable exports in the 21st century. According to the WTO, the world market of educational services in 1995 amounted to 27 billion US dollars. It is expected that by 2025 the total number of students studying abroad will grow to 4.9 million, and financial indicators will reach 90 billion US dollars. The World Trade Organization (WTO) has included education in the list of activities that, if the relevant General Agreement is concluded, will be governed by its provisions.

Thus, the system of higher professional education should not only correspond to socio-economic and political changes in the country, but also carry out its activities on the basis of short-term and long-term forecasts, taking into account world socio-cultural and educational trends.

CONCLUSION

It can be concluded that the state of education in the modern world is complex and contradictory. On the one hand, education in the 20th century has become one of the most important areas of human activity; Enormous achievements in this area formed the basis for the grandiose social, scientific and technological transformations characteristic of the outgoing century. On the other hand, the expansion of the sphere of education and the change in its status are accompanied by exacerbation of problems in this area, which testify to the crisis of education. And, finally, in recent decades, in the process of searching for ways to overcome the crisis in education, radical changes have taken place in this area and the formation of a new educational system.

Summing up, it should be said that modern trends in the field of higher education have negative consequences both for Russia and for other CIS countries:

classical values ​​of higher education are pushed to the periphery;

the labor market is deformed;

the quality of education is noticeably deteriorating;

fundamental science is being destroyed due to underfunding.

In conclusion, it must be emphasized that the rapid scientific and technological progress, the development of the latest technologies, the high level of market relations, the democratization of social relations are the factors that determine the needs and form the prerequisites for improving the content of higher education.

List of used literature

Dmitriev G.D. Multicultural education. / G. D. Dmitriev. - M .: "Public education, 2014. - 208 p.

Onoprienko A. V. Trends in the development of higher education in Russia in modern conditions//Modern science: current problems and ways to solve them. - No. 12. - 2014. - S. 12-17

Tkach G.F. Trends in the development and reform of education in the world: Proc. allowance G.F. Tkach, V.M. Filippov, V.N. Chistokhvalov. - M.: RUDN, 2008. - 303 p.

Kharlamov I. F. Pedagogy. – M.: ASM, 2006. – 348 p.

Korostelkin B.G. Leading trends in the development of the modern system of higher education [Electronic resource] / B.G. Korostelkin. - Access mode:

Education is a strategic resource for the socio-economic and cultural development of society, ensuring national interests, strengthening the authority and competitiveness of the state in all spheres of activity in the international arena. cultural, educational and scientific and technical areas is to introduce modern norms and standards in education, science and technology, dissemination of their own cultural and scientific and technological achievements. A particularly important task is the implementation of joint scientific, cultural, educational and other projects, the involvement of scientists and specialists in scientific research programs.

Definition and implementation of national educational standards

The definition and implementation of national educational standards are the main trends in the development of education in modern Russia. The integration of education concerns all its levels, but most often it is used in the formation of the content of basic education. National educational standards are the sum of well-defined normative requirements for the content of curricula. The attitude of teachers to the standardization of education is ambiguous. Some of the experts believe that unification is based on rigid standards that bind all children to a single cultural and intellectual model without sufficient consideration of their individual characteristics. Increasingly, one can hear thoughts that the standardization of the content of education should not mean the standardization of the personality of the student. So, in training, it is advisable to fix the minimum necessary knowledge and skills, while maintaining a wide space for variable training programs. This is what determines the need for standardization of education with further improvement of systems

Adapting curricula to the conditions and needs of a multicultural and multiethnic student body

Responsible tasks are assigned to the new curricula: to ensure that children from different cultures and ethnic communities master the language minimum of basic knowledge as the basis for constructive social integration. Solving this problem requires significant efforts at the level of society - organizational, financial, political and, above all, directly educational. Therefore, in recent years, the development of education on the basis of multiculturalism has been singled out as a special direction for the modernization of programs and, in particular, the content of basic knowledge.

Careful, respectful attitude to different cultures, dialogues, mutual enrichment and mutual knowledge of different peoples and ethnic groups as priority principles of multicultural education are receiving increasing trends in the development of school disciplines. To this end, school curricula include knowledge about modern and former civilizations, about various geopolitical regions of the world and individual countries, as well as religious studies courses. A special trend in the development of the education system is acquiring local and regional educational initiatives. In the process of studying some educational topics (clothes, food, entertainment, hygiene products), children are taught to understand and respect the right of everyone to be different. Religious studies courses in schools are of great importance in the context of multicultural education. Teaching religious studies is designed to acquaint students with various beliefs, world religions, the activities of universal churches and contribute to the formation of a rationalistic worldview in young people, instill moral virtues, ensure tolerance and pluralistic thoughts in relations between people of different faiths.

Humanization and humanitarization of the content of basic education

Humanity and humanitarianism are immanent characteristics of the trend in the development of children's education. And the role and importance of these components of school education has a clear upward trend. The tasks that the modern school is called upon to solve require not only taking into account the humanistic and humanitarian aspects of the formation of the content of knowledge, but also engaging in their strengthening and development. Ensuring complete literacy, preventing functional illiteracy, professional self-determination and self-realization of the individual, socialization of young people - this is not a complete list of truly humanistic and humanitarian tasks, in the solution of which trends in the development of the modern education system occur.

However, the problems of humanization and humanitarization continue to be urgent and relevant for high school today. The movement continues to ensure the safety of this school from manifestations of violence, for the establishment of the principles of tolerance and cooperation in pedagogical relations. In the process of teaching humanitarian subjects, it is recommended to study not only wars and political events, but also to provide students with knowledge about a wide variety of types and aspects of human activity - trade relations, economic activity, religion, art, and the like. As already noted, all varieties of basic knowledge, now natural-technical and mathematical, are subject to the tendencies of humanization and humanitarization. These trends in the development of education are implemented in pedagogical practice in several ways. The value-semantic aspect of the natural-mathematical block of knowledge is also of considerable importance, although it is equally inherent in humanitarian knowledge. Human life is the highest value.

Trends in the development of education in China

Using the experience of the developed countries of the world in the field of higher pedagogical organization is, of course, a positive trend of recent decades. In China, there are many universities that cooperate with foreign institutions, in April 2006 there were 1100 of them. 20th century a one-party policy was chosen. This has its drawbacks: one-sided views, constant control, following the ideas of Mao Zedong. In Chinese pedagogical universities, as well as in non-pedagogical ones, the main subjects include: ideological and moral education, the foundations of law, the principles of the philosophy of Marxism, the principles of political science of Marxism, entry into the teachings of Mao Zedong, entry into the teachings of

Historically, as early as the beginning of the twentieth century. Six districts of the PRC were identified where educational institutions that trained teachers were located: Beijing District, Northeast Province District, Hubei District, Xi Chuan District, Gong Dong and Jiang Su. China is a large country, and the most successful and wealthy provinces are those that border the ocean. In the west of the country (where the desert) the worst conditions for the development of higher education. Not all graduates of pedagogical universities want to travel to remote corners of their country, especially to villages. Therefore, the state is pursuing a policy of encouraging young people to do this in the spirit of patriotism and devotion to communist ideas. In China, as in many countries around the world, technical universities are given more resources and financial support for development and improvement. Special laboratories, research institutes, sites for experiments and the like are being created. For example, Beijing Polytechnic University is included in the list of the state plan "Project 211", that is, it is focused on the world level of development. Pedagogical universities lag behind technical universities in this respect. Positive trends in the development of modern education prevail, and therefore it can be argued that the process of modernization of teacher education in the PRC is gaining new momentum.

Development of higher education in Ukraine in the context of European integration

The role and importance of the training potential in ensuring social progress is increasing. Education is a strategic resource for the socio-economic and cultural development of mankind, ensuring national interests, strengthening the authority and competitiveness of the state in all spheres of activity in the international arena. Trends in the development of modern education in Ukraine are determined by the strategy. The introduction of its principles is a factor in the European integration of Ukraine and a means of increasing citizens' access to quality education, it needs a deep reform of the structure and content of education, learning technologies, their material and methodological support.

Reforming education, both structurally and substantively, is an urgent social need of today. Entry into the Bologna space for the Ukrainian society has become important and necessary because of the need to solve the problem of recognition of Ukrainian diplomas abroad, improve the efficiency and quality of education and, accordingly, the competitiveness of Ukrainian higher education institutions and their graduates in the European and world labor market. At the same time, there is uncertainty about the prospects and principles of relations between Ukraine and the European Union. This is one of the objective restrictions on the integration of Ukrainian higher education into the European space. The way out of this situation is the answer to the question: which trend in the development of education in Ukraine is correct, depending on the level of readiness of Ukrainian higher education for this.

Modern higher education in Poland

An experience for our country can be the experience of the Republic of Poland, which is the first post-socialist country that signed the "Bologna Declaration" on June 19, 1999. The end of the 20th - the beginning of the 21st centuries is characterized as a period of signing by the ministers of education of the leading European countries of documents on reforming higher education in accordance with the conditions of the modern world. The Magna Carta of the Universities was signed on September 18, 1988.

Now Poland has the best trends in the development of education in the world (from secondary education to doctoral programs) by young people aged 15 to 24 years. These achievements of Polish teachers coexist with a deep decentralization of management with the country's top leadership. The ministries to which the most (state) institutions are subordinated cooperate with the Central Council for Higher Education (established in 1947), which consists of 50 elected representatives of universities and the scientific community (35 of them are doctors of science, 10 teachers without a doctorate degree, and also 5 representatives from students).

The law gave the Council considerable oversight rights, because without consent, budget funds are not distributed and ministerial orders are not issued. State higher education institutions receive funds from the state treasury to solve problems related to the education of students enrolled in programs, graduate students and researchers; for the maintenance of universities, including the repair of premises, etc. These funds are allocated from a part of the state budget, which is managed by the Ministry of Science and Higher Education. Public universities do not charge tuition fees, but students must give money in case of a second year of study due to poor academic performance, for courses in a foreign language and courses that are not provided for in the program. Public universities also accept payment upon admission, and public colleges may charge fees for entrance exams.

Trends in the development of higher education in Russia

Higher education, as one of the leading public institutions, is undergoing constant changes in accordance with the dynamics of social processes - economic, political, cultural, social. However, the response of training systems to social challenges occurs with a certain inertia. For this reason, there is an urgent and constant need to purposefully bring the main parameters of disciplines in line with social changes. Such an element as content is subject to the modernization trend in the development of education. The process of constitution has two main aspects - social and pedagogical, because they are interconnected. Therefore, a change in the social aspect does not always automatically cause a change in the pedagogical one. However, sooner or later their coordination becomes an objective necessity and requires purposeful pedagogical actions. This need reveals itself in the permanent process of reforming the content. Rapid scientific and technological progress, the development of new technologies, a high level of market relations, the democratization of social relations are the factors that determine the needs and form the prerequisites for improving the content of higher education.

Contradictions in the improvement of the education system

Today, the improvement of student training programs occupies one of the leading places in the general context of the modernization of the content of higher education. Characterizing the development of the content of teaching at the university and institute, it is possible to identify such dialectically important contradictory aspects of this process as:

The contradiction between the unlimited volume of knowledge accumulated by mankind and the limited training programs. There are no full opportunities to display this knowledge in sufficient volume and with proper depth.
- The contradiction between the integrity of the spiritual and practical experience of mankind and the predominantly fragmentary or disciplinary way of teaching it to students.
- The contradiction between the objective content of knowledge and the objectivity of the forms and ways of their translation and assimilation.
- The contradiction between the social conditionality of the content of knowledge and the individual-subjective characteristics of student needs and dispositions before its assimilation.

Modernization of education in Russia

As far as possible, teachers strive to mitigate or smooth over these contradictions. In particular, the directions of modern modernization activities in the field of shaping the content of higher education are largely subordinated to this very goal. Accordingly, the following trends in the development of education in Russia can be considered as priority areas:

1. Reducing the gaps between the achievements of modern sciences and the content of disciplines.

2. Enrichment and modernization of the invariant component of the content of higher education.

3. Optimization of proportions between blocks of humanitarian and natural-mathematical knowledge.

4. Humanization and humanization of the content of higher education.

5. Consolidation of curricula through the formation of interdisciplinary integrated blocks of knowledge content.

6. Introduction of academic disciplines of social and practical direction, the latest information technologies.

7. Adaptation of curricula and their methodological support in accordance with the conditions and needs of a multicultural and multiethnic student body.

8. Improving the organizational mechanisms and methodological foundations of teaching program knowledge in order to ensure their assimilation by the absolute majority of students.