Trends in the development of education in Russia. Trends in the development of the modern education system in the world

In modern society, education has become one of the most extensive areas of human activity. It employs more than a billion students and almost 50 million teachers. The social role of education has noticeably increased: the prospects for the development of mankind today largely depend on its orientation and effectiveness. In the last decade, the world has changed its attitude towards all types of education. Education, especially higher education, is regarded as the main, leading factor in social and economic progress. The reason for such attention lies in the understanding that the most important value and the main capital of modern society is a person capable of searching for and mastering new knowledge and making non-standard decisions.

In order to understand the nature and driving forces of the development of higher education in the modern world, it is necessary to consider some general conditions and stable patterns that directly affect the field of education in general and higher education in particular.

Patterns:

1. the growth of knowledge-intensive industries, for the effective operation of which more than 50% of the personnel must be persons with higher or specialized education.

2. intensive growth in the volume of scientific and technical information, leading to its assimilation in 7-10 years.

3. fast change of technologies causing obsolescence of production facilities in 7-10 years.

4. bringing to the fore scientific research conducted at the intersection of various sciences.

5. the presence of powerful external means of mental activity, leading to the automation of not only physical, but also mental labor.

6. an increase in the number of people involved in scientific and other types of complex activities, leading, according to a number of researchers, to a drop in the average heuristic potential of a scientist;

7. constant and steady growth of labor productivity in industry, which makes it possible to reduce the share of the population employed in material production and increase the number of people working in the field of culture and spiritual creativity;

8. Increasing the well-being and monetary income of the population, leading to an increase in effective demand for educational services.

The following trends stand out.

I. Democratization of higher education. This is a trend towards the general accessibility of higher education, freedom to choose the type of education and specialty, the nature of education and the scope of future activity, the rejection of authoritarianism and the command-bureaucratic management model.

II. Creation of scientific-educational-industrial complexes as a specific form of integration of science, education and production for higher education.

III. Fundamentalization of education. This is a contradictory trend of expanding and deepening fundamental training while reducing the volume of general and educational disciplines due to a more rigorous selection of material, a systematic analysis of the content and highlighting its main invariants.

IV. Individualization of training and individualization of student's work. This is achieved by increasing the number of optional and elective courses, spreading individual plans, taking into account the individual psychophysiological characteristics of students when choosing forms and methods of teaching.

v. Humanitarianization and humanization of education is aimed at overcoming the narrow technocratic thinking of specialists in the natural sciences and technical profile. It is achieved by increasing the number of humanitarian and socio-economic disciplines (their share reaches 30%), expanding the cultural horizons of students, instilling social interaction skills through trainings, discussions, business and role-playing games.

VI. Computerization of higher education. In many leading universities, the number of personal computers exceeds the number of students. They are used not only for computational and graphic work, but also as a way to enter information systems, for test pedagogical control, as automated learning systems, as a means of presenting information, etc.

VII. The trend of transition to mass higher education. It is expressed in the outstripping growth of expenditures on education in comparison with other social programs and in the growth of the number of students.

VIII. In European universities, there is an increasing trend towards autonomization, transition to x-management and electiveness of the management staff of universities at all levels.

IX. A system of regular assessment of the effectiveness of the work of universities by society is being formed. For example, in the United States, a group of several thousand specialists rank educational institutions on many indicators, including such things as the cost of training one student, the amount of research work.

Psychological education- the process and result of the assimilation of systematized knowledge, skills and abilities. Psychological education is usually given in universities, by professors and teachers, according to large systematized programs, starting with the basics and ending with specialization.

Psychological training in comparison with psychological education, it can be more fragmented, solving local, narrowly focused life or business tasks.

The difference between psychological training and psychological education is in two main points: in the degree of systematicity of the transferred knowledge and in who is the author of what is happening: a teacher or a student.

Education- this is what the teacher does, the process of transferring knowledge and skills organized by the teacher. Education the same is the result of the student's activity, this is what a person has learned in courses or training from one or another teacher.

The science is defined, firstly, as an activity for the production of knowledge and, secondly, as a form of systematization of knowledge.
Academic subject is defined, firstly, as a system of knowledge and, secondly, as a system of types of educational and cognitive activities for the assimilation of this knowledge.

scientific discipline is a knowledge system focused on researchers, and academic discipline is a system of knowledge focused on students.
In this regard, it is important to note that the structure of scientific and academic disciplines may or may not coincide.
The academic discipline includes two components: knowledge system; a system of educational and cognitive activities aimed at their assimilation.

When developing both components of the academic discipline, the following factors are taken into account:

level, type and goals of the educational program;

the interests of the students;

knowledge and abilities of students;

Forms and functions of students' activity;

· Existing fund of didactic materials.

Thus, the structure of educational psychological discipline is determined by these factors.

The degree of systematization of the relevant area of ​​psychological knowledge. The more systematized knowledge is, the more a scientific discipline can claim to become an academic discipline and be included in curricula.

Methodological position, interests, teacher's point of view. Although, within the framework of the academic discipline, the teacher must state and disclose all existing theories, concepts, views, concepts, he has the right to adhere to a certain methodological position, have his own interests and point of view on the teacher. item.

The level, type and objectives of the educational program within which psychology is taught. The system of knowledge included in an academic discipline and the system of educational and cognitive activity aimed at mastering it should be different depending on: 1) whether this discipline is taught in elementary, basic, secondary or higher education; 2) whether it is taught in a general education or vocational education institution; 3) whether it is taught to students - future psychologists, teachers, doctors or students of other specialties.

Interest of pupils and students to certain topics, problems, facts and concepts, due to their age, level of development, individual psychological characteristics. The teacher can pay more attention to some topics, facts, concepts, depending on the interests of students.
Knowledge and abilities of pupils and students. The teacher should build an academic discipline depending on the knowledge that students have in this area and on this issue, taking into account the fact whether this training course is the first psychological course for the student, or he studied psychology before.

Functions that perform different types and forms of student activity in the process of mastering certain psychological knowledge and skills. The assimilation of an academic discipline can be more or less successful depending on whether it is studied in the form of lectures, seminars, practical classes, or as part of independent work, in the form of individual, group or frontal activity. Each of the listed types of activity performs its own tasks in educational activities. functions.

Existing fund of didactic materials. The degree of didactic elaboration of an academic discipline can be different. In particular, there may be a detailed program of classes for the course being taught, specific tasks, visual materials, test questions, guidelines for studying certain topics.

1.3.1. Graduate School of Industrialized Countries after World War II

In order to understand the nature and driving forces of the development of higher education in the modern world, it is necessary to consider some general conditions and stable patterns that directly affect the field of education in general and higher education in particular. Such patterns of socio-political, scientific, technical and even moral order include the following:

the growth of knowledge-intensive industries, for the effective operation of which more than 50% of the personnel must be persons with higher or special education. This factor determines the rapid quantitative growth of higher education;

intensive growth in the volume of scientific and technical information, leading to its doubling in 7-10 years. As a result, a qualified specialist must have the ability and skills of self-education and be included in the system of continuous education and advanced training;

rapid change in technology, causing obsolescence of production facilities in 7-10 years. This factor requires a specialist to have good fundamental training and the ability to quickly master new technologies, which is not available to so-called narrow specialists;

bringing to the fore scientific research conducted at the intersection of various sciences (biophysics, molecular genetics, physical chemistry, etc.). Success in such work can be achieved only with extensive and fundamental knowledge, as well as with the ability to work collectively;

the presence of powerful external means of mental activity, leading to the automation of not only physical, but also mental labor. As a result, the value of creative, non-algorithmic activities and the demand for specialists capable of carrying out such activities have sharply increased;

an increase in the number of people involved in scientific and other types of complex activities, leading, according to a number of researchers, to a drop in the average heuristic potential of a scientist. To compensate for this fall, it is necessary to equip specialists with knowledge of the methodology of scientific or practical activities;

constant and steady growth of labor productivity in industry and agriculture, which makes it possible to reduce the share of the population employed in material production and increase the number of people working in the field of culture and spiritual creativity;

increasing the welfare and monetary income of the population, leading to an increase in effective demand for educational services.

How did the high school of industrialized countries respond to these demands of the time? In this complex multifaceted perestroika process, the following trends can be identified:

1. Democratization of higher education. This is a trend towards the general accessibility of higher education, freedom to choose the type of education and specialty, the nature of education and the scope of future activity, the rejection of authoritarianism and the command-bureaucratic management model.

2. Creation of scientific-educational-industrial complexes as a specific form of integration of science, education and production for higher education. The central element of such a complex is the educational sector, the core of which is a university or cooperation of universities, and the periphery - basic colleges, secondary specialized schools, courses, lecture halls, postgraduate education departments. The research sector (research institute system) provides conditions for scientific growth and for the deployment of complex, interdisciplinary developments both for teachers participating in its work and for students (through term papers and theses). The manufacturing sector includes design bureaus (including student ones), pilot plants, innovative and so-called venture firms, cooperatives, etc.

3. Fundamentalization of education. This is a contradictory trend of expanding and deepening fundamental training while reducing the volume of general and compulsory disciplines due to a more rigorous selection of material, a systematic analysis of the content and highlighting its main invariants. Excessive fundamentalization is sometimes accompanied by a drop in interest in learning or difficulty in narrowly professional adaptation.

4. Individualization of education and individualization of the student's work. This is achieved by increasing the number of optional and elective courses, spreading individual plans, taking into account the individual psychophysiological characteristics of students when choosing forms and methods of teaching. Individualization of learning also implies a significant increase in the amount of independent work by reducing the time allotted for classroom lessons.

5. The humanization and humanization of education is aimed at overcoming the narrow technocratic thinking of specialists in the natural sciences and technical fields. It is achieved by increasing the number of humanitarian and socio-economic disciplines (their share in the best universities reaches 30%), expanding the cultural horizons of students, instilling social interaction skills through trainings, discussions, business and role-playing games, etc. Humanitarianization also implies the creation of favorable opportunities for the self-expression of the personality of the teacher and student, the formation of a humane attitude towards people, tolerance for other opinions, and responsibility to society.

6. Computerization of higher education. In many leading universities, the number of personal computers exceeds the number of students. They are used not only for computational and graphic work, but also as a way to enter information systems, for test pedagogical control, as automated learning systems, as a means of presenting information, etc. Computerization largely changes the very nature of professional activity, providing the worker with new external means of this activity.

7. The trend of transition to mass higher education. It is expressed in the outstripping growth of expenditures on education in comparison with other social programs and in the growth of the number of students. Thus, the average annual growth rate of spending on higher education in 1965-1980 was 15-25% in almost all industrialized countries and slightly decreased in the 1980s. These figures are especially high for countries that had a less developed economy and embarked on the path of integration with the community of the most developed countries. Spain, for example, from 1975 to 1983 increased spending on education 10 times, while in the United States from 1970 to 1985 spending on education increased 3.4 times (for higher education - 3.9) [Galagan A.I. and others - 1988]. The growth rate of the number of students in different countries was 5-10% per year. In the late 1980s, up to 57% of high school graduates in the United States entered universities (including junior colleges), in Japan - up to 40%.

8. In European universities, the trend towards autonomization, the transition to self-government and the election of the leadership of universities at all levels has intensified.

9. The requirements for the professionalism of teachers are growing, the importance of pedagogy and psychology in the training and advanced training of university teaching staff is increasing. Criteria for evaluating the activities of teachers are being developed; at the same time, the rating is calculated or points are calculated separately for the actual teaching activity, research work and social activity.

10. There is a system of regular assessment of the effectiveness of the work of universities by society. In the United States, for example, a group of several thousand experts rank schools on many criteria, including costs per student, research volume, number and quality of courses taught, number of PhD graduates, and so on. .

These and a number of other trends are expressed in different ways in different countries, depending on national characteristics, the state of the economy, and the traditions of the education system. But to one degree or another, they manifest themselves in all developed countries and cannot be ignored by Russian higher education, which has its own high standards and wonderful traditions.

Control questions and task

1. List the facts and patterns of socio-economic and scientific-technical development of civilization, which determine the basic requirements for modern higher education.

2. What industries are classified as science-intensive?

3. What are the main trends in the development of higher education in industrialized countries?

4. What is included in the scientific, educational and production complex?

5. Does the trend towards fundamentalization of higher education contradict the trend towards specialized training of a graduate for work in a particular workplace?

UDC 378:316.37

TRENDS IN THE DEVELOPMENT OF HIGHER EDUCATION IN THE MODERN WORLD

ON THE. SUVOROV

The article is presented by Doctor of Philosophical Sciences, Professor Panferov K.N.

The priorities of the state policy in the field of education, the development trends of higher education in the world are considered, the requirements for modern education are formulated.

Key words: education, education process, higher education, innovations in education, social technologies, knowledge economy.

In the modern era of globalization and the explosive nature of scientific and technological progress, the constant challenges of the external environment, the state is responsible for formulating the priorities and goals of national development, choosing ways and tools to effectively achieve the goals. However, in addition to this, the state is responsible for the production of public goods, one of which is education. There is a growing understanding of the role and importance of education for the successful development of the country in modern conditions.

The influence of education on economic development has been noticed by scientists for a long time. Professor of Moscow University I.Kh. Ozerov, noting that the labor of an English or German worker is more productive than that of a Russian worker, directly connected this with the development of general education, which serves as the basis for technical education, and pointed out the huge lag in the level and distribution of general education of the Russian population from these countries. Our other compatriot D. Bogolepov noted the relationship between the spread of public education in Germany, and technical education based on it, and the rapid strengthening of its economic power, which helped it (Germany) create one of the most powerful states and become a dangerous competitor (rival) of the main advanced states.

Already at the beginning of the second half of the twentieth century. there comes a mass awareness of the decisive importance of the human factor in the economy. The concept of "human capital", which has its origins in classical political economy, has been formed and developed. Adam Smith wrote: "The acquisition of such abilities, considering also the maintenance of their owner during his upbringing, training or apprenticeship, always requires real costs, which represent a fixed capital, as if realized in his personality. These abilities ..., at the same time become part of the wealth of the whole society." . Education is one of the components of "human capital". Today it has become obvious that not physical, but human capital, not machines, but people, are the driving force of economic growth. The concept of national wealth includes, along with the material elements of capital, financial assets, and the materialized knowledge and ability of people to work.

Accumulated scientific knowledge (they materialize in new technologies), investments in human health are taken into account in macroeconomic statistics as elements of national wealth that have an intangible form. The Industrial Revolution was the most important event in the history of modern education. The rapid development of industry required the development of an education system on a large scale to train skilled workers who could perform new, more complex activities, such as electrical engineers and engineers. In developed countries competing with each other in the struggle for world markets, they quickly realized that superiority in industrial development, closely related to a higher level of education of the population and

labor force in particular. Therefore, education systems began to improve in many countries of the world. For Russia, the position expressed by V.V. Putin in the presidential campaign of 2004, that the lag in economic development poses "the most important threat" for Russia.

Who is responsible for education today? From the point of view of economic science, education (and in fact it has been implemented in developed countries, as well as in China and India) has long been the most important area of ​​state responsibility. Along with the infrastructure of a market economy, education is defined as an area where state action is decisive: "Two areas where state participation is indispensable for ensuring the conditions for economic development are investment in infrastructure and basic education" . The private market will not be able to fully cope with these functions. Transportation and communication systems largely determine the development and effective functioning of markets, and basic education should enable people to take advantage of the opportunities that the market opens up. And today there are clearly visible trends of increasing attention to education in developed and developing countries. So spending on education is 5.2% - 5.5% of GDP in France, Germany, Great Britain. And all the countries that borrowed from the World Bank spent 7-10% on education (China took the most) of the total borrowing. Moreover, in world practice it is already considered established that the objective “threshold” condition for ensuring the high efficiency of education is to bring the share of the educational sector in GDP, at least to a minimum level of 5%. This will make it possible to have the necessary material equipment for educational institutions at all levels, to raise the share of universities' expenses to 30% of the total education costs, and to set the salaries of school teachers at least 20-30% above the average level for this country. It should be noted that the average salary in the system of higher education in Russia is 21.7 thousand rubles, which is lower than in the economy as a whole.

Increased attention to the development of modern higher education is associated with the realization of the fact that it is increasingly contributing to economic growth and productivity. Note that higher education can be general and professional. General refers to non-specialized liberal arts education.

What should modern higher education look like? Given the critical role of education in the modern world, we will identify the requirements for education in developed and those developing countries that wish to be competitive.

First of all, it should be noted that an important consequence of the acceleration of scientific and technological progress has been the increasing role of methodological knowledge and analytical skills. Responding to modern requirements, the learning process at present should increasingly be based on the ability to find and access knowledge and apply it to solve emerging problems. Learning how to learn, how to transform information into new knowledge, how to turn new knowledge into specific applications - all this has long become more important than remembering specific information. Analytical skills, i.e. the ability to search and find information, to put questions in a clear form, to formulate testable hypotheses, to arrange data in a certain order and evaluate them, to solve problems occupy the most important place in the list of requirements for a higher education graduate, a future worker in the knowledge economy. Today, the post-industrial society and the new economy require not so much disciplined performers as creators. A highly skilled workforce capable of self-learning and continuous production of knowledge acquires a decisive role.

Preparing such a workforce is a new challenge facing the modern higher education system. The production activity of a modern person, including a manager, is, first of all, information work, and information work requires a good education. The main trends in the development of a person's ability to cognize the world are

growing abstractness and logical coherence of thinking. The speed of intellectual processes increases, the semantic blocks with which thinking operates are enlarged, the information capacity of computational units (statements) increases. Young people in modern conditions, in order to be competitive, must develop with the help of an educational institution such skills as: the ability to communicate, work in a team, the ability to solve problems, adaptability, and a willingness to learn all their lives. Moreover, today employers-industrial workers, when hiring young specialists, put not narrow professionalism as the first requirement, but talent and human decency, the ability to work hard and conscientiously. And from a qualification point of view, the ability to do what was not directly taught at the university, the ability to adapt to completely new tasks and areas of activity is most appreciated. At the same time, an important task of the socio-humanitarian disciplines in the learning process is to convey and instill a special interest in the intellectual impulse, search and high tension of spiritual energy. Skills valued by employers in a knowledge-based economy relate to verbal and written communication, teamwork, peer learning, creativity, anticipation, resourcefulness, and the ability to adapt to change. Many of these abilities involve social, personal and intercultural skills that are not usually taught in science and technology education. From this inexorably follows the need for closer integration of the exact and humanities. Therefore, in the era of scientific and technological revolution, it is extremely important to enrich curricula by including synthetic subjects in them. A harmonious intellectual addition to work in special scientific and technical disciplines or professional training programs will help to expand the knowledge base and further develop in students a love of learning.

In the modern world, the following trends in the development of higher education have been clearly identified:

1. Increasing the duration of general education.

2. The need for continuous education (throughout life).

3. Individualization of higher education.

4. Growing importance of methodological knowledge and analytical skills.

Let us pay attention to the importance of continuity of education in our days. It is clear that education without continuity is a perishable product. So half of the knowledge of an engineer becomes obsolete in 5 years, of a doctor in 7 years. The increasing pace of change requires new approaches to the conduct of all business components, new ideas are needed all the time. There is a contradiction between the increasing number and complexity of problems and the ability of people to solve them.

These trends are clearly seen in the examples of countries leading in world development. The recognized leader in world development is the United States. In the United States, the development of higher education today is one of the main socio-economic priorities of the state! Despite cuts in government spending, government investment in science and technology, education and retraining of the workforce has been continuously stimulated. The social infrastructure of a modern market economy was developing. The country has a wide variety of higher education institutions. One of the features of higher education in the United States is the multitude of educational institutions that provide general education. But even in such educational institutions, students are offered to get a specific specialty close to a technical profile (in other words, students have the opportunity to get a specialty if they wish). There are also institutions that provide higher engineering education. In these educational institutions, which provide a first-class technical education, there are necessarily courses in the humanities (!) in order to exclude one-sided training of specialists.

The modern tasks of higher education in the United States are to maximize access to education for representatives of various social groups that were previously deprived of such

possibilities. As well as providing them with a quality higher education. For school education, however, the main task is the all-round strengthening of training in mathematics and technical disciplines.

Another leader of the modern world is Japan. The duration of school education in this country is 12 years, and another four years - higher education. The main task of education is proclaimed the education of a patriot of Japan, its citizen. Polls conducted in Japan after the tragedy at the nuclear power plant in Fukushima showed that the Japanese are not going to immigrate to other countries, moreover, they cannot imagine life outside of Japan. One of the main subjects in Japan is the Japanese language! The requirement to master all academic disciplines is strictly observed. Only in this case can you get a certificate of education. They do not have the opportunity to choose a facilitated study (as is now offered in Russia) of any subject and concentrate on another (necessary, in the opinion of the student) subject. But to study hard for admission to the university, that's it, please. It is only welcome to engage in more than the obligatory rich and complex program.

Inequality in access to education is one of the most pernicious inequalities for both the individual and society as a whole, which can only exist in our time. Not given a chance for a young person to get a modern education dooms him to remain underdeveloped, inferior in the modern knowledge economy. It is no coincidence that the quality of education, and, what is extremely important, its accessibility for all segments of the population, regardless of the amount of income received, is given close attention in developed countries (primarily in the United States), and especially in China and India. Therefore, it is important to study the possibilities for using the experience of developed and developing countries in providing equal access to education, and, above all, to people from low-income families who receive higher education.

Using state funds, it is necessary to strive to provide equal opportunities for those who want to receive education from all segments of the population and, in particular, for those who receive low incomes, since in the modern world there is no economic development without a wide and effective development of the education of the population.

In the United States, a number of tax measures have been implemented to promote access to education. Large tax incentives have been introduced for individual taxpayers for education, especially higher education, including the permission to deduct from taxable income interest on a loan received for university education (in the amount of up to $ 1,000 per year) . At the same time, the marginal income tax rates not only did not decrease, but even slightly increased, which made it possible to maintain the tax structure of the budget. In fact, an idea that was widespread in the USA already in the 19th century was implemented. and defended, among others, by the Russian economist A. A. Isaev, - the larger the income received by an individual, the greater the share in it, which owes its origin to the existence of the state, its numerous and diverse institutions; the lower the income, the greater the share that is the fruit of the individual's personal efforts. Therefore, as the bearer of financial rights, the state must, first of all, find the largest income, most indebted to it for its origin, and make it the starting point for levying taxes.

In Russia, there is a very large gap in the incomes of the population. More than a third of Russians live extremely constrained in their means. It is clear that an extra ruble of income means more to a poor person than to a rich person. And it is obvious that educational opportunities for these population groups are not equal. Is this situation reflected in the regulatory activities of the state? Does the state smooth out inequality in the possibility of obtaining education for different segments of the population, except for the introduction of the Unified State Examination? After all, it directly depends on how the industry and the entire economy as a whole will develop, whether the country will take a leading position in the world in the field of high (including information) technologies in an era of rapidly emerging

developing the information society or will continue to live only at the expense of raw materials. However, there are no answers to these questions yet. It can be noted that recently there has been an increasingly clear trend towards a slowdown in the dynamics of real disposable money incomes of the population. The differentiation of the population by income level continues to remain high and has even increased somewhat in recent years.

Even in the "Program of socio-economic development of the Russian Federation for the medium term 2002-2004." in the section "Policy of the state in the field of education", the priority of the development of education was indicated as a necessary condition for the modernization of Russian society and ensuring the competitiveness of the Russian economy. And the equality of access to education for all strata is directly spelled out. But let us once again ask ourselves the question: "Is it possible, with the existing huge difference in incomes, in a natural way, without state intervention, to come to equality of access to education?" For us, the words of James Wolfensohn (former president of the World Bank), which he said on April 14, 1997 in the NTV program "Hero of the Day" are still relevant: "If you leave the population at the level of survival, you cannot have a future" .

It is worth noting that the trend of scarce allocation of funds for public education has a centuries-old history in Russia. A lot was written about the lag in public education from other countries and the insufficiency of the amounts allocated for education at the beginning of the 20th century. "... if we build good roads, but the population remains in darkness, then the roads will grow with grass, but if we make the population educated, it will set up roads for itself." But can the state find funds to provide education and monitor their effective use? Yes, maybe, if he learns, or rather wants to pick up where these funds are.

So for the time being, we can only pose the following questions: 1. Does the state know where and from whom to take funds for education and will it be able to create the system of taxation necessary for modern conditions? 2. What opportunities do people from low-income families have to receive quality higher education? 3. What benefits do individuals (from low-income families) receive in higher education?

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HIGHER EDUCATION IN MODERN WORLD

The article considers the priorities of the state policy in the sphere of education, tendencies of development of higher education in the world, formulate the requirements to the modern education.

Key words: education, the education process. Higher school of innovation in education, society technology, knowledge economy.

Suvorov Nikolai Alexandrovich. Born in 1953, graduated from the Tajik State University (1976), VA named after. F.E. Dzerzhinsky (1993), Economic Academy of the Ministry of Economics of the Russian Federation (1994), senior lecturer at the Department of Humanities and Socio-Political Sciences of Moscow State Technical University of Civil Aviation, author of 24 scientific papers, area of ​​scientific interests - sociology of management and education, public sector economics, tax systems and tax policy.

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 “Revolution of Hopes”: “Our education system, 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 ic 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.

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. For 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.