Chapter 1. Modern development of education in Russia and abroad
1. The role of higher education in modern civilization
In modern society, education has become one of the most extensive areas human activity. It employs over 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 this attention lies in the understanding that the most important value and fixed capital modern society is a person capable of searching for and mastering new knowledge and making innovative decisions.
In the mid 60s. advanced countries came to the conclusion that scientific and technological progress is not able to solve the most acute problems of society and the individual, a deep contradiction is revealed between them. Thus, for example, the colossal development of the productive forces does not ensure the minimum necessary level of well-being for hundreds of millions of people; the ecological crisis has acquired a global character, creating a real threat of total destruction of the habitat of all earthlings; ruthlessness in relation to the plant and animal world turns a person into a cruel, spiritless creature.
Everything is real in last years began to realize the limitations and danger of further development of mankind through purely economic growth and an increase in technical power, as well as the fact that future development is more determined by the level of culture and wisdom of man. According to Erich Fromm, development will be determined not so much by what a person has, but by who he is, what he can do with what he has.
All this makes it quite obvious that in overcoming the crisis of civilization, in solving the most acute global problems education should play a huge role in humanity. “It is now generally accepted,” says one of the documents of UNESCO (Report on the state of world education for 1991, Paris, 1991), “that policies aimed at combating poverty, reducing child mortality and improving the health of society, protect environment, the strengthening of human rights, the improvement of international understanding and the enrichment of national culture will not work without an appropriate educational strategy. Efforts to ensure and maintain competitiveness in the development of advanced technology will be futile."
Part 1 PEDAGOGY OF HIGHER EDUCATION
Chapter 1. Modern development education in Russia and abroad
1. Role higher education in modern civilization
2nd place technical university in the Russian educational space.
3. Fundamentalization of education in higher education
4. Humanization and humanization of education in higher education
5. Integration processes in modern education
6. Educational component in vocational education
7. Informatization educational process
Chapter 2. Pedagogy as a science
1. The subject of pedagogical science. Its main categories
2. System pedagogical sciences and the connection of pedagogy with other sciences
Chapter 3. Basics of didactics high school
1. General concept about didactics
2. Essence, structure and driving forces of learning
3. Principles of teaching as the main guideline in teaching
4. Teaching methods in higher education
Chapter 4 Structure pedagogical activity
1. Pedagogical act as an organizational and managerial activity
2. Self-awareness of the teacher and the structure of pedagogical activity
3. Pedagogical abilities and pedagogical skills of a teacher of higher education
4. Didactics and pedagogical skills of a teacher of higher education
Chapter 5. Forms of organization of the educational process in higher education
2. Seminars and practical classes at the Higher School
3. Independent work students as the development and self-organization of the personality of students
4. Fundamentals of pedagogical control in higher education
Chapter 6 pedagogical technologies
1. Stages and forms of pedagogical design
2. Classification of technologies for teaching higher education
3. Modular construction of the content of the discipline and rating control
4. Intensification of learning and problem learning
5. Active learning
6. Business game as a form of active learning
7. Heuristic learning technologies
8. Technology of sign-context learning
9. Developmental learning technologies
10. Information technology education
11. Technology distance education
Chapter 7
Chapter 8 communicative culture teacher
Chapter 9
Part 2. PSYCHOLOGY OF THE HIGHER SCHOOL
Chapter 1. Features of the development of the student's personality
Chapter 2. Typology of student and teacher personality
Chapter 3. Psychological and pedagogical study of the student's personality
Appendix 1. Psychological schemes "Individual psychological characteristics of the personality"
Annex 2. Psychological schemes "Communication and socio-psychological impact"
Chapter 4. Psychology vocational education
1. Psychological foundations of professional self-determination
2. Psychological correction of the student's personality with a compromise choice of profession
3. Psychology of professional development of personality
4. Psychological features student learning
5. Problems of improving academic performance and reducing student dropout
6. Psychological foundations for the formation of professional systems thinking
7. Psychological features of education of students and the role of student groups
Application. Psychological schemes "Social phenomena and the formation of the team"
Bibliography
Pedagogy and psychology of higher education
Part 1. PEDAGOGY OF HIGHER EDUCATION
Chapter 1. MODERN DEVELOPMENT OF EDUCATION IN RUSSIA AND
ABROAD
The role of higher education in modern civilization
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 the mid 60s. advanced countries have come to the conclusion that scientific and technological progress is not capable of solving the most acute problems of society and the individual, a deep contradiction is revealed between them. Thus, for example, the colossal development of the productive forces does not ensure the minimum necessary level of well-being for hundreds of millions of people; the ecological crisis has acquired a global character, creating a real threat of total destruction of the habitat of all earthlings; ruthlessness in relation to the plant and animal world turns a person into a cruel, spiritless creature.
In recent years, the limitations and danger of further development of mankind through purely economic growth and an increase in technical power, as well as the fact that future development is more determined by the level of culture and wisdom of man, have become more and more real in recent years. According to Erich Fromm, development will be determined not so much by what a person has, but by who he is, what he can do with what he has.
All this makes it absolutely obvious that in overcoming the crisis of civilization, in solving the most acute global problems of mankind, a huge role should be played by education. “It is now generally recognized,” says one of the documents of UNESCO (Report on the state of world education for 1991, Paris, 1991), “that policies aimed at combating poverty, reducing child mortality and improving the health of society, protecting the environment, strengthening human rights, improving international understanding and enriching national culture will not work without an appropriate education strategy.
It should be emphasized that almost all developed countries carried out reforms of national education systems of various depths and scales, investing huge financial resources in them. Higher education reforms gain status public policy because states began to realize that the level of higher education in a country determines its future development. In line with this policy, issues related to the growth of the contingent of students and the number of universities, the quality of knowledge, the new functions of higher education, the quantitative growth of information and the dissemination of new information technologies etc.
But at the same time, in the last 10-15 years, problems that cannot be resolved within the framework of reforms, i.e. within the framework of traditional methodological approaches, and more and more often they talk about the global crisis of education. The existing educational systems do not fulfill their function - to form a creative force, the creative forces of society.
In 1968, the American scientist and educator F. G. Coombs, perhaps for the first time, gave an analysis of the unresolved problems of education: show through to the same extent in all countries - developed and developing, rich and poor, who have long been famous for their educational institutions or create them now with great difficulty. Almost 20 years later, in his new book "A View from the 80s," he also concludes that the crisis in education has worsened and that general situation in the field of education has become even more alarming.
The statement of the crisis in education has moved from scientific literature to official documents and statements of statesmen.
A report from the US National Commission on Educational Quality paints a bleak picture: "We have committed an act of insane educational disarmament. We are raising a generation of Americans illiterate in science and technology." Not without interest is the opinion of former French President Giscard d'Estaing: "I think that the main failure of the Fifth Republic is that it was unable to satisfactorily solve the problem of education and upbringing of young people."
The crisis of Western European and American education has also become a topic fiction. Examples include a series of novels about Wilt by the English satirist Tom Sharp, or the novel The Fourth Vertebra by the Finnish writer Marty Larney.
IN domestic science Until recently, the very concept of a "global education crisis" was rejected. According to Soviet scientists, the educational crisis seemed possible only abroad, "with them." It was believed that "in our country" we can only talk about "difficulties of growth." Today, no one disputes the existence of a crisis in the domestic education system. On the contrary, there is a tendency to analyze and define its symptoms and ways out of a crisis situation.
Gershunskip B. S. Russia: education and the future. The Crisis of Education in Russia on the Threshold of the 21st Century. M., 1993; Shukshunov V. E., Taken to the neck V. F., Romanova L. I. Through the development of education to new Russia. M., 1993; and etc.
Analyzing the complex and capacious concept of the "crisis of education", the authors emphasize that it is by no means identical to the absolute decline. Russian higher education objectively occupied one of the leading positions, it has a number of advantages, which will be highlighted below.
The essence of the global crisis is seen primarily in the orientation of the current system of education (the so-called supportive education) to the past, its focus on past experience, in the absence of orientation to the future. This idea is clearly seen in the brochure by V.E. Shukshunova, V.F. Vzyatysheva, L.I. Romankova and in the article by O.V. Dolzhenko "Useless thoughts, or once again about education".
The modern development of society requires new system education - " innovative learning", which would form in students the ability to projectively determine the future, responsibility for it, faith in themselves and their professional abilities to influence this future.
In our country, the education crisis has a dual nature:
Firstly, it is a manifestation of the global crisis in education;
Secondly, it takes place in an environment and under the powerful influence of the crisis of the state, the entire socio-economic and socio-political system.
Many are wondering whether it is right to start reforms in education, in particular higher education, right now, in the conditions of such a difficult historical situation in Russia? The question arises whether they are needed at all, because the higher school in Russia, no doubt, has a number of advantages in comparison with higher schools in the USA and Europe? Before answering this question, let's list the positive "developments" of the Russian higher education:
It is capable of training personnel in almost all areas of science, technology and production;
occupies one of the leading places in the world in terms of the scale of training of specialists and the availability of personnel;
· is different high level fundamental training, in particular in the natural sciences;
· traditionally focused on professional activity and has a close relationship with practice.
These are the advantages of the Russian educational system(high school).
However, it is also clearly recognized that the reform of higher education in our country is an urgent need. The changes taking place in society are increasingly objectifying the shortcomings of domestic higher education, which we once considered as its advantages:
· V modern conditions the country needs such specialists who not only are not "graduating" today, but for whose training our educational system has not yet created a scientific and methodological basis;
· free training of specialists and incredibly low wages for their work have devalued the value of higher education, its elitism in terms of the development of the intellectual level of the individual; its status, which should provide the individual with a certain social role and material support;
Excessive infatuation vocational training went to the detriment of the general spiritual and cultural development of the individual;
· The average approach to the individual, the gross output of "engineering products", lack of demand for decades of intelligence, talent, morality, professionalism have led to the degradation of moral values, to the de-intellectualization of society, and the decline in the prestige of a highly educated person. This fall materialized in a galaxy of Moscow and other janitors with a university education, as a rule, extraordinary personalities;
· totalitarian management of education, over-centralization, unification of requirements suppressed the initiative and responsibility of the teaching corps;
· due to the militarization of society, economy and education, a technocratic idea of social role specialists, disrespect for nature and man;
isolation from the world community, on the one hand, and the work of many industries based on foreign models, import purchases of entire plants and technologies, on the other hand, distorted the main function of an engineer - the creative development of fundamentally new equipment and technology;
economic stagnation, the crisis of the transitional period led to a sharp decline in both financial and material support education, higher education in particular.
Today, these negative characteristics have become especially aggravated and supplemented by a number of other quantitative ones, emphasizing the crisis state of higher education in Russia:
· there is a steady downward trend in the number of students (for 10 years the number of students has decreased by 200 thousand);
· the existing system of higher education does not provide the population of the country with the same opportunities to study at universities;
· There has been a sharp reduction in the number of higher education teaching staff (most of them leave to work in other countries) and much more.
It should be emphasized that the Government of Russia is making considerable efforts aimed at the successful reform of higher education. In particular, the main attention is paid to the restructuring of the higher education management system, namely:
wide development of forms of self-government;
direct participation of universities in the development and implementation of the state educational policy;
· providing universities with broader rights in all areas of their activities;
· expansion of academic freedoms for teachers and students.
In the intellectual circles of Russia, the possible consequences of the gradual curtailment of education and the decrease in the social protection of students and teachers are becoming increasingly clear. There comes an understanding that the unlawful spread of market forms of activity to the sphere of education, ignoring the specific nature of the educational process can lead to the loss of the most vulnerable components of social wealth - scientific and methodological experience and traditions of creative activity.
So, the main tasks of reforming the system of higher education are reduced to solving the problem of both a substantive and organizational and managerial nature, the development of a balanced state policy, its orientation towards the ideals and interests of a renewed Russia. And yet, what is the main link, the core, the basis of the conclusion Russian education from the crisis?
Obviously, the problem of the long-term development of higher education cannot be solved only through reforms of an organizational, managerial and substantive nature.
In this regard, the question of the need to change the paradigm of education is becoming more and more persistent.
We stopped our attention on the concept developed by scientists International Academy Sciences of Higher School (ANHSh) V.E. Shukshunov, V.F. Vzyatyshev and others. In their opinion, the scientific origins of the new educational policy should be sought in three areas: the philosophy of education, the sciences of man and society, and the "theory of practice" (Scheme 1.2).
Philosophy of Education should give a new idea of the place of man in modern world, about the meaning of its existence, about the social role of education in solving the key problems of mankind.
The sciences about man and society (psychology of education, sociology, etc.) are needed to have a modern scientific understanding of the patterns of human behavior and development, as well as a model of interactions between people within the educational system and the education system itself - with society.
The "theory of practice", including modern pedagogy, social design, management of the education system, etc., will provide an opportunity to present a new education system in the aggregate: to determine the goals, structures of the system, the principles of its organization and management. It will also be a tool for reforming and adapting the education system to the changing conditions of life.
So, the fundamental foundations of the development of education are indicated. What are the directions of development of the proposed paradigm of education?
In table. 1.1 presented possible options development of education.
Table 1.1.
Options for the development of education
| Elements / Paradigms | Existing paradigm | Possible development |
| The main task of man | Knowledge of the existing world | Purposeful change of the world |
| Scientific basis of activity | natural scientific method | The theory of transformative practice |
| A typical task has | Only one right decision | The set of admissible solutions |
| Decision Evaluation Criteria | Only one: "right - wrong" | Many criteria: usefulness, efficiency, harmlessness |
| The role of ethics, morality and morality | They have no place, they have no need | Necessary for making decisions |
| The main task of education | Give knowledge about existing world and its laws | To equip the methodology of creative transformation of the world |
| Possibility of spiritual formation of personality | Only separately through liberal education | It is quite possible and desirable in the course of activity |
The proposed methodology can be called humanistic, since it is centered on a person, his spiritual development, and a system of values. In addition, the new methodology, which is the basis of the educational process, sets the task of forming moral and volitional qualities, creative freedom of the individual.
In this regard, the problem of humanization and humanitarization of education is quite clearly realized, which, with the new methodology, becomes much more deep meaning than just introducing a person to a humanitarian culture.
The point is that it is necessary to humanize the activities of professionals. And for this you need:
· Firstly, to reconsider the meaning of the concept of "fundamentalization of education", giving it a new meaning and including the science of man and society in the main knowledge base. In Russia, this is far from simple problem;
· secondly, the formation of systemic thinking, a unified vision of the world without division into "physicists" and "lyricists" will require a counter movement and rapprochement of the parties.
technical activity needs to be humanized. But the humanities should also take steps towards mastering the universal values accumulated in the scientific and technical sphere. It was the gap in technical and humanitarian training that led to the impoverishment of the humanitarian content of the educational process, the decrease in the creative and cultural level of a specialist, economic and legal nihilism, and ultimately to a decrease in the potential of science and production.
The well-known psychologist V.P. Zinchenko defined the devastating impact of technocratic thinking on human culture as follows: "For technocratic thinking, there are no categories of morality, conscience, human experience and dignity." Usually, speaking of humanitarianism engineering education, have in mind only an increase in the share of humanities in the curricula of the university. At the same time, students are offered various art history and other humanitarian disciplines, which is rarely directly related to the future activity of an engineer. But this is the so-called "external humanitarianization."
We emphasize that among the scientific and technical intelligentsia, the technocratic style of thinking dominates, which students “absorb” into themselves from the very beginning of their studies at the university. Therefore, they treat the study of the humanities as something secondary, sometimes showing outright nihilism.
Recall once again that the essence of the humanitarization of education is seen primarily in the formation of a culture of thinking, creativity student based on a deep understanding of the history of culture and civilization, cultural heritage. The university is designed to prepare a specialist capable of constant self-development, self-improvement, and the richer his nature is, the brighter it will manifest itself in professional activity. If this problem is not solved, then, as the Russian philosopher G. P. Fedotov wrote in 1938, “... there is the prospect of an industrial, powerful, but soulless and soulless Russia ... Naked soulless power is the most consistent expression of Cain's God-damned civilization."
So, the main directions of the reform of Russian education should be a turn towards a person, an appeal to his spirituality, the fight against scientism, technocratic snobbery, and the integration of private sciences (Table 1.2).
Table 1.2
| The main directions of reform in the field of science: |
| Turn towards the person. |
| · Combat technocratic snobbery. |
| · Integrate private sciences. |
| The necessary conditions: |
| · Revival of the prestige of education. |
| · Active perception of the sciences of man and society. |
| · Democratization, demilitarization, de-ideologization. |
| · Focus on post-industrial development technologies. |
| Main federal interests |
| · Harmonious and free development of society members. |
| · Raising and enriching the moral and intellectual potential of the nation. |
| · Provision of a market mixed economy with high-level professionals. |
Wherein Russian program development of education should contain mechanisms that guarantee:
unity of the federal educational space;
· open perception and understanding of the entire palette of world cultural, historical and educational experience.
The main lines for the withdrawal of Russian education from the crisis have been determined; possible options for implementing the education reform have been developed. It remains only to bring education to a level that will give a new vision of the world, new creative thinking.
Protection of the oral mucosa is carried out to a large extent by class A immunoglobulins, so the deficiency in the formation of this class of immunoglobulins is of greatest interest to dentists. With defects in T-lymphocytes, patients are at risk of being affected primarily by viral and fungal infections. The first signs of immunodeficiency are often candidal stomatitis (thrush) or a severe long-term course of herpetic stomatitis. A congenital defect in cellular immunity with a violation of the mechanisms of immunoregulation as a result of the predominance of T-suppressors can be combined with chronic mucocutaneous candidiasis (chronic granulomatous candidiasis).
Immunodeficiencies can be either a cause or a consequence of hypersensitivity diseases or autoimmune diseases. Thus, IgA deficiency contributes to the absorption of foreign antigens through the mucous membrane, which cause sensitization of the body.
Clinical manifestations of immunodeficiency states can be infections caused by opportunistic microorganisms, autoimmune diseases, allergic reactions, tumors. In the oral cavity, diseases of microbial etiology (stomatitis, gingivostomatitis, etc.) are often manifested, which are the result of primary and secondary immunodeficiency states. So, in children suffering from immunological deficiency, the oral mucosa is often affected by bacteria, viruses or fungi as a result of a sharp decrease in cellular or humoral protection. Such complications are observed in children with primary defects - congenital thymus dysplasia, acquired lymphogranulomatosis, leukemia, selective IgA deficiency, lysozyme or interferon. Similar complications are typical for patients with secondary immunodeficiency states induced by drug therapy (glucocorticosteroids, etc.). The pathogenesis of candidiasis of the oral mucosa is dominated by endogenous causes, the main of which are secondary immunodeficiency states that occur with diabetes, leukemia, chronic infections (tuberculosis and others), in the postoperative period. Indicative is a particularly high susceptibility to candidal infection in infants and the elderly, i.e., in persons who have age-related immunodeficiency states. In the absence of specific antibodies in patients with candidiasis and a simultaneous decrease in a specific skin-allergic reaction, an unfavorable course of the disease can be predicted.
Today, education occupies the first place in the life of our society and is the main branch of human activity. The future of people depends on the quality and productivity of the knowledge they receive. Attitudes towards education change from year to year. People improve the experience gained from their ancestors and apply it to update and improve their knowledge. Higher education plays a major strategic role in the development of states.
In today's society, everyone wants to get a higher education. People want to be smart, intellectually developed, have a high status in society. Young people strive to get a higher education, make a career and thereby gain confidence in the future. Educated person looks at life differently, in a new way, it has its own priorities, vital interests, great opportunities for the modernization of existing sciences and technologies. This explains the desire of all to raise the level of their education and acquire knowledge in higher education. educational institutions. Higher education gives professional knowledge to students, so that later, at the workplace, a person can perfectly apply, update and adapt them to solving problems in ecology, industry, and healthcare. Each graduate of any faculty receives a significant position in society.
A person is sociable by nature, loves freedom, is able to create and create. In the absence of favorable conditions, he moves away from family, work, society, culture, art. Only education can help the individual realize his abilities and take his place in society. An educated person successfully adapts to life and improves it himself.
The Russian state has always taken care of increasing the level of education of citizens, because if there are a sufficient number of thinking, knowledgeable and able to apply their knowledge people in the country, then the country will only develop in a better direction, raising the standard of living.
The country will not develop without specialists with higher education, therefore, the state gives impetus to the development and support of universities.
Higher education provides prospects for the development of new directions in the sciences and the improvement of individual industries. Universities have laboratories, computing centers. Some even have research institutes that expand and become research centers
According to Kurennaya A.F., the network of educational institutions oriented to the production of social interactions characteristic of professional education.
As noted in their works Tsylev V.R. and Dyumina N.N. - for today's youth, it is a priority to receive higher education. Everyone aspires to enter universities after graduating from schools and secondary educational institutions.
The modern structure of education is being reviewed and reformed as political and economic trends develop.
One of these changes is the master's degree, which is the next stage of higher professional education after the bachelor's degree. It allows you to deepen the acquired professional knowledge, as it improves the qualifications of bachelors and specialists. Increases the scientific potential of a specialist in graduate school. Under the guidance of his supervisor, the master is engaged in scientific research on the chosen topic, prepares and defends a dissertation. The master is one step higher than the bachelor, his scientific activity is more perfect and serious.
According to Mamedova A.V. - with the help of a master's degree, qualifications are improved and the degree of education of a person is improved. Masters are professionals who direct their scientific activity for a deeper and more detailed study of specialization to better solve complex issues. The task of the magistracy is to prepare modern specialists for state, economic, managerial, scientific, intellectual, analytical structures with more fundamental training, for further professional development in order to achieve the best results. 
Serious reforms in the country provide for global changes in the structure of education, and as a result, certain difficulties arise. All improvements in the economy, culture, management, politics, imply mandatory changes in the training of future specialists, for their successful work in research and improvement of scientific achievements.
The existence and development of modern society requires intellectually developed, active and enterprising professionals. Therefore, the processes of training specialists are being modified, one of the significant goals is student motivation. After all, only specialists with increased level motivation, are able to benefit from good results of their activities.
The need for motivation in learning arose long ago, when people realized the expediency of universal compulsory education. Therefore, learning has become statutory structured activity. You can find many points of view, what exactly affects the desire of students to acquire knowledge in a quality manner. These include: passion, necessity, ability, dependence, optimism.
The unanimous opinion of all scientists is that interest in learning process students, to a more meaningful acquisition of knowledge, develops thinking, increases activity in learning and scientific activities. 
The problem of student motivation is the most significant in the system modern learning. It regulates the activity and activity of students, influences the ethics of behavior and the desire to acquire a profession and achieve the desired goal. A lot of interesting research has been devoted to it, it determines the internal and external state person. Educators need to determine what exactly motivates the student to acquire knowledge or why the student has no interest in learning.
“Motive” and “motivation” are analyzed and interpreted in all works in their own way, and there is no exact, single solution to this issue. All scientists in their writings explore and formulate the motivation for improving teaching methods.
To this day, methods are being developed and methods are being implemented to address this issue. As we can see, our domestic scientists also have a lot of research. Interesting phenomena have been noticed: the motivations of students in the daytime and evening departments are significantly separated. There are also students who are distance learning They have a completely different level of motivation. It is necessary to investigate and structure the motivation for teaching students who receive humanitarian specialties, for the qualitative assimilation of the acquired knowledge, mastering the profession by students, and obtaining a specialist diploma.
Vladivostok State University economy and service
Krivoshapova Svetlana Valerievna, Candidate of Economic Sciences, Associate Professor of the Department of International Business and Finance, Vladivostok State University of Economics and Service
Annotation:
This article discusses the issue of the impact of higher education on the country's economy, as well as the changes and improvements necessary for the higher education system.
This article examines the impact of higher education on the national economy, and the need for the higher education system changes and improvements.
Keywords:
index human development; competitiveness of the economy; higher education; professional standards; human resources; analysis; observation; self-realization of the individual.
human development index; competitiveness of the economy; higher education; professional standards; human resources; analysis; surveillance; personal fulfillment.
One of the key indicators for assessing the development of a country is currently the human development index, which, in addition to the standard of living and longevity, also takes into account the level of literacy and education of the population of the country under study. These indicators are certainly influenced by the system of higher education in the country, the normal development of which determines the level of development of society. More recently, education was seen as the sum of knowledge, skills and abilities acquired as a result of studying in educational institutions and less often - independently. Today, education is a branch of the economy, the country's economy, which includes organizations, institutions, enterprises that provide training, knowledge transfer, educational literature. So how valuable is the education system today for our country?
The relevance of this problem lies in the fact that higher education has a direct impact on the competitiveness of the country's economy as a whole through the training of qualified personnel, as well as the development of a holistic, creative personality, which is one of the main factors for the normal functioning of the country's economy. On this moment, the assessment of the level of development of the country is also determined by the education of its citizens. Improving the system of higher education is a direct path to positive changes in society, as well as to its normal functioning.
The purpose of the work is to prove the need for higher education in modern Russia, show the tasks facing Russian system education and determine the vector of development of the influence of Russian education on the current economic situation.
The study sets the following objectives: firstly, to study the impact of higher education on the country's economy; secondly, to determine the degree of influence of higher education on the social sphere and various branches of people's activities; thirdly, to find the main ways of transformations needed in the system of national education.
Research methods that were used in the work - analysis, observation.
To ensure the competitiveness of the country, it is necessary to form a strong competitive education system for the production of qualified personnel. Indeed, at present, the determining factor for the successful functioning of the economy is nothing more than the human factor. The more a country has active, creatively developed and educated specialists, bachelors, masters, the higher the country's ability to compete in the international arena with the economies of other countries. Undoubtedly, the importance of education for the country is increasing. As of 2014, Russia ranks 57th in the Human Development Index (hereinafter, HDI) and is among the countries with a high HDI level. Russia ranks 36th in the HDI education index. Russia also has a rather high proportion of people with a higher education diploma, which is over 50%. This suggests that education has a significant impact on the economy of the country.
In recent years, the role and value of higher education has changed significantly, it has become more accessible, in particular due to the development of paid education, as well as universal education. At the same time, there is no real connection between the needs of the Russian economy and the most popular specialties among students. In order to achieve the goals of providing the country's economy with specialists who meet the country's current needs, correspond to the time, universities need to communicate and establish cooperation with the country's leading employers. Today, universities and businesses are striving to increase integration through the participation of the employer in determining the competencies of the graduate, organizing practice and internships for students. Therefore, this relationship is useful in terms of ensuring the effectiveness of higher education.
The social role of higher education lies in the fact that in general, the direction of human development depends on the direction of its development, therefore, education is the engine social progress. Higher education helps the individual to satisfy his natural needs in obtaining new knowledge and information. higher education helps the individual: firstly, in obtaining a profession. Higher education helps the graduate to realize himself in the field of management. Also, education in general makes it possible to use knowledge for intellectual work. Secondly, higher education assists in the intellectual development of the individual, which is expressed in the self-realization of a person, improving the ability to analyze and synthesize what is happening in the world. Thirdly, also in changing the social status, in particular, raising the social status and improving the financial situation, which is a consequence of the first two directions of the impact of education on the individual.
Modernity does not stand still: technologies are developing, the speed of information processing and decision-making is changing. Under the influence of these factors, there are real changes in the economy. Higher education should contribute to the preparedness of a person for the changing conditions of the economy. To do this, a person needs to be capable of self-learning, have faster and better adaptation based on the base of academic knowledge laid down by higher education.
The basis of transformations in the field of higher education is the orientation towards the needs of the real sector of the economy with a perspective of 10-15 years. To do this, it is necessary to build a system for predicting the needs of business in certain types of work, specialties, the basis for which can be such fundamental documents as the Concept of long-term socio-economic development Russian Federation in the period up to 2020. According to the amendments proposed by the government of the Russian Federation, it is planned to introduce Article 195.2 into the Labor Code of the Russian Federation, which regulates the application of professional standards by employers - requirements for the level of education, work experience, etc. for a certain profession. The introduction of professional standards is a natural and expected innovation. As one of the components of the professional standard, there can be not only a section of knowledge, but also a section "Skills", "Skills" and "Personal characteristics". Those. higher education should be strengthened through the practical development of knowledge and its translation into the category of skills and abilities. This is possible if the higher education system forms a competency profile for each of the specialties, redistributes training programs towards practice-oriented programs, including through the organization of practice and employers, and the creation of modular and simulated training systems.
One of the main tasks of any institution of higher education is to increase and maintain the quality of education at an appropriate level. Quality is one of the criteria for believing that educational services will be rendered in full, satisfy the student's need for self-development and contribute to self-realization. To improve the quality of education, a university needs to have a developed material and technical base that allows it to implement curricula; improvements in quality curricula; Information Support which involves the use of computer networks.
After analyzing the information about the places of Russia in international rankings, such as the assessment of the human development index, the level of education, the number of citizens with higher education, it can be assumed, based on the results of the study, that domestic higher education is capable of strengthening the country's position in the world, however, at the same time, significant transformations are needed in the field of higher education, which will entail transformations both in the economy and in social sphere and will also have an impact on the standard of living in the country.In general, in the course of the analysis, it was possible to find out that higher education in Russia is on the right track in development, significant changes and transformations are being carried out for the country's economy. Higher education is gaining more and more popularity and is becoming more and more valuable for our country.
Bibliographic list:
1. Belyaeva O.V. The impact of higher education on the development of personality // Uspekhi modern natural science. - 2005. - No. 1 - S. 86-86
2. General agreement between Russian associations of trade unions, all-Russian associations of employers and the government of the Russian Federation for 2014-2016 / chapter III. Development of the labor market and promotion of employment, 3.2, 3.3
3. The concept of modernization of Russian education for 2010 ch.1 “1. The role of education in development Russian society": Appendix to the Order of the Ministry of Education of Russia dated February 11, 2002 No. 393. M., 2002.
4. Smirnova T.V. The role of Russian education in modern conditions / T.V. Smirnova // Bulletin of the Nizhny Novgorod University. N.I. Lobachevsky. - 2010. , No. 3 (2), p. 599–602
