The transition to a knowledge society requires creative employees who create new and different, and not just improve the quality of existing products. The formation of such employees requires a different system of education. At school and university, teachers are called upon to develop creative abilities, to teach not to know, but above all to understand.
The modern system of education both in Russia and abroad does not meet these requirements. The paper considers the main factors that determine the new requirements for education in Russia and the world. At the end of the work, the main conditions for the formation of a new education system are substantiated; the most important of them is to overcome the cultural and spiritual degradation of society.
Keywords : innovative economy, intellectual employees, development of creative abilities, innovations, free education, spiritual rebirth.
The transition to a new, innovative economy causes changes in the aim of production: nowadays it is required not to produce more goods and services while reducing their costs, but to create new, different goods and services. In the new circumstances the formation of a new type of education is needed. In schools and universities, above all, creativity, ability to think rather than memorize facts and figures should be taught. A truly modern education consists of three elements: the formation of a creative person, training and upbringing. To meet current demands, education should be available to anyone, especially to the most talented individuals, rather than to the rich only. Therefore, a qualified education is becoming a top priority for the state. In my opinion in order to be available for every young talented and gifted person education should be free of charge. Only an educated and spiritually healthy population of the country can make a nation competitive in the era of globalization.
TO eywords : innovation economy, intellectual employees, formation of creativity, innovations, free education, spiritually healthy population.
The development of globalization leads to increased competition between producers of goods and services both at the national and international levels. In these conditions, to remain competitive requires the creative work of innovators who create new and different things, and not just improve the quality of existing products. For this, new incentives are needed - incentives for the creative self-realization of the individual. What is needed today is not blind executors of the leader's orders, as was the case for many hundreds of years, but creative employees who are willing and able to create something new. The formation of such employees requires a different system of education. At school and university, teachers are called upon to develop creative abilities, to teach not to know, but above all to understand.
I. The education system in the modern world
Education has played an important strategic role already in the past, the twentieth century. After launch Soviet Union the first satellite in the world, and then an astronaut into space in the 1960s, US Admiral H. Rickover noted that the USSR threatens the United States not with weapons, but with the education system. Then they tried to solve the problem by improving the education system in the United States, even translated a number of Soviet school textbooks, in particular in mathematics, physics, and chemistry. However, in Western countries it was not possible to overcome the practice of simplifying education, reducing it to learning to solve a fixed set of standard tasks in a narrow professional field, that is, they taught and teach to know, not to understand. Bill Gates has already openly stated today that the American school collapsed precisely because it moved away from the classical fundamental education systems.
In addition, in the United States and in most countries of the world, the division of the higher education system into public and elite dominated and dominated. But a class approach to education, where not the smartest, but the richest can study at the best universities, becomes unacceptable both economically and politically. This is beginning to be recognized by many politicians and business leaders in Western countries. As a result, the intensification of competition in the era of globalization forced the authorities of almost all developed countries to expand the availability of higher education, including at elite universities. This is done in different ways. In countries with a (still) social economic model (Germany, France), 80–90% of students study at the expense of the budget. In countries with a liberal economic model (Great Britain, USA), the share of budget students is from 30 to 40%. But there is a developed system of educational lending.
This year, even not the richest Turkey, which, however, is increasingly trying to become a full member of the European community, went to a radical increase in the availability of higher education, making it completely free. In Russia, 2/3 of students pay for their education at the university. Moreover, the system of educational lending is very poorly developed (it can be said that it does not exist).
In the Soviet period, according to the UN, our youth were among the three most educated generations of their time. Today, according to the same UN data, we are in 41st place. The quality of Russian secondary education can be judged by the fact that the average marks of school graduates in Russian language, mathematics, and history do not exceed a solid three. At the same time, as noted by the director of the Center for the Study of Post-Industrial Society, Doctor of Economic Sciences V. L. Inozemtsev, the development of the education system in our country in the last 20 years has been abnormal. Firstly, the number of students increased sharply (from 2.6 million in 1993/94 academic year to 7.4 million in 2010/2011) with a reduction in the number of schoolchildren (from 21.1 million to 13.2 million over the same period). As a result, the number of applicants to universities reaches 90% of the number of school graduates who want to study at universities. This is more than 2 times higher than the average for countries of the Organization for Economic Cooperation and Development (OECD). Secondly, lowered the threshold level, indicating the development school curriculum, up to 20 points out of 100 on foreign language, 21 points in mathematics and 36 points in Russian, as was done by Rosobrnadzor in 2011. Third, growth in the number of students by 3 times and higher education institutions by 2.2 times (from 514 to 1114) in 1992–2010. not provided with a corresponding increase in the teaching staff: the number of teachers increased from 220 thousand to 342 thousand people, that is, by 55.4%. As a result, the ratio of the number of teachers to the number of students in Russia is 2.7 times lower than, for example, in the USA. Fourth, the profile of higher education does not meet the needs of the economy: 45% of graduates specialize in social sciences, entrepreneurship and law, compared to 36.2% in the US and 22.5% in Germany. As a result, less than 50% of university graduates start working in their specialty in our country (76% in the USA) [Inozemtsev 2011].
With an increase in the number of students, there is a drop in the level of education in Russian universities. As a result, today Russian universities (except Moscow State University) are not in any version of the list of 100 best universities peace. I note that 30 universities in China are among the top 100 universities in the world. If in 1991 UNESCO ranked Soviet higher education in third place in the world, by 2010 Russia had dropped to 29th place in the same ranking.
Many factors influence the ranking of universities, in particular the number of foreign scientists and students. Currently, less than 400 foreign teachers and researchers work in Russia on a permanent basis, and the number of foreign students in our universities has decreased from 92,300 people in the 1990/1991 academic year to 17,100 people in 2009/2010, that is, by 5. 4 times.
The number of different ratings is increasing, and currently the most famous are the ratings QS-THES, Shanghai, Webometrics, Reytor. These ratings are different. Accordingly, different places are occupied by Russian universities.
The first place in this list was occupied by the British Cambridge (in 2009 it was on the second line). The second and third places were shared by American universities - Harvard and Yale universities, respectively.
The top 10 also includes: University College London (UK), Massachusetts Institute of Technology (USA), Oxford University (UK), Imperial College London (UK), University of Chicago (USA), California Institute of Technology (USA), Princeton University ( USA).
Lomonosov Moscow State University ranked 116th (112th in 2011), and St. State University– in 253rd place (251st in 2011). On the other hand, Bauman Moscow State Technical University clearly demonstrates its success, which has grown by 27 positions and ranked 352nd in the world. Novosibirsk State University is in 371st place (400th in 2011), MGIMO is in 367th place (389th last year), RUDN University is in 537th place (600th in 2011) , and the Higher School of Economics - in 542nd place (previously 564th).
- reputation in the academic environment (this is the main criterion);
- employers' attitude towards university graduates;
- citation of publications of university staff;
- the ratio of the number of teachers and students;
- the relative number of foreign teachers at the university;
- the attitude of foreign students towards all students.
During the preparation of the rating, more than 46 thousand academic experts, 25 thousand employers were interviewed and more than 2.5 thousand universities were audited. In total, 729 universities were included in the rating. The lowest indicators of the main Russian university- Moscow State University - in comparison with the leading universities of the world, the values of parameters 2, 5 and 6 are. In fact, they are two or more times less than those of the leaders. At the same time, such parameters as the citation index and the opinion of the academic community fall into the upper range of estimates for Moscow State University.
Unlike the ranking of the best universities, in which they are evaluated by many parameters, only one criterion plays a role in the reputation ranking of the Times - the opinion of scientists with great authority and merits in scientific work. The compilers acknowledge that the ranking is subjective, but say that no one can better assess the reputation of universities than scientists. For the third year in a row, Harvard University has been the leader in the ranking, followed by the Massachusetts Institute of Technology and the University of Cambridge. At the same time, universities in Asian countries and Australia increased their presence in the ranking.
The only Russian university, Lomonosov Moscow State University, shares 50th place in the 2013 ranking with the American Purdue University, behind the Australian University of Sydney. In general, the education system in Russia and the world no longer meets the needs of the emerging knowledge society. Even best universities must change the philosophy of education. Universities are called upon not only to teach, imparting knowledge, but above all to provide education (that is, to educate a person, to form the image of a doctor, lawyer). The need for changes in education is caused by objective factors.
II. Factors Determining Modern Requirements for Education
On present stage The development of globalization has clearly defined the transition to a new economy based on knowledge (knowledge based economy). Fundamentally new in the new economy is the loss of the dominant role of financial capital in wealth creation. Intellectual and social capital began to play a decisive role. To increase the intellectual level of the population, it is necessary to change the requirements for education, which basically forms human capital. New conditions require the formation of a new type. At school and university, they should teach, first of all, a creative approach. A truly modern education includes three elements: the formation creative personality, training and education. Only in this case, a new type of employees will play an increasingly important role in the state apparatus and economy: knowledge workers(intellectual employees). These are the knowledge workers who can and want create something new (innovators). They are not just performers, but creators. Today quality education becomes a top priority for the state. To be accessible to all capable young people, education should be, in the opinion of the author of this article, free of charge.
What are critical factors that define modern requirements for education? First of all - the transition to a new, sixth technological order. The priorities of the modern fifth technological order were telecommunications, the Internet and electronics. The new technological paradigm involves the transition to biotechnology, nanotechnology, artificial intelligence, as well as the special role of investments in people. This way of life assumes a system of education of a new level. We are talking about a new phase in the development of civilization - the phase of information civilization. The main thing is the creation and development of a system for the accumulation and transmission of information into the future, that is education system.
Russian scientists talk about the very imminent transition of the world to the sixth technological order - in 2015-2020. This is a qualitative leap in development, which will have serious consequences. The efficiency of production and labor productivity will rise sharply, and the demand for raw materials, energy and energy will fall just as sharply. labor force. Millions of people working in the old industries will become redundant. It is education that is called upon in these conditions to give people new competencies that will be in demand in the conditions of the sixth technological order. The second factor determining the new requirements for education is the development of an innovative economy. This is a new type of economy, which is different from the traditional one of the last 300 years. In particular, the idea of economic resources is changing.
Classical economic theory considers labor, capital, land and entrepreneurship as resources. In the case of an innovative economy, the situation is different. It is not just about labor, but about the labor of highly skilled workers. Already today, a new type of employee, the intellectual employee, plays a decisive role in society and the economy. Even in the best companies, they are a minority (12-15%), but not only competitiveness, but the very existence of companies in the context of globalization depends on their work. Today, the resource of an innovative economy is an idea. I think the idea is the main resource. Labor and capital in the conditions of an innovative economy appear only after how the idea came about. So, at first the idea of mobile communication appeared, then production facilities were founded that embodied this idea in real mobile phones.
The main condition for the development of an innovative economy is intellectual resources - the education system and the scientific base. Personal development (and not just training, retraining, advanced training) was proclaimed by many philosophers of the past as the highest goal of society. Today, practitioners are already talking about this. “Only upbringing and versatile training, combined with the formation of a comprehensively developed personality, create the true capital of our society,” writes E. von Künheim, former president of the BMW automobile concern (Germany). And he emphasizes that only the implementation of this three-single task will allow Germany to hold its position in the group of the world's leading industrial countries in the future.
In Germany, the call of Eberhard von Künheim has not yet been heard. The country continues to underestimate the importance of the trinity "upbringing - training - personality formation." As a result, the quality of training of graduates of German universities already today does not meet the needs of the formation of an innovative economy. The level of training in German universities is very low: according to the results of the international Pisa-Studien study, they rank 32nd in the world. As a result, the head of the German branch of McKinsey, Jurgen Kluge, is forced to write with concern: “The situation in the system German education critical. Even if, by magic, we were to have the best education system in the world tomorrow, it would take 20 years for it to bring its effect. Over the years, the young man would have completed his school education and received a specialty at the university. That is why we must act quickly, because the backwardness of the German educational system is leading us to a serious economic crisis» . J. Kluge examines the problems of education and the modern economy in more detail in his latest book, Ending the Poverty of Education. The concept of recovery”, which was published in Germany.
The same can be said about the quality of education in most countries of the world. So it was necessary to change the model of education ... yesterday. However, the world has been living in a crisis for many years. I believe that, first of all, this is a management crisis, due to the fact that the object of management (the economy) has changed dramatically, while the methods of influencing it (management) have remained the same. But in order for managers to change their approach to management, they need to be trained to do so.
China can be cited as an example of the successful development of a new model of education. It was the level of education that made it possible to put forward a new task for the country's economy. At the session of the National People's Congress in 2010, the task was set: to move from "Chinese assembly production" to "Chinese creativity", that is, to create their own brands, develop their own innovations. Popular brands of cars have already appeared, Chinese technology is becoming more and more high quality. China has developed a fourth-generation fighter "Jian-20", the so-called "stealth aircraft". In China, spending on science has been growing for 10 consecutive years by more than 20% annually. Thanks to the high level of education in China, there are people who work in scientific field to create new products and services. The PRC government emphasizes: “The basis of the knowledge economy is education. In the modern world, the driving force of the economy - competition - is increasingly reduced to the competition of knowledge" [Decision of the State Council of the People's Republic of China. Cit. Quoted from: Analytical… 2005: 267].
The country's leadership has set a goal: in 2020. Chinese universities should be among the top ten educational institutions in the world. I repeat, today China occupies 30 positions in the list of 100 leading universities in the world. This is a lot. The state generously finances universities: the budget of an average Chinese institute is $120 million (for comparison, in Russia $40 million is considered a large budget), the budget of large Chinese universities is 2–2.5 times larger [Kitaiskaya… 2009]. One of the important outcomes of the development of education in the PRC is the growing attractiveness of studying at Chinese universities. For a long time, it was considered fashionable for the Chinese to study in the West or in Japan. In 2007, there was a turning point: the Chinese diploma began to come into fashion. It is now valued more than a Western degree, with the exception of the top five American universities.
The most important factor determining modern requirements for education is the need not for simple performance in work, but for creativity. Already today, the winner in the competition is the one who reveals the creative potential of employees better than others. Of course, the school can either form this potential or destroy it. A creative approach to business has become necessary due to the changed conditions of production. Today, knowledge instantly becomes obsolete, and technologies are easily copied. Employees need courage, emotion, independent thinking, inspiration, creativity and intuition to survive. It is no coincidence that corporate universities of companies such as IBS, Unilever, as well as VTB (Russia), Xerox, World Bank and others, turned to art to solve the business problems of their organizations. Today, the successful management of any company is increasingly an art and a science.
At the same time, modern people have little creativity, a creative approach. This was confirmed by a study conducted in March-April 2012 by Adobe and eYeka.
The study was to find out what the world thinks about creativity. According to Adobe, a “global creavity gap” (“a global lack of creativity”) was discovered. More than half of the respondents see the reason for the low level of development of creative abilities in people in modern education systems, that suppress creativity in the bud.
Generally modern system education must change radically so that school graduates (secondary and higher) can "fit" into a changing world.
III. Conditions for the formation of a new education system
The creation of a new education system presupposes, first of all, a change in the cultural values of society. Prof. J. Galtung, an outstanding scientist, said at an international congress in Germany (September 2006): “Which country is dying? - The one where it is lost meaning of life. Today, that country is the United States. Germany is getting closer and closer to them.” In these countries, people have jobs, but there is no point. They don't ask the question "How to live?" They ask the question "Why live?" The real sector of the economy is becoming less and less attractive, the service sector is developing more and more.
As was said at the International Congress "Education, Science, Labor - Prospects for the 21st Century", this is an economy that is killing itself.
In most countries, a consumer society has been formed. It is this society that is going through a crisis from which they cannot find a way out. The meaning of human life cannot be the consumption of material goods. “We eat to live, but we don’t live to eat,” they used to say in antiquity. According to Yu. Galtung, two countries have realized the need to change the development paradigm and are implementing in practice the formation of a new society and a new economy - China and India. They develop not a consumer society, but a Labor society (labor society). Only in this society, where the meaning of life is work, creation, and not consumption, can the cult of knowledge, the cult of education, which was in the Soviet Union, be created.
The decrease in the intellectual level of the population has been happening in different countries for a long time and purposefully. Starting from the mid-1950s, L. LaRouche notes, a counterculture has been introduced into American society, asserting hedonistic irrationalism and radical existentialism. The name of the magazine "Playboy" ("The Rake") most accurately reflects the meaning of the imposed counterculture. The pornographic drug lobby used the magazine to instill in society unnatural ways of behavior in the sexual sphere, to praise wild orgies. The principle of the counterculture, wrote L. LaRouche, was and remains irrationalism, degeneration leading to an undeveloped state of intellect and morality.
As a result, there was a serious change of values in the USA. The social status of those employed in production was reduced to the level of the "lower class". If earlier a person was judged by the question: “What are you building?” Now they ask: “What entertainment can you afford?” And "entertainment" became like a rapid immersion in the whirlpools of previously forbidden pleasures.
Another American scientist, Neil Postman, wrote about the same in his book. The world is dominated by the culture of Coca-Cola and McDonald's, the author writes, there is "information pollution" by more than 40 television channels in North America and growing illiteracy(!) If nothing is said about the event in the means mass media, it didn't happen. Television information should be limited to 30 seconds, because people cannot and do not want to perceive a longer "information impact". Today, information must be presented in the form of entertainment in order to be digested. And then the author writes that only a few media trusts control information around the world. Who controls them?
The author has no answer... The answer was given by Mike Nichols, an American Oscar-winning director: “A handful of people control the media of the world. Today it is about six people, soon there will be only four people who will take over everything: all newspapers, magazines, all films, all television channels. There was a time when there were different opinions in the media, there was a variety of trends in the media. Today there is only one opinion, which is formed within four or five days, then it becomes the opinion of everyone. Quoted from: Entrepreneurship… 2000: 38].
On the intellectual level of the population modern Russia many write. In his article “Russia is being turned into a country of fools”, the outstanding Russian scientist S. Kapitsa wrote: “The VTsIOM data show that we have finally come to what we have been striving for all these 15 years - we have brought up a country of idiots. If Russia continues to move along the same course, then in another ten years there will not be even those who today at least occasionally pick up a book. And we will get a country that will be easier to rule, from which it will be easier to suck out natural resources. But this country has no future!” [Kapitsa 2009].
Patrick Buchanan convincingly writes about the decline of culture in the West in his book Death of the West, noting that violence, homosexuality, swearing from TV screens and in movies, swearing in song lyrics surrounded modern youth from the cradle, and therefore traditional culture is simply incomprehensible to them. .
Speaking about the formation of a new education system, it must be admitted that, simultaneously with the development of new approaches to learning in schools and universities, it is necessary to overcome the existing cultural degradation of society. A soulless society cannot be innovative. The top leaders of Russia have already started talking about "spiritual bonds". How to change the values of the consumer society to the values of the society of creation is the topic of independent research. Here I will only note that the new education system will be in demand only in the new society. In this society, teachers and educators will become a privileged professional group. This refers to financial position, authority and status.
As Academician V.A. Sadovnichiy, rector of Moscow State University, notes, for the formation and development of a knowledge-based society, a person who owns fundamental knowledge is needed. If he knows mathematics as a tool for understanding the world, natural sciences as philosophy for understanding natural phenomena, and social sciences as analysis for developing a position, then he will be “fashionable” in the new society and new economy. The new system of education is called upon to form such a personality.
The German scientist Jurgen Habermas believes that knowledge, man, society and nature are one. Here is the philosophy of the new era and education.
Only an educated, spiritually healthy population of the country is able to ensure the competitiveness of the nation in the era of globalization.
Literature
Analytical Bulletin of the Federation Council of the Federal Assembly of the Russian Federation. 2005. No. 15. (Analytical Bulletin of the Federation Council of the Federal Assembly of the Russian Federation. 2005. No. 15).
Inozemtsev VL Good education in Russia is a myth. Vedomosti.ru: [website].
October 3rd. URL: www.vedomosti.ru/opinion/news/1381026/zlokachestvennoe_obrazovanie .
Kapitsa S. Russia is being turned into a country of fools // Arguments and Facts. 2009. September 9 [Electronic resource]. URL: www.aif.ru/society/article/29249 .
Chinese letter. Interview with prof. A. Maslov // E-xecutive. 2009. October 19 [Electronic resource]. URL: http://www.e-xecutive.ru/knowledge/announcement/1160009/index.php?ID=1160009 (Chinese writing. Interview with Prof. A. Maslov // E-xecutive. 2009. October 19 . URL: http://www.e-xecutive.ru/knowledge/announcement/1160009/index.php?ID=1160009).
Entrepreneurship. 2000. No. 3. (Business. 2000. No. 3).
Die Welt. 2003. May 5.
Buchanan P. J. The Death of the West: How Dying Populations and Immigrant Inva-sions Imperial Our Country and Civilizations. New York: Dunne Books, 2001.
Kluge J. Schluss mit der Bildungsmisere. Ein Sanierungskonzept. Frankfurt; New York: Campus Verlag, 2003.
LaRouche L. H. So, You Wish to Learn All about Economics? New York: New Benjamin Franklin House, 1984.
Postman N. Amusing ourselves to Death. Public Discourse in the Age of Show Business. New York: Viking; Penquin, 1985.
QS World University Rankings. 2012 [Electronic resource]. URL: http://www. topuniversities.com/university-rankings/world-university-rankings/2012/results
Adobe is 25 years old. It is a global leader in digital marketing solutions and media resources. Another company, eYeka, is a global market leader in engaging consumers in online co-creation.
Part 1 PEDAGOGY OF HIGHER EDUCATION
Chapter 1. Modern development education in Russia and abroad
1. The role of 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
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 educational process in high school
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. Technologies of distance education
Chapter 7
Chapter 8
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 of 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 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."
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 spread of new information technologies, etc. were resolved.
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 the 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 a new education system - " 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;
· has a high level of 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 university 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 renewing 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 about the place of a person in the modern world, about the meaning of his being, 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.
"Theory of practice", including modern pedagogy, social design, management of the education system, etc., will provide an opportunity to present in the aggregate new system education: determine the goals, structure 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 | To give knowledge about the 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 an easy 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, when talking about the humanization of engineering education, they mean only an increase in the share of humanitarian disciplines 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 humanization of education is seen primarily in the formation of a culture of thinking, the creative abilities of a student based on a deep understanding of the history of culture and civilization, everything 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 activities. 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.
Dear colleagues, I really like the name of our conference. The fact is that higher education is fundamentally different from other types of education, say, from primary and secondary. Higher education addressed to adults. This sets special requirements for didactics, and for education, and for everything else that relates to pedagogy.
In addition, higher education is a productive sector of the economy, while primary and secondary education are dependent industries. That is, there should be completely different approaches in economic terms.
The new role of higher education. I will try to raise the following topics in my post. What exactly do we see new roles?
First, the development of an innovative economy depends on higher education. Second, increase human capital. Thirdly, the positive restructuring of the person himself, in the biological sense, the person.
It must be said that our entire system of higher education in Russia ignores the individual. We do not see the person. We do not notice the one we teach. We do not study it, we do not adapt to it, but we learn some kind of conditional abstraction, we are engaged in its education.
At the same time, we cannot fail to note that just in recent years great changes have been taking place with humanity. A few decades ago, they began to notice such a phenomenon as human acceleration, that is, early maturation, enlargement, etc. There is a sharp increase in the average life expectancy of people. Moreover, all these changes occur in a developed civilization. We call civilization developed because it consists of so-called developed countries. There are developing countries and there are developed countries. We are talking here about a developed civilization, to which, by the way, Russia also belongs.
Announcement:
An increase in the IQ has been observed in countries of advanced civilization. And quite significant. Over the past 15 years, on average, intelligence has grown by about 10%. There is a demographic transition in developed countries. If earlier the population of developed countries increased, now, thanks to the demographic transition, the population of developed countries has begun to decline.
There is debate as to why such changes occur in human biology. Nutrition, physical education, etc. Confidently disagreed, scientists did not choose any reason for the changes in the person himself.
We have found this reason. This is our hypothesis. So far, besides us, it is also supported by the Institute of the Brain under the direction of N. P. Bekhtereva in St. Petersburg. We think that the trigger for such changes is the transition to mass higher education in developed countries. This transition affects the change of the person himself.
Such an era, as the title of my report says, is the era of depopulation. Yes, Russia is now living in an era of depopulation. The population of a country is always expressed by a hyperbolic law. This was proved by S. P. Kapitsa. He has some very solid research on this. Apparently, all countries, he allocates 100-120 years for this, will make a demographic transition, i.e., they will change from hyperbolic population growth to hyperbolic population decline.
However, it is very important at what point in time this transition will occur. Here we have drawn two curves. First they go together - these are developed countries and developing countries. But first, at some point in time, a developed country made the transition. That is, they had the same population. And in a developed country, the population began to decrease. In the developing one, it continued to increase according to the hyperbolic law. And at some point, later in time, they also made a demographic transition. But note that now their numbers have become completely different. The population was the same, but due to the different times of the demographic transition, it became different.
We've done the calculations. Now developed countries account for approximately 1/6-1/5 of the total population of the globe. After the demographic transitions are completed, they will be 1/25 in number. That is, their significance, developed countries, including Russia, in the future life of the Earth's population (I'm talking about the very near future, we are talking about this century) will be dramatically complicated.
What about Russia? Let us assume so, the facts show that Russia has already lost the competition in terms of its population. It remains only to give the "final battle" in order not to lose oneself as an ethnic group - this is to "give battle" in terms of the quality of this population, in terms of the quantity of the product of high consumer properties produced by it.
The most valuable is the so-called middle class, which includes all vigoros - people with an excess amount of biochemical energy. The production of just such people, the reproduction in an ethnos of just such people elevates the ethnos and makes it a leader among other ethnic groups inhabiting Earth. We have a shortage, of course, of such people.
The government is taking measures, say, to increase the population. Money is given to giving birth to mothers. But the middle class just, you can’t tempt it with money for this business. He has completely different criteria, and life criteria, and life goals. Here I digress a little from the topic of my report, but just as a citizen I am worried. The life of an ethnic group depends on a very small layer of people - on young women of reproductive age. There are only 21 million of them in Russia now. This is five times less than the electorate, i.е. their voice is not heard when we go to vote. They are one and a half times less than pensioners. If pensioners begin to express their needs, then we hear them much more clearly and better than these women of reproductive age.
I don't think it's about money. Here it is more about the attitude, the prestige of such women. Need to do something! We have made the calculations. We were interested in our future clients - students. Calculations show absolutely terrible figures. For example, in 40 years the number of the Russian ethnic group should be reduced to 60 million, and the number of women of reproductive age - to 9 million. And in 100 years, if we look, the number of Russia will be 16 million, and the number of women of reproductive age - 2.5 million. In 100 years, if we keep the current trends, if we don't do anything extraordinary, the entire population of Russia will fit in Moscow, we won't even need St. Petersburg.
How to preserve the vast territories that Russia has with a declining population is a mystery to me. We are working a lot on the periphery now. We are a distance university, we have many training centers for access to education, as we now call them. Everywhere the population is declining, everywhere the number of young people is declining. In Russia, 700,000 people die every year. Moreover, pensioners are not decreasing. Every year, 700,000 young people drop out of our country. Half of them are women of reproductive age. I do not know what to do? Maybe, just like young men have military service, maybe we need to introduce “female conscription”? Give birth to two children, and then exist for your own pleasure.
In any case, every woman of reproductive age is precious to our society. Every year of reproductive age is precious! Both for women and for our society. Unfortunately, we don’t understand this: we don’t glorify them in films, we don’t award them, we don’t raise them to the podium of honor and respect of the entire society of those
people on whom our ethnic group depends, depends entirely. It does not depend on the government and not on the army, and not on scientists. He depends on young women. We just don't get it! Still!
I recently gave birth to a daughter. It is terrible that she tells what kind of humiliation young women experience in these maternity hospitals, in consultations, etc., what a bad attitude towards them. I digress a little.
Now globalization. What does globalization bring to us in the field of education? Firstly, we have an international market of educational services in Russia. Borders are being opened, and powerful Western universities are coming to us. There is a question here: will we be able to compete with powerful universities in developed countries? For now, we are focusing on MSU. Moscow State University with 33,000 students would be considered in the West as a very mediocre, rather weak university. I gave a report in Brazil, in Rio de Janeiro at a conference and lightly gave figures for our universities. They started laughing. In Brazil itself, a city university similar to Moscow State University has 95,000 students; in Sao Paulo, 130,000 students; and in New Mexico, 270,000 students. These are the figures and, accordingly, such capacities, such scales are now accepted in the world. In principle, we have very small and weak universities.
I think, in order to withstand the competition of powerful Western universities, we inevitably need to unite, we inevitably need to legally allow (unfortunately, Shudegov left, and I wanted to tell him this) cooperation of universities. This is not provided for by law. At the same time, the university requires a license for both the building and educational programs. It is practically impossible to combine two universities: one provides educational programs, the other is a building.
We also have an international labor market, educated people. Our graduates will have to compete, to withstand the international competition of graduates. Are we ready to tell them that they will have to compete with foreigners? There is a brain drain issue here. There is no need to complain about the "brain drain". "Brain drain" means the existence of an international labor market. Everywhere: where "brains leak", where that. I'll see how our football players, basketball players play: a significant proportion of blacks. This is already a "brain drain", legs or arms, so to speak, from the other side to us. This is an inevitable condition for the existence of our civilization. You have to be ready for it, you have to endure it. Here I have a small slide on what modern knowledge and new technologies give us. I will not comment on what you already know very well. Knowledge storage, volumes have increased millions of times in comparison with paper technologies. The speed of transfer of knowledge, information too: compared to oral speech millions of times, but compared to reading to yourself 300 thousand times. New technologies, of course, should dictate new methods of work to us.
We live, Shudegov said, in a growing stream of innovations. He said that the number of technology cycles change in 100 years. We now have 5 shifts, 20 shifts of technology change cycles - about 5 years, 3 years. It turns out that if we teach a student, then the graduate that he taught in his first year is already outdated. The cycles of knowledge change so quickly. Specialties branch very quickly, new specialties are created. According to our calculations, there are already more than 100 thousand specialties in the world, and their number is growing and growing. In principle, in the limit we can reach the point that each person can have his own specialty.
Where does this lead? This inevitably dictates to us the continuity of education. We often confuse continuity with continuity, that is, school, then university, then postgraduate. But succession is different. Continuity means that you need to improve your qualifications all the time, you need to increase the level of your education all the time. That's what continuity is. Naturally, campus methods of education cannot be used in this case, because it is impossible to move all people to campuses forever. People should be educated at their place of residence, outside of campuses. Some already understand this. For example, Peter Drucker, an American management theorist, wrote about five years ago that in 30 years the campuses of American universities will turn into wastelands. Indeed, there is no need to live on campus while getting an education at any university.
A very sore subject, and everyone is talking about it: the quality of education. Quality is the last stronghold of retrogrades. How something new, natural, modern, is started all at once: what about the quality? How to understand the quality of education? We used American research. Unlike our universities, they conduct research there. It turns out that the quality of a graduate is 68% dependent on his genetic factors. And only 32% depends on the educational environment that the educational institution creates for him.
Thus, there are two ways to achieve High Quality graduate training. One way is to use the abilities of students, i.e., selection. Not to let everyone in, not to give to everyone, but to educate only the most capable, and weed out the rest. True, this does not fit in with the constitutional principle (Article 46 of the Constitution), according to which education is available to any citizen of Russia.
But by weeding out the talented, arranging a high competition, of course, you can achieve a high quality of graduates. A gifted person - he is a gifted one, teach him, do not teach - he will learn. In particular, when our President V.V. Putin studied at Leningrad University, he had a free schedule, i.e. he did not attend lectures and in general he did not use the infrastructure of Leningrad University, but he only came and took exams. And he learned well. As you can see, a capable, gifted person is able to study even without a university. Another way is to create educational environment to create such a perfect educational environment in which even the less gifted could learn. Here today, Professor Davydov gave figures: in Russia, 21% of the economically active population already has a higher education. And at the last conference, I cited our studies of psychologists: 5.2% of the population is quite gifted in our country. Thus, it turns out that 16% of our population of average ability has a higher education. It would be nice, of course, from the point of view of the guardians of quality, to deprive them of their diplomas and kick everyone out. On the other hand, how then to work? I think the conclusion here is inevitable. Our system of higher education must adapt to educate students of average ability. In general, the selection, in our opinion, is not at all constitutional, the selection of the most gifted. They will pick themselves up.
On this slide, we have summarized our research on the historical rise in demand for higher education. Once again I will say that we are now in a post-industrial society, where approximately 20% of the population must have a higher education. Professor Davydov in front of me called the figure for an innovative economy - 60%. We also confirm this figure. Approximately 60% should receive higher education in the society to which we are inevitably moving.
Here we have tried to reveal these 60%. We have a post-industrial economy, an innovative economy. Post-industrial - we took the example big country USA and the small country of the Netherlands. IN agriculture 4% of the population is employed, in industry (including transport and communications) - 15% of the population and 81% in the service sector, of which about half are in management, finance, culture, education, science - where higher education is in great demand.
What will happen in an innovative economy? In this service sector, its share will slightly increase from 81% to 85%, but just in these areas more than 90% will be required for people with higher education. And as we look at very advanced economies like Japan, many job positions require higher education. All of us are concerned: vocational schools, technical schools. There are no technical schools in the world. Immediately eat elementary education and higher professional. Almost no one uses mid-level specialists. We brought our methods from the socialist economy and consider them the only correct ones. The whole world is walking out of step, we alone are stepping in step. It doesn't happen! Let's look at those countries that have significant achievements in building innovative economies, let's compare with them: how they have built their education system. In our opinion, there are no technical schools there, and we do not need technical schools.
What is the future of the Russian educational system? As the population shrinks, do we need to shrink our universities? By simple arithmetic logic - it is necessary. Indeed, if there are only 16 million of us left, then we will need only a couple of million to teach. Where can we put such an army of teachers?
We have a different opinion. We believe that the future of the higher education system in Russia is not in Russia, but lies in the export of educational services. We have considerable experience in this matter. Our university has about 30 thousand students of cross-border education, whom we teach through satellite technology at their place of residence. We operate in 10 countries. The needs are enormous! Look, if in Russia 20.6% of the economically active population have higher education, we took the average for 15 developed countries - 22%, in the USA - 31%. We know 60% - this is where we are going in the knowledge technology society. Now in developing countries - 1-3%. The shortage of higher education is enormous! Numbered in tens of millions of people.
As recently as yesterday, we held a very interesting conference at the President Hotel Russia, Turkey, Azerbaijan. Russians, not a single person came, of course, from the Ministry of Education. True, there were both ambassadors: both Turkey and Azerbaijan. There were very respectable people from them, there were ministers, etc. I give you data on Turkey. There is no fresh data, this is last year. 1.5 million applications were submitted for admission to universities for the first year, and 120 thousand people were accepted. This means that 1 million 380 thousand applications were not satisfied. There average price(they live a little richer than us) higher education per year 3-4 thousand dollars. There are still unsatisfied applications that our universities could satisfy, about 3-4 billion dollars annually. Annual!
If we compare the needs of such countries as: Turkey, Indonesia, Pakistan, India, China, etc., and manage to penetrate the educational space of these countries, we are talking about the earnings of our higher education higher than the gas and oil industries earn together taken. And what is higher education? We are environmentally friendly, we do not emit carbon dioxide, if we do, it is very little. We don't have cows, we basically have one professorship. We don't damage roads. We do not occupy arable land. We do not deplete the subsoil. Our earnings are the cleanest that can only be in nanotechnology.
What I have told you is confirmed on this slide. 597 state universities of the Russian Federation have a total of 68 thousand students on the methods of academic mobility, that is, students come and live on our campuses. And one of our academies has 30,000 students, but we are going to dramatically increase this number.
How is higher education used? Examples were given, and in Shudegov's report it was said that in Tatarstan only 31% work in their specialty, and, therefore, 69% work outside their specialty. known to teachers. Only 15% of graduates pedagogical universities work in the specialty obtained at the university.
There are two concepts in the world: academic education and professional education. We, relying on the needs of the socialist economy, where each person is represented as a cog in the economic
machine, emphasized vocational education. We even have a law called: on higher and semi-university vocational education. That is, the academic use of education is not provided at all. We look employers in the mouth, what employers will tell us. And I must tell you from the experience of our academy: 14% of our graduates are self-employed, they do not need employers, they are employers themselves. It means that a person is educated. It rises to a new level of human or, if you like, human capital. That's what's valuable! And we all continue to listen to employers who can't see beyond their noses. We call them “pigs under the oak”: they see acorns, but where acorns come from they don’t understand. For those in power now, the main thing is the word of these business structures and employers, as if they understand better than professors what needs to be prepared. All the same, everyone will come to the professors.
We analyzed how education is used. In technical areas, this is the middle square. On average - 9 years. No more than 18 years old. A person studied at a university, which means academic use. He received a new quality in this university. If we take other specialties (military, medical), even less: an average of 6.5, a maximum of 13 years. In just 12 man-years of his field career, he has put his knowledge to work. In humanitarian areas, the situation is somewhat better. In general, most people, graduating from universities, acquire new qualities and use their education in an academic way. That's what we wanted to convince everyone.
By the way, breaking society through the knee and imposing your point of view on it, which is what everyone is doing now, both the Government and all the critics of the education system, is useless. I am an older person, five different states have changed over me, starting with Stalin, then Khrushchev, etc., but the people have remained the same. The state changes, but the people remain. It is necessary, first of all, to think about what society needs, what society needs before imposing any schemes.
Here the question is very interesting: what is education? We all say education. What is education? Suppose we have a linguist and a chemist. Both of them graduated from high school, they are educated people. But they do not understand each other, they have different professional slang, they have different systems of knowledge, that is, they cannot talk to each other in principle. However, they have some common features, due to which society considers them both to be educated people. We have tried to formulate the criteria of an educated person. Firstly, this is studying at a university, that is, what they have in common is that they studied at a university. Secondly, they both have a diploma of higher education. This also brings them together. Thirdly, they know the terminology of an educated person, that is, they have a cultural speech that is not accessible to uneducated people. Fourth, they communicate with educated people. These are the people we call educated. Or you can say in other words that they received and academically use the education they received, whatever it may be: medical, military, linguistic, chemical, technical, etc. This is approximately what Professor Davydov was talking about when he called general higher education. One can accept such a term, although in the world there is a term no worse: academic education. The word "academic" is generally a pleasant word.
There is a terrible fear among the guardians of the reduction in the number of those receiving higher education: where are we going to put these educated people? What to do with the uneducated, everyone knows. But what to do with educated people? We will bake them now, we have created a bunch of universities, we are baking lawyers, economists that no one needs, although they just turn out to be needed. Then these military and technicians move on to management and to the legal use of their education. VTsIOM conducted a very interesting study. Most recently, in June, they published. Shown here is employment at working age, depending on where people live. Cities with a million population are shown, cities with 100-500 thousand up to 50 thousand and villages are shown. The smaller the settlement, the higher the employment of people with higher education. Let's take a village. 54% on average and 76% in villages. That is, people with higher education are much more employed, economically more active than people without higher education.
Very interested in professional training. Here we show the years after schooling. 2 years is a technical school, and 5 years is a university. The higher a person's education, the more often he undergoes vocational training. Here's an interesting dependency. Although it would seem that it should be the other way around.
The impact of higher education on labor productivity as measured by the amount of GDP created by people. We made calculations and obtained in production using a system of equations that the productivity of a person with a higher education is 15 times higher than a person without a higher education. If we take together the manufacturing industries and the humanitarian industries, then about 7 times higher. Compared with US data. According to them, five times higher. But, in general, these are numbers of the same order.
For wages. In the United States, a person with a higher education is paid 2.5 times higher. According to VTsIOM - 1.5. According to our data (we spent on our students) - twice as high. A person with a higher education earns twice as much as a person without a higher education. That's the reason why people go to study. On the surface lies: their salary is doubled. Calculations for 2004 prove the data I have cited.
There are industry interests. Including the branches of higher education. And there are national interests. Why are the laws that Viktor Evgrafovich spoke about not being passed? They seem obvious enough, but nevertheless they are not being pushed through either the State Duma or the Government. Why? There is a powerful industry lobby here, the education industry.
Here we are not in relation to education, but in general we looked at the divergence of sectoral interests and national interests. The industry is interested in making it a dependent, i.e., budgetary industry. And the national interest is to make the industry productive. The interest of the industry is to close the data on the activity of the industry, and the national interest is to publish all the data. For example, we cannot obtain any data on accreditation from Rosobranadzor. The industry's interest is to benefit society: they are such benefactors that one cannot live without them. The national interest is to have fair prices for goods and services. The sectoral interest is to create a shortage of services, and the nationwide interest is to create an abundance. Sectoral interest - hierarchical management of the feudal type, nationwide - self-government. There - monopoly, here - the market environment.
We understand that since the interests of the industry and the national interests diverge, we need the people, the public, the scientific community to understand that our leaders do not reflect the interests of the national.
We made a calculation of the economic effect of training a university graduate. This is the first such calculation. Until now, it has never been published anywhere. In general, no one really did this extremely important issue because everyone dresses up in white clothes and does good deeds and takes money from the budget. All you hear is: we need to give more money from the budget. I can tell you that the industry where public money is scattered never flourishes if it does not stand on its own feet.
What effect does the national economy receive from the preparation of a university graduate? First, it is produced capital such as factories, buildings, etc. Second, human capital. In the national wealth, human capital occupies a leading role. If you read now the articles of economists on human capital, the average global capital is 65%, in developed countries - 78%, according to Academician Lvov, now deceased, in Russia - 7%, in total. That is, we are an order of magnitude behind the developed countries. We don't quite agree with this. According to our calculations, it turns out about 17%. But still, many times less than in developed countries.
We don't take it all. From a university graduate, the state receives additional income in the form of an increase in tax revenues. We have done only tax revenue calculation. We calculated how much VAT increases, how much income tax increases, how much income tax increases, since a person with higher education earns more, and how much the unified social tax (UST) increases also because he earns more. We summed it all up for 9 years - the average period of work of a specialist in the specialty received at the university. It turned out that more than a million rubles a year for the issue. The fair share of universities, since there is a share of the employee himself in the form of genetic factors, the fair share of universities, we believe, is 30%.
Thus, according to our calculation, 310,000 rubles should be received by a university for a trained graduate. You can, of course, make a more accurate calculation for various specialties. And it must be done. But while this total figure for all of Russia. 310 thousand for a graduate, we must pay the university. I don't know about other universities. We made a calculation for ourselves. This year we have graduated 27,000 graduates. We gave the state more than a billion dollars of taxes in increments, and we would like to receive 335 million dollars from the state without any national projects due to the increment of taxes received by the state.
All this leads us to the idea of creating new formations of universities in Russia. What are the demands of society that lead to this need? First, we need to ensure the continuity of education. We have infrastructure continuing education not in Russia at all. Only a few examples can be given. For example, our university is prepared for continuous education. In order to switch to lifelong education technologies, it is necessary to abandon the campus structure of universities.
Finally, the second requirement. Mass character of higher and superhigher education. We like “superhigher” more than postgraduate. More logical. Once there is the highest, then the next after it is the superhighest.
Third. It is necessary to achieve education in the habitat, abandoning campus structures again.
Fourth. International character of education. The society wants our diplomas to be ranked on a par with the diplomas of all Western universities. This is the path through the Bologna process.
In response to these challenges, it is necessary to create universities of a new formation. What will it give us? First, the development of the economy. Secondly, the development of human capital. Finally, thirdly, the development of the person himself, the increase in the life expectancy of a person, the strengthening of his health, the development of IQ - the human intellect. That's what it will give us.
Here is a sequence, as we understand it, of creating a new formation university. It is necessary to start from the new technology of education. We must then move on to constructing a new teaching didactics. Further on the basis of didactics and technology to a new organization of the educational process. For example, individual curricula, mediated classes, etc. Finally, after this, a new material embodiment of universities. And not the way it is done now: the university has a building - the university begins to think about how to adapt it for new processes.
Vladivostok State University of Economics 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:
human development index; 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, to show the tasks that face 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 is that, in general, the direction of human development depends on the direction of its development, therefore, education is the engine of 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 forecasting the needs of business in certain types of work, specialties, the basis for which can be such fundamental documents as the Concept for the long-term socio-economic development of the Russian Federation in the period up to 2020. According to the amendments proposed by the government of the Russian Federation, in the Labor Code The Russian Federation plans to introduce Article 195.2, which regulates the application of professional standards by employers - requirements for the level of education, work experience, etc. for a particular 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 in both the economic and social spheres, 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 the development of 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 Nizhny Novgorod University them. N.I. Lobachevsky. - 2010. , No. 3 (2), p. 599–602
Plan:
1. The essence of higher education and its functions.
2. The crisis of modern higher education.
3. The main directions of development of higher education in Ukraine.
– Fundamentalization of higher education
– Humanization pedagogical process
– Humanitarianization of higher education
– Interdisciplinary approach.
4. Philosophy of education.
Literature:
Gershunsky B.S. Philosophy of education for the XXI century (in search of practice-oriented educational concepts) / Russian Academy of Sciences, Institute of Image Theory. and ped. - M.: Perfection, 1998. - 608 p.
Levchenko T.I. Development of the development of special features in various pedagogical systems: Monograph. - Vinnitsa: New book, 2002. - 512 p.
Marushkevich A.A. Pedagogy of the higher school: THE THEORY OF VIKHOVANNYA (Cycle of lectures) Headbook Kiev. – 2005
Towards an Agenda 21 in Higher Education: Problems and tasks of the coming XXI century in the light of regional conferences: Slave. doc. // UNESCO World Conf. in higher education (Paris, 5-9 Oct.). – Paris-UNESC.O. 1998. - 19 p.
Pedagogy and psychology of higher education/ Rev. ed. S.I. Samygin. - Ser. "Textbooks, teaching aids". - Rostov-on-Don: Phoenix, 1998. - 544 p.
Pedagogy and psychology of higher education: Tutorial/ Managing editor M. V. Bulanova-Toporkova. - Rostov n / D: Phoenix, 2002. - 544 p.
Pedagogy: XXI century / Lugan. State. ped. un-t im. T. Shevchenko. Rep. editors: V. S. Kurilo, S. Ya. Kharchenko, G. A. Petrovskaya. - Lugansk: Knowledge, 2002. - 182 p.
Smirnov S.D. Pedagogy and psychology of higher education: from activity to personality: Proc. allowance for students. higher ped. textbook establishments. - M.: Publishing Center "Academy", 2001. - 304 p.
Fokin Yu. G. Teaching and upbringing in higher education: Methodology, goals and content, creativity: Proc. allowance for students. higher textbook establishments. - M.: Publishing Center "Academy", 2002. - 224 p.
Higher education is understood as "... the level of education that a person acquires in a higher educational institution as a result of a consistent, systematic and purposeful process of mastering the content of education, is based on complete general secondary education and ends with obtaining a certain qualification based on the results of state certification."
In modern society, education has become one of the most extensive areas of human activity. It employs over a billion students and almost 50 million teachers. Education, especially higher education, is seen as the main driving 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. the advanced countries came to the conclusion that scientific and technological progress is not capable of solving the most acute problems of society and the individual, and a deep contradiction is revealed between them.
In recent years, the limitations and dangers of the further development of mankind through purely economic growth and an increase in technical power, as well as the fact that future development is increasingly determined by the level of culture and wisdom of man, have become more and more real in recent years.
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 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 public health, protecting the environment, strengthening human rights, improving international understanding and enriching national culture will not work without an appropriate education strategy.
The fundamental mission of higher education, as noted in the documents of the World Conference on Higher Education (October 5-9, 1998, Paris), is service to the individual and society. Given this, we can say that the main goal of education is to prepare students for active participation in social life by means of various forms and methods of training and education; create conditions for the development of a person who is able not only to practically assess the situation and adapt to social changes, but also to think in an original way, generate and implement ideas, produce their own, outline the paths of positive transformations, take initiative and creativity. The main functions of higher education are humanistic, axiological, sociocultural, socially adaptive, socially mobile, innovative, socially integrative, prognostic. Higher education promotes development, self-realization (humanistic function); is a value of world and national cultures (axiological function); helps a person to master the culture of his people on the basis of taking into account connections with the national cultures of other peoples and world culture as a whole (sociocultural function); contributes to the adaptation of a person to a dynamic society, as well as to professional activities (social-adaptive function); changes the status-role forms of interaction between people (social-mobile function); updates the arsenal of knowledge and methods of human activity, forms the basis of its research activities (innovation function); draws people into integrative educational, scientific and industrial activities, provides experience in integrating educational, scientific, practical knowledge and skills, opens up significant potential opportunities for this process (social integrative function); reveals the essence of the future profession, stabilizes the person's need for it, contributes to the manifestation of perspective professional development And personal growth human (prognostic function).
But at the same time, the existing educational systems do not fulfill their function - to form the creative forces of society. In 1968, the American scientist and educator F.G. to a certain extent appear in all countries - developed, rich and poor, long famous for their educational institutions or with great difficulty creating them now.
The modern development of society requires a new system of education - "innovative education", 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:
1. It is a manifestation of the global education crisis.
2. 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.
Positive "developments" of the national higher school:
It is capable of training personnel in almost all areas of science, technology and production;
In terms of the scale of training of specialists and the availability of personnel, it occupies one of the leading places in the world;
Differs in a high level of fundamental training, in particular in the natural sciences;
Traditionally focused on professional activities and has a close relationship with practice.
Disadvantages of domestic higher education:
In modern conditions, the country needs such specialists who not only are not "graduating" today, but for the training of which our educational system has not yet created a scientific and methodological basis;
Free training of specialists and incredibly low pay for their work have devalued the value of higher education, its elitism;
Excessive enthusiasm for 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", the lack of demand for decades of intelligence, talent, morality, and 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;
Totalitarian management of education, over-centralization, unification of requirements suppressed the initiative and responsibility of the teaching corps;
As a result of the militarization of society, the economy and education, a technocratic idea of the social role of specialists has formed, 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, distorted the main function of an engineer - the creative development of fundamentally new equipment and technology;
The economic stagnation, the crisis of the transitional period led to a sharp decline in both financial and material support for education, higher education in particular.
Difficulties, according to V. Andrushchenko, T. Levchenko and other scientists, are due to the insufficient level of social attention to education; its low funding; weak social protection of participants in the educational process; dissatisfaction of the basic needs of young people in normal material conditions of life, in education, self-assertion; slow development of socio-professional orientation; focus on narrow professional knowledge. In recent years, there have been certain positive developments in improving the national education system, including higher education. The process of streamlining the network of higher educational institutions at the central and regional levels of government was effective. According to scientists, a significant part of the program for optimizing the network of higher educational institutions of I-II levels of accreditation has been completed, small and unpromising technical schools, colleges, enlarged one-profile educational institutions have been liquidated, some of them have become structural divisions of institutions higher levels accreditation - institutes, academies, universities.
There has been an increase in the public sector higher institutions Education III- IV levels of accreditation: for 1995-1998. growth was 22%, and during 1998-1999. ten more were added to them. During this period, the student body of universities, academies and institutes expanded by more than a third. Today, more than 1 million students study at higher educational institutions. 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." The philosophy of education should give a new idea about the place of a person in the modern world, about the meaning of his being, about the social role of education in solving the key problems of mankind. The sciences of 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 interaction 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.
Directions for the development of the proposed paradigm of education:
1. Humanism, since it is at the center of it a person, his spiritual development, 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.
The humanization of the activities of professionals provides for:
Firstly, the revision of the content of the concept of fundamentalization of education, putting a new meaning into it and including the science of man and society in the main knowledge base;
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. The well-known psychologist V. 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, when talking about the humanization of engineering education, they mean only an increase in the share of humanitarian disciplines in the curricula of universities. 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 humanitarization".
Recall once again that the essence of the humanization of education is seen primarily in the formation of a culture of thinking, the creative abilities of a student based on a deep understanding of the history of culture and civilization, the entire cultural heritage. As the past two decades show, the main features of the post-industrial development of the world community and the new technological mode of production are:
Humanization of technology, manifested both in the structure and in the nature of its application; the production of equipment that satisfies human needs is increasing, labor is given a more creative character;
Increasing the knowledge intensity of production, the priority of high-tech technical systems using the achievements of fundamental science;
Miniaturization of technology, deconcentration of production, programmed for a quick response due to changing technologies and demand for products;
Ecologization of production, strict environmental standards, the use of waste-free and low-waste technologies, complex use natural raw materials and replacing them with synthetic ones;
Simultaneous localization and internationalization of production based on local technical systems, exchange of finished products; strengthening integration ties between regions and countries focused on meeting demand, which in turn increases the mobility of the population and the opportunities for specialists to work in different regions and countries.
All this taken together dictates new requirements for the education system, including the strengthening of its humanitarian and fundamental components, the share of the processes of fundamentalization and humanization of higher professional education increases, the need for the integration of fundamental, humanitarian, specialized knowledge increases, providing a comprehensive vision of a specialist in his professional activity. in the context of upcoming technological and social changes. The main task of higher education can no longer be fulfilled without the fundamentalization of education. This is due to the fact that scientific and technological progress has turned the fundamental sciences into a direct, permanent and most effective driving force production, which applies not only to the latest science-intensive technologies, but also to any modern production.
1. The results of fundamental research ensure a high rate of development of production, the emergence of completely new branches of technology, the saturation of production with measuring, research, control, modeling and automation tools.
2. Increasingly involved in production, which was once considered very far from the practice of achieving such areas of knowledge as relativistic physics, quantum mechanics, biology, laser and plasma physics, elementary particle physics, etc.
3. The competitiveness of the most prosperous firms is largely ensured by fundamental developments in research laboratories at firms, at universities, and in various scientific and technical centers.
4. Fundamentalization of education effectively contributes to the formation of creative engineering thinking, a clear idea of the place of one's profession in the system of universal knowledge and practice.
Therefore, in a modern technical university, from the very first year, the desire of students for a deep mastery of fundamental knowledge should be cultivated.
The initial theoretical provisions of the fundamentalization of education:
1. The idea of the unity of the world, manifested in the general relationship in the sphere of the inanimate, living, spiritual. The unity of the world is manifested in the unity of the cultural, scientific and practical spheres of civilization and, as a result, in the organic connections of natural sciences, humanitarian, technical sciences. These connections must inevitably be reflected in the models of specialists, curricula, programs, textbooks and the organization of the educational process.
2. Fundamental sciences are natural sciences (that is, sciences about nature in all its manifestations) - physics, chemistry, biology, sciences about space, earth, man, etc., as well as mathematics, computer science and philosophy, without which it is impossible to deeply comprehend the knowledge of nature. In the educational process, each fundamental science has its own discipline, which is called fundamental.
3. Fundamental knowledge is knowledge about nature contained in fundamental sciences ah (and fundamental disciplines). Fundamentalization of higher education is a systematic and comprehensive enrichment of the educational process with fundamental knowledge and methods of creative thinking developed by the fundamental sciences.
Almost all disciplines studied by a student during their studies at the university should be involved in the process of fundamentalization. A similar thought is true for humanitarization.
5. The fundamentalization of higher education presupposes its constant enrichment with the achievements of the fundamental sciences. The fact that applied sciences arise and develop on the basis of the constant use of the fundamental laws of nature makes general professional and special disciplines also carriers of fundamental knowledge. Consequently, in the process of fundamentalization of higher education, along with natural, general professional and special disciplines should be involved.
This approach will ensure the fundamentalization of student learning at all stages from the first to the fifth year.
The humanization of education is understood as the process of creating conditions for self-realization, self-determination of the student's personality in the space of modern culture, the creation of a humanitarian sphere at the university that contributes to the disclosure of the creative potential of the individual, the formation of noospheric thinking, value orientations and moral qualities, followed by their actualization in professional and social activities
The humanization of education, especially technical education, involves expanding the list of humanitarian disciplines, deepening the integration of their content in order to obtain systemic knowledge. Both of these processes are identical, complement each other and should be considered in conjunction, integrating with the processes of fundamentalization of education. The main provisions of the concept of humanization and humanitarization:
An integrated approach to the problems of humanization of education, which involves a turn towards whole person and to a holistic human existence;
Humane technologies for teaching and educating students;
Education at the border of humanitarian and technical spheres (on the border of living and non-living, material and spiritual, biology and technology, technology and ecology, technology and living organisms, technology and society, etc.);
Interdisciplinarity in education; the functioning of the cycle of social and humanitarian disciplines in the university as a fundamental, initial educational and system training;
Overcoming of stereotypes of thinking, establishment of humanitarian culture.
Criteria for the humanization of education:
1. Mastering universal human values and methods of activity contained in humanitarian knowledge and culture.
2. Mandatory presence of in-depth language training, while the linguistic module becomes integral part the whole complex of humanization.
3. Humanitarian disciplines in the total volume of disciplines studied should be at least 15-20% for non-humanitarian educational institutions, and their percentage should increase.
4. Elimination of interdisciplinary gaps both vertically and horizontally.
The main focus in the organization of the educational process at universities should be interdisciplinarity in teaching, which is based on the interdisciplinary nature of modern knowledge. There are two main directions here:
1) intensive input into purely technical universities disciplines of the humanitarian cycle;
2) enrichment of humanitarian specialties and disciplines with the basics of technical and natural science knowledge and vice versa.
This way of learning through an interdisciplinary approach contributes to the formation of globalization and non-standard thinking in students, the ability to solve complex problems that arise at the intersection of various fields, to see the relationship between fundamental research, technologies and the needs of production and society, to be able to evaluate the effectiveness of a particular innovation, to organize its practical implementation. .
The positive transformations taking place in higher education in our country should not be limited to quantitative and qualitative changes in the network of educational institutions or the student body. Attitudes towards education must change, in particular in the following areas:
· from dehumanization to humanistic-personal orientation of education;
From knowledge to their personal significance;
from passive assimilation of information provided to its active production;
· from the cognitive-informative approach to the socio-cultural one;
· from total unification and standardization of the educational process to its flexible modeling, taking into account the individuality of the subject of education;
· from disintegration to integration into the global educational space.
Unfortunately, these processes have not yet reached the level at which they would have a significant impact on the situation as a whole. Therefore, the changes that are taking place do not completely solve the problem of overcoming the crisis.
The philosophy of education should give a new idea about the place of a person in the modern world, about the meaning of his being, about the social role of education in solving the key problems of mankind. The sciences of 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? 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, established as 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, acquires a much deeper meaning than simply introducing a person to humanitarian culture. The significance is that it is necessary to humanize the activities of professionals. And for this you need:
First, 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 an easy 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.
Recall once again that the essence of the humanization of education is seen primarily in the formation of a culture of thinking, the creative abilities of a student based on a deep understanding of the history of culture and civilization, the entire cultural heritage. The university is designed to prepare a specialist capable of constant self-development, self-improvement, and the richer his nature, the brighter it will manifest itself in professional activities.
