The role of higher education in the development of modern civilization. The role of education in the modern world. Options for the development of education

Golubev Viktor Vadimovich Applicant

head of the Rosobrnadzor Department E-Mail: [Email Protected]

Higher education and some problems of modern civilization

Annotation: It is shown that the modern education system is experiencing a global systemic crisis. To exit the system from the crisis, both practical steps and new theoretical developments are required. The classification of the education system is proposed, six levels of educational systems: personal, family, level of educational institution, regional, state, interstate. The need for the transition of the methodology of the modern education system to the eductural principles of the formation of the theoretical foundations is substantiated.

Keywords: EduCology, level of education, education crisis, personality,

educational institution, region, state.

In modern society, education is one of the extensive spheres of human activity (in the first place it is considered a production area). In the modern education system, more than a billion students and almost 50 million teachers were employed at the beginning of the new millennium. The social role of education is extremely high. From the direction and effectiveness of pedagogical technologies today, the prospects for the development of humanity are largely dependent. In the last decade, the world changes its attitude to all types of education. Education, especially higher, is considered as the main, the leading factor of social and economic progress. The reason for such attention is to understand the fact that a person who is capable of finding and mastering new knowledge and adopting non-standard solutions is the most important value and fixed capital of modern society.

In the mid-60s. The country's advanced in industrial relationship came to the conclusion that scientific and technological progress is not able to resolve the most acute problems of society and personality. The tremendous development of productive forces does not provide the minimum required level of welfare, the quality of life of hundreds of millions of people; Global nature has acquired an environmental crisis that creates a real threat to total destruction of the habitat of all earthlings; Ruthlessness in relation to the plant and animal world turns a person to a cruel defensive creature.

Everything is more realized last years The limited and danger of the further development of humanity through the purely economic growth and an increase in technical power are to be realized. Today it is necessary to take into account the following circumstance - the future development of society as a whole and each country is separately determined by the level of culture and wisdom of man than technical progress.

All this makes it quite obvious that in overcoming the crisis of civilization, in solving the most acute global problems of humanity, a huge role should belong to education. "It is now generally accepted - it says in one of the UNESCO documents in the past Millennium, which is a policy aimed at combating poverty, reduce child mortality and improving society health, protection ambient, strengthening human rights, improving international understanding and enrichment of national culture will not give an effect without a relevant strategy in the field of education. Efforts to ensure and maintain competitiveness in the field of advanced technology will be unsuccessful.

It should be emphasized that almost all developed countries conducted various in depths and scales of the reform of national education systems, investing enormous financial resources in them. Reform higher education They found the status of public policy, for the states began to realize that the level of higher education in the country determines its future development. In line with this policy, first of all, issues related to the growth of the contingent of students and the number of universities were solved. In this regard, the quality of knowledge, new functions of the highest school, quantitative growth of information and the spread of new schools information technologies. However, that's for the most part Declarations rather than, methodically secured searches. In the past 10-15 years, in the world, everything more persistent is to know the problems that cannot be resolved within the framework of quantitative reforms. It becomes clear that in the framework of traditional methodical approaches it is impossible to go to the new paradigm of education. Today, they are increasingly talking about the global crisis of education. The established educational systems do not fulfill their function - to form creative strength, constructive forces of society. Back in 1968, the American scientist and the Enlightenment Worker of F. G. Kumbs, (perhaps, for the first time) gave an analysis of unresolved education problems: "Depending on the conditions established in different countries, the crisis is manifested in different form, stronger or weaker. But its inner springs to the same extent appear in all countries-developing and developing, rich and poor, has long been famous for their educational institutions or with the great difficulty creating them now. " Almost 20 years later, in the new book "View from the 1980s", he also concludes about the exacerbation of the crisis of education and that the overall situation in the field of education was even alarming.

Today, the statement of the crisis of education from scientific literature has passed into the official documents and statements of statesmen.

The gloomy picture draws a report of the US National Commission on the Quality of Education: "We made an act of insane educational disarmament. We grow a generation of Americans, illiterate in the field of science and technology. " It is very important that since the new approaches to the solution of the crowned problems have not been found. In this regard, the opinion of the former president of France France Jiscara d Estena: "I think that the main failure of the fifth republic is that it has been unable to satisfactorily resolve the problem of education and the education of young people."

In domestic science, until the collapse of the USSR, the notion of the "global education crisis" was rejected. According to Soviet scientists, the educational crisis seemed only abroad abroad. It was believed that it can only be about the "difficulties of growth" even at the turn of the century. Today, the presence of a crisis of both foreign and the domestic education system is no longer disputed. On the contrary, there is a tendency to analyze and identify its symptoms and ways out of the crisis situation.

Currently, various researchers allocate six levels of education system:

1) Personal level or self-education. The process of self-education begins in a person in her early childhood and continues throughout his life. Self-forming is a system of internal self-organization to assimilate the experience of generations aimed at its own development. It is a means of self-education, since it contributes to the development of purposefulness, perseverance in achieving the goal, internal organization, diligence and other moral qualities. In a broad sense, the self-education understands all types of knowledge acquisition. Separately, it is worth noting that self-education is a powerful factor performing and enriching education organized by society.

2) Family level (household) education. As a rule, under the family level of education, family education is meant, which is a systematic targeted impact on the child of adult family members and family mistakes. The main and overall task of family education is to prepare children for life in existing social conditions; The narrower, concrete - the assimilation of their knowledge, skills and skills necessary for the normal formation of the person in the family conditions. Objectives and means of family education are due to the socio-economic system, the level of development of culture. It is usually built on the basis of ideology, morality and system of relations between the social layer, to which the family relates, and inextricably linked with self-education and self-education of adults,

the formation of their qualities and character traits that ensure effective pedagogical impact on children.

3) the level of educational institution (OU). When they talk about education, most often recall training on the initial, average, general, special and higher levels of education. And indeed, in the technical sense, education is a process through which society through schools, colleges, universities and other institutions purposefully conveys their cultural heritage - accumulated knowledge, values \u200b\u200band skills - from one generation to another

4) Regional level of education. The concept of "regionalization of education" is a recognized scientific and pedagogical principle of the development of global education and is not a reflection of the modern political conjuncture. The relevance of the idea of \u200b\u200bregionalization is determined by the global tendencies of the sociocultural development of mankind, aimed at recognizing the intrinsicness, the uniqueness of national and regional variants of cultures, their unity, integrity, and significance as an integral part of universal culture.

The development of regional education systems, adequate features of educational needs and interests of students and the specifics of the region, is a step forward in the development russian education, His movements towards democratization and modernization. Education based on the priority of the personal educational interests of a person operating as a system that provides educational services, the consumer of which is a specific person, and not as a personnel training system, where production, economy, the state act as a consumer cannot react to specific Features, including regional, consumer interests.

This specificity of educational interests and needs of each person is a consequence of differences not only by his personal abilities, but also those conditions in which a specific personality exercise its individual education.

Under the regional educational space is a combination of scientific, educational, cultural and educational, economic institutions (state and non-state, official and unofficial), media oriented media, the public involved in solving education problems, as well as social and psychological stereotypes regulating The behavior of people in relation to the formation functioning in a particular region.

Regional educational space is a variety of challenged social system, developing according to its own laws, which has both subjective and objective nature. In each region of the Russian Federation, educational space is functioning, peculiarly reflecting the features and specifics of a particular region, its tradition, culture, national and religious composition of the population, the level of economic development, etc. The unity of the federal educational space is determined by those common elements that are inherent in the country's educational space, take place in each of the regional educational spaces.

Researchers note that the system of education is promising, oriented not on the momentary demand for the labor market, but to the educational needs of citizens of the region. These needs determine the location of the network of educational institutions, preferred educational programs, the ratio of state and non-state educational institutions, types and types of schools and educational institutions, etc. Up to an acceptable level of quality of educational training. Economic development Region, its financial situation, income level, national and religious composition of the population, cultural traditions and preferences, climatic and geographical conditions - these factors of educational space are largely regulated by the educational needs of a particular person. The choice of a future profession, the direction of advanced training, retraining, the level of education depends not only on the abilities and interests of the personality, but also on the capacity of professional and personal socialization, which exist in a particular region.

For example, it seems unlikely that a student experienced and possessing the necessary abilities in the field of botany, but living in large city Selects agronomy as a future profession. Rather, it will be a different way to implement interests and abilities. At the same time, a person living in rural areas, a small city, the agricultural region with more likelihood, will choose precisely agronomy, as the direction of its future professional activities and the realization of personal interests and abilities.

5) Educational system at the level of the state. Speaking about the state level of education, it is necessary to mention the educational space. Under it is understood as the entire set of educational institutions of various types and interacting with them public and state organizations, as well as coming educational and educational processes in a separate country. All together they create a human socialization environment, transforming it into personality, provide a certain level of education, intelligence and culture of society, interpersonal, political, economic, social, military, ethical and all other relations.

Educational space is multidimensional. It includes habitat, a stay environment, educational and developing production and other indicators. At the same time, the harmonious development of the inhabitants of this space can occur only in relationship with the state of the surrounding social and natural environment, with the living conditions in the family, on the street. The leading factor of public being in this space is a culture that acts as organizing and regulating the field of lifestyle, ensures the preservation and reproduction of human resources, health and culture culture healthy image life, culture of awareness and resolution of contradictions of being.

Educational space forms a single nation with a common name, a single state language, with a community culture, with a single understanding of what is happening, with common goals and general actions to achieve them. It is born in the spirit of statehood, national values, national interests and national benchmarks are formed, the skills of self-organization and self-government of the people, the mistake of his life, and the connection of generations is carried out and the newest life results are generated.

6) Educational system at the interstate level. With the globalization of the economy, the competitive advantages of any country are ensured by the development of education and science. In the declaration of fifth international Conference UNESCO (1997) was emphasized that in modern conditions such educational policy is needed, the implementation of which will allow in the XXI century "to learn to learn and do, learn to be." Currently, in global integration processes, the most important strategic objective becomes the creation of a general educational space based on a coherent system for recognizing education documents (from initial to the highest and postgraduate), which allows unhindered to obtain education in educational institutions of partners. A single educational space can only be created with the generality of the principles of state policy in the field of education, only subject to ensuring equal opportunities and rights of citizens to receive education and uniform approaches to the development of state educational standards and programs. Its creation, at the same time, should speed up the processes of the formation of a common scientific and technological, economic and information space, to expand the possibilities of training qualified specialists for various sectors of the economy, science, culture, education and social sphere, to create conditions for improving relations between interethnic and interstate communication.

Starting from the level of the educational institution and ending with the interstate level, the following main elements can be distinguished:

■ resources (economy);

■ Frames (Personology);

■ Process (EduCology).

The economic component of education can be characterized as the preparation of young people to future professional activities in accordance with the needs of society in labor with a certain level of qualifications. At the same time, the economic efficiency of education is determined depending on the degree of satisfaction of this demand, as well as funds spent on these purposes. The following trends in an economic aspect can be distinguished educational process:

An increase in the injection into the economy;

Government security (free);

Charity;

Tuition;

Shadow money;

National projects;

System of state educational lending;

Changing teacher remuneration system;

Stimulation of co-foundation;

Gain state support and stimulating the labor of pedagogical and management workers of education

Development of differentiated statutors of budget financing of institutions (organizations) of higher education.

In recent years, the economic component of the educational process was dominant. Under these conditions, it was lost sight of the key aspect of the educational process -Cadra and directly the educational process itself.

Speaking of frames, it is necessary to mention the trends associated not only in recent years, not only with the teaching staff, but also directly with the students themselves:

Gender (change in the number of men and women);

Cyclicity (for students)

Tutoring;

Rotary (renewability);

Improving the professionalism of pedagogical personnel;

Civilization (the level of development of information technologies);

Increase the status of a pedagogical worker;

Weak motivation of young people to choose a pedagogical profession;

Insufficient communication of the higher education system with a changing market of labor;

Inconsistency of most prepared specialists with the needs of enterprises;

Low percentage of employment graduates on the training profile.

Recently, speaking about trends related to the educational process, researchers are increasingly mentioning the term "Educology". Edukology is one of the sciences on education, which studies the general patterns of the organization, functioning and development of the field of education.

EduCology (from Lat. Educo - I teach + Logos - doctrine, science) is a science that seeks to comprehend the patterns of functioning and development of the field of education as a whole. It is in the formation stage and does not yet have a generally recognized status, as, however, and

well-determined, clearly determined and recognized by all scholars of the subject. Famous Argentine scientist Carlos Oliver offers practically integrating all sciences on education. Other scientists, in particular, Lithuanian, Swedish consider it as an integration science, but rather the research and training, and the formation of a person throughout his life. In their interpretation, the Educology is more likely to sociological and philosophical understanding of the process of human training. Most of the scientists (Australian, Croatian, as well as a number of domestic, for example, ha. Bordovsky and V.A. Cobrikov) dismissed the role of scientific discipline exploring the patterns of the organization, functioning and development of the entire field of education.

Gennady Bordovsky and Dmitry Medvedev at the opening of the year of the teacher in Russia

So the K.E. Oliver in the past century proposed to make the term "EduCology" generally accepted, because he brings clarity and accuracy into science, covering all knowledge of society, about a person, about education, the word, the entire branch of education, in which each element of the study has its place. With this approach, the EduCology implies and developing modern information technology training in their theoretical, applied and practical aspects.

As a complex of sciences, Odukology includes: Actually, the study of education issues - education, education, comparative pedagogy; cycle of applied scientific disciplines - anthropology, psychology, sociology, economy, geography, politics, management; The cycle of educational sciences is the theory of education, structure, planning, goals, content, study of users and personnel of systems, methods, consulting problems, resources and financing.

LITERATURE

1. Bordovsky G. A., Management of the quality of the educational process: monograph

/PB. RGPU them. Herzen, 2001.

2. Bordovsky G.A., V. Carrotchikov New teaching technologies: Terminology issues // Pedagogy. 1993. No. 5.

3. Report on the situation in world education for 1991 Paris, 1991

4. V.A. cabesters Infonoospheric Educology: new information technology training. SPb.: RGPU, 1991.

5. Kirinyuk A.A. Kirsanov K. A. Global problems of education. In 2 tons. - National Institute of Business. 2005.

6. Kirinyuk A. A., Kirsanov K.A. Growth difficulties // Higher education in Russia. 1999. №1. - p. 37 - 42

7. Cumbsis, Philipp. Education crisis B. modern world: Systemic Analysis / F.G

Cumbsis; Per. from English S. L. Volodina, V. A. Kuznetsova, S. P. Romanova; Ed. Mr. Svorov;

having left. V. A. Zham. - Moscow: Progress, 1970. - 261 p.:

8. Oliver K.E. On the theory of comparative pedagogy // Perspectives. Education issues. 1989. No. 2 (66).

Today, education ranks first in the life of our society and is the main branch of human activity. The future of people depends on the quality and productivity of their knowledge. Attitude towards education changes from year to year. People are improving the experience gained from the ancestors and apply it to update and improve their knowledge. Higher education plays the main strategic role in the development of states.

In modern society, everyone seeks to get a higher education. People want to be smart, intellectually developed, have a high status in society. Young people seek to get a higher education, make a career and thereby acquire confidence in tomorrow. The educated person is different, looks at life in a new way, he has its priorities, life interests, great opportunities for the modernization of existing sciences and technologies. This explains the desire of all to increase the level of their education and acquire knowledge in higher educational institutions. Higher education gives professional knowledge to students to then, in the workplace, a person could use them perfectly to apply, update and adapt to solving problems in ecology, industry, health care. Each graduate of any faculty receives a weighty position in society.

A man in his nature is sociable, loves freedom, is able to create and build. In the absence of favorable conditions, he is distinguished from the family, work, society, culture, art. Only education can help personality to realize their abilities and take their place in society. The educated person is successfully adapted in life and improves it itself.

The Russian state has always taken care of the increase in the level of education of citizens, because if there is a sufficient number of people who know and know how to apply their knowledge, people, then the country will only develop in the best direction, improving the standard of living.

The country will not develop without specialists with higher education, therefore, the state and gives impetus to the development and support of universities.

Higher education gives prospects for the development of new directions in the sciences and improvement of individual industries. In universities, laboratories, computing, centers are organized. In some, even research institutes that expand and become scientific centers

According to Kurni A.F., the highest professional education is a network of educational institutions facing the production of social interactions inherent in the professional education.

As noted in their writings Tsylev V.R. and dumin N.N - for modern youth priority to receive higher education. Everyone seek to enter universities at the end of schools and secondary educational institutions.

The modern structure of education is revised and reformed as the development of political and economic directions.

One of these changes is a magistracy, which is the next step of higher professional education, after bachelor. It allows you to deepen the received professional knowledge, as it improves the qualifications of bachelors and specialists. Enhances the scientific potential of a specialist in graduate school. Under the guidance of his supervisor, Master is engaged in scientific research on the chosen topic, prepares and protects the thesis. Master is worth one step above bachelor, his scientific activity is more perfect and serious.

According to Mamedova A.V. - Using a magistracy, the qualifications increase and the degree of human education is improved. Masteries are professionals who direct their scientific activities for a deeper and detailed study of specialization to better solve complex issues. The task of magistracy is to prepare modern specialists for state, economic, managerial, scientific, intellectual, analytical structures with more fundamental training, for further professional developmentIn order to achieve better results.

Serious reforms in the country provide for global changes in the structure of education and as a result, certain difficulties arise. All improvements in economics, culture, management, policies imply mandatory changes in the training of future specialists, for their successful work in research and improving scientific achievements.

Intellectually developed, active and enterprising professionals are needed for the existence and development of modern society. Therefore, specialist training processes are modified, one of the meaningful goals is a student's motivation. After all, only specialists with an increased level of motivation are able to benefit good results of their activities.

The need for motivation in training arose long ago when people were considered the feasibility of universal mandatory learning. Therefore, training has become the structured activities established by law. It is possible to find a lot of points of view, which is exactly what the desire of students is qualitatively gaining knowledge. These include: passion, necessity, ability, dependence, optimism.

The single opinion of all scientists is that interest in the educational process of students, to a more meaningful acquisition of knowledge, develops thinking, increases activity in studies and scientific activities.

The problem of the motivation of students is the most significant in the system. modern learning. It regulates the activities and activity of students, affects the ethics of behavior and the desire to acquire profession and achieve the desired goal. A lot of interesting research is devoted to her, it determines the inner and external state of a person. Teachers need to determine what exactly prompts the student to acquire knowledge or why the student does not have interest in learning.

"Motive" and "Motivation" - are analyzed and interpreted in all works in their own way, and there is no accurate, a single solution to this issue. All scientists in their writings are investigated and forming motivation to improve training methods.

To this day, techniques are being developed and techniques are implemented to solve this issue. As we see, many studies and our domestic scientists. Interesting phenomena were noticed: the motivation of students' students in the day, evening departments is significantly divided. There are still students who are on remote learning - they have a completely different level of motivation. It is necessary to investigate and structure the motivation of learning students receiving humanitarian specialties for the qualitative learning of the knowledge gained, mastering the profession, receiving a specialist diploma.

Part 1 Pedagogy of Higher Education

Chapter 1. Modern development Education in Russia and abroad

1. The role of higher education in modern civilization

2. Place of Technical University in the Russian educational space.

3. Fundamentalization of education in high school

4. Humanization and humanitarianization of education in high school

5. Integration processes in modern education

6. Educational component in vocational education

7. Informatization of the educational process

Chapter 2. Pedagogy as science

1. The subject of pedagogical science. Its main categories

2. Pedagogical Science and Communication Pedagogy with other sciences

Chapter 3. Basics of Didactite Higher School

1. The general concept of didactics

2. Essence, structure and driving forces

3. Principles of learning as a basic landmark in teaching activities

4. Training Methods in Higher School

Chapter 4. Pedagogical Structure

1. Pedagogical act as organizational and managerial activities

2. Self-consciousness of the teacher and the structure of pedagogical activities

3. Pedagogical abilities and pedagogical skills of the Higher School teacher

4. DYDATIC AND PEDAGOGICAL MASTER OF THE TEACHER OF HIGH SCHOOL

Chapter 5. Forms of the organization of the educational process in high school

2. Seminar and Practical classes in VS

3. Independent work Students as the development and self-organization of the personnel of the student

4. Basics of pedagogical control in high school

Chapter 6. Pedagogical Design and pedagogical technologies

1. Stages and forms of pedagogical design

2. Classification of higher education technologies

3. Modular constructing of discipline and rating control

4. Intensification of training and problem learning

5. Active learning

6. Business game as a form of active learning

7. Euristic teaching technologies

8. Technology of iconic-contextual education

9. Technologies for educational training

10. Information Technology Training

11. Remote Education Technologies

Chapter 7. Fundamentals of lecture courses

Chapter 8. Basics of the Communicative Teacher's Culture

Chapter 9. Pedagogical Communication

Part 2. Psychology of Higher School

Chapter 1. Features of the student's personality

Chapter 2. Personality Typology Student and Teacher

Chapter 3. Psychological and Pedagogical Study Study

Appendix 1. Psychological schemes "Individually and psychological features of the individual"

Appendix 2. Psychological schemes "Communication and socio-psychological impact"

Chapter 4. Psychology of 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 formation of a person

4. Psychological Features of Student Training

5. Problems of improving the progress and reduction of students

6. Psychological foundations of the formation of professional systemic thinking

7. Psychological features of the education of students and the role of student groups

Application. Psychological schemes "Social phenomena and formation of the team"

List of references

Pedagogy and Psychology of Higher School

Part 1. Pedagogy of higher education

Chapter 1. Modern division of education in Russia and

ABROAD

The role of higher education in modern civilization

Education, especially higher, is considered as the main, the leading factor of social and economic progress. The reason for such attention is to understand the fact that a person who is able to find and develop new knowledge and adopting non-standard solutions is the most important value and fixed capital of modern society.

In the mid-60s. Advanced countries concluded that scientific and technological progress is not able to resolve the most acute problems of society and personality, a deep contradiction is found between them. For example, the tremendous development of productive forces does not provide the minimum required level of welfare of hundreds of millions of people; Global nature has acquired an environmental crisis that creates a real threat to total destruction of the habitat of all earthlings; Ruthlessness in relation to the plant and animal world turns a person to a cruel defensive creature.

In recent years, the limited and danger of the further development of humanity through a 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 is more realized. According to Erich Fromma, the development will be determined not so much what a person has, how much to those who he is, what he can do with what has.

All this makes it quite obvious that in overcoming the crisis of civilization, in solving the most acute global problems of humanity, a huge role should belong to education. "It is now generally accepted - it says in one of the UNESCO documents (report on the status of world education for 1991 Paris, 1991) - that the policy aimed at combating poverty, reduce child mortality and improving society health, environmental protection, Strengthening human rights, improving international understanding and enrichment of national culture will not give an effect without an appropriate strategy in the field of education. There will be no avail efforts to ensure and maintain competitiveness in the field of advanced technology. "

But at the same time, in the last 10-15 years in the world, everything more persistently make themselves to know the problems that cannot be resolved within the framework of reforms, i.e. As part of traditional methodical approaches, and more and more often talk about the global crisis of education. The established educational systems do not fulfill their function - to form creative strength, constructive forces of society.

In 1968, the American scientist and the Enlightenment Worker of F. G. Kumbs, perhaps for the first time gave an analysis of the unresolved problems of education: "Depending on the conditions established in various countries, the crisis is manifested in different form, stronger or weaker. But its inner springs in The same extent appear in all countries - developed and developing, rich and poor, has long been famous for their educational institutions or with the great difficulty creating them now. " Almost after 20 years, in the new book "View from the 80s", he also concludes about the exacerbation of the crisis of education and that the overall situation in the field of education has become even alarming.

The statement of the crisis of education from scientific literature has passed into the official documents and statements of statesmen.

A dark picture draws a report to the US National Commission on the Quality of Education: "We have committed an act of insane educational disarmament. We grow a generation of Americans, illiterate in the field of science and technology." It is not interesting and the opinion of the former French President of France D "Estenna:" I think that the main failure of the fifth republic is that it has proven to satisfactorily solve the problem of education and the education of young people. "

The crisis of Western European and American education became the theme of fiction. As an example, you can cite a series of novels about Wilt of English Satirik Tom Sharpe or Roman "Fourth Verteal" of the Finnish writer Marty Larnney.

In domestic science, until recently, the concept of the "global education crisis" was rejected. According to Soviet scientists, the educational crisis seemed only abroad, "they". It was believed that "we" we can talk only about "difficulties of growth". Today, the presence of the crisis of the domestic education system is no longer disputed. On the contrary, there is a tendency to analyze and identify its symptoms and ways out of the crisis situation.

Gershongskip B. S. Russia: education and future. Education crisis in Russia on the threshold of the XXI century. M., 1993; Shukshunov V. E., taken Shay V. F., Romanova L. I. through the development of education to New Russia. M., 1993; and etc.

Analyzing the complex and capacious concept of "education crisis", the authors emphasize that it is not identical to the absolute decline. The Russian highest school objectively occupied one of the leading positions, it possesses a number of advantages that will be highlighted below.

The essence of the global crisis is seen primarily in the orientation of the current education system (the so-called supporting training) in the past, its focus on past experience, in the absence of a future orientation. This thought is clearly traced in the brochure V.E. mentioned in the list of literature Shukshunova, V.F. Tabled, L.I. Romanekova and in the article O.V. Dolzhenko "Useless thoughts, or once again about education."

The modern development of society requires a new education system - " innovative learning", which would have formed the learned ability to projectively determine the future, responsibility for him, faith in itself and their professional ability to influence this future.

In our country, education crisis has a dual nature:

· Firstly, it is a manifestation of the global educational crisis;

· Secondly, it occurs in the situation and under the powerful impact of the crisis of the state, the entire socio-economic and socio-political system.

Many are thinking about whether to begin the reforms of education correctly, in particular, the highest school, it is now, in the context of such a complex historical situation in Russia? The question arises, do they need at all, because the higher school of Russia is undoubtedly, has a number of advantages compared to higher schools in the US and Europe? Before answering this question, we list the positive "developments" of the Russian Higher School:

· She is able to train personnel in almost all directions of science, technology and production;

· The scale of training and provision of personnel is occupied by one of the leading places in the world;

· Different with a high level of fundamental training, in particular on natural science disciplines;

· Traditionally focused on professional activities And has a close connection with practice.

These are the advantages of the Russian educational system (higher education).

However, it is clearly aware that the reform of the Higher School in our country is an urgent need. The changes occurring in society are increasingly objectify the disadvantages of domestic higher education, at one time we considered as its advantages:

· In modern conditions, the country requires such specialists who are not only "produced" today, but to teach which our educational system has not yet created a scientific and methodological base;

· Free training of specialists and incredibly low pay for their work devalued the value of higher education, its elitism in terms of the development of the intellectual level of personality; its status to ensure personality a certain social role and material support;

· Excessive hobby professional training went to the detriment of the general spiritual and cultural development of the individual;

· Averaged approach to personality, gross production of "engineering products", unclaimed by the decades of intelligence, talent, morality, professionalism led to the degradation of moral values, to the deunity of society, the fall of the prestige of a highly educated person. This drop was materialized in the Pleiad of Moscow and other janitors with university education, as a rule, individuals extraordinary;

· Totalitarian education management, superchangealization, the unification of the requirements suppressed the initiative and responsibility of the teaching corps;

· As a result of the militarization of society, the economy and education was formed a technocratic idea of \u200b\u200bthe social role of specialists, disrespect for nature and man;

· Isolation from the world community, on the one hand, and the work of many industries on foreign samples, import purchase of entire factories and technologies - on the other hand, distorted the main function of the engineer - the creative development of fundamentally new equipment and technology;

· Economic stagnation, the crisis of the transition period led to a sharp decline in financial and financial support for the formation, higher in particular.

Today, these negative characteristics especially aggravated and have completed a number of other quantitative, emphasizing the crisis of higher education in Russia:

· There is a steady tendency to reduce the number of students (in 10 years the number of students has decreased by 200 thousand);

· The existing higher education system does not provide the country's population of the same opportunities for training in universities;

· A sharp decline in the number of the teaching corps of higher education is noted (most of them are leaving to work in other countries) and much more.

It is necessary to emphasize that considerable efforts are being made to the Government of Russia, aimed at successfully reforming the highest school. In particular, the main attention is paid to the restructuring of the High Education Management System, namely:

· Wide development of municipal forms;

· Direct participation of universities in the development and implementation of state educational policy;

· Providing universities broader rights in all spheres of their activities;

· Expansion of academic freedoms of teachers and students.

In intellectual circles of Russia, there are increasingly possible consequences of the desire to coagulate education and the decline in the social security of students and teachers. It comes to understand that the unlawful distribution to the scope of market forms of activity, ignoring the specific nature of the educational process can lead to the loss of the most vulnerable terms of public wealth - scientific and methodological experience and traditions of creative activity.

So, the main objectives of the reform of the university education system are reduced to solving the problem of both meaningful and organizational and managerial nature, developing a balanced state policy, its orientation on the ideals and interests of Russia updated. And yet, what is the main link, the core, the basis of the withdrawal of Russian education from the crisis?

Obviously, the problem of long-term development of higher education cannot be solved only by reforms of organizational and management and meaningful nature.

In this regard, everything more persistent is the question of the need to change the paradigm of education.

We have focused on the concept developed by scientists of the International Academy of Sciences of Higher School (ANVH) V.E. Shukshunov, V.F. In their opinion, the scientific origins of a new educational policy should be sought in three areas: the philosophy of education, the sciences of man and society and the "practice theory" (Scheme 1.2).

Philosophy of Education Must give a new idea of \u200b\u200bthe place of man in the modern world, the meaning of his being, about the social role of education in solving key problems of humanity.

Sciences about man and society (psychology of education, sociology, etc.) are needed to have a modern scientific idea of \u200b\u200bthe patterns of behavior and human development, as well as a model of interactions between people within the educational system and the education system itself with society.

"Theory of Practice", which includes 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, system structure, the principles of its organization and management. It will appear tool for reforming and adapting the education system to changing living conditions.

So, the fundamental basics of education are indicated. What are the directions of development of the intended paradigm of education?

In tab. 1.1 Possible options for the development of education are presented.

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	Targeted change in the world
Scientific basis of activity	Naturally scientific method	Theory of transformative practice
A typical task has	Only one the right decision	Many permissible solutions
Evaluation criteria for decisions	Only one: "That's right - wrong"	Many criteria: utility, efficiency, harmlessness
The role of ethics, morality and morality	They have no place, there is no need for them.	Need to select solutions
The main task of education	Give knowledge O. existing world And his laws	Equip the methodology of creative peace transformation
The possibility of spiritual formation of personality	Only separately through humanitarian education	Perhaps quite and preferably in the process of activity

The proposed methodology can be called humanistic, as a person is in its center, its spiritual development, a system of values. In addition, the new methodology, which is based on the educational process, sets the task of forming moral and volitional qualities, creative freedom of personality.

In this regard, it is quite clearly aware of the problem of humanization and humanitarianization of education, which, with a new methodology, acquires a much deepest meaning than simply the admission of a person to humanitarian culture.

The meaning is that it is necessary to humanize the activities of professionals. And for this you need:

· First, revise the meaning of the concept of "fundamentalization of education", invested in it a new meaning and including knowledge of human and society in the main base. In Russia, this is not a simple problem;

· Secondly, the formation of systemic thinking, the unified vision of the world without separation to "physicists" and "lyrics" will require a counter movement and rapprochement of the parties.

Technical activity must be humanized. But the humanities should take steps towards the development of universal values \u200b\u200baccumulated in the scientific and technical sphere. It was the tear of technical and humanitarian preparation that led to the depletion of the humanitarian content of the educational process, a decrease in the creative and cultural level of a specialist, economic and legal nihilism, and ultimately to reduce the potential of science and production.

The famous psychologist V. P. Zinchenko so determined the emptying effect on the human culture of technocratic thinking: "There are no categories of morality, conscience, human experience and dignity for technocratic thinking." Usually, speaking of humanitarianization of engineering education, only an increase in the share of humanitarian disciplines in curriculum university. At the same time, students are offered various art historical and other humanitarian disciplines, which is rarely directly related to the future activities of the engineer. But this is the so-called "external humanitarianization".

We emphasize that in the environment of the scientific and technical intelligentsia, the technocreciety of thinking is dominated, which "absorb" students from the very beginning of their studies in the university. Therefore, they relate to the study of humanitarian disciplines as something secondary, showing sometimes frank nihilism.

Recall once again that the essence of humanitarianization is seen primarily in the formation of the culture of thinking, the creative abilities of the student based on a deep understanding of the history of culture and civilization, the whole cultural heritage. The university is designed to prepare a specialist capable of constant self-development, self-improvement, and the richer will be his nature, the brighter it will manifest themselves in professional activities. If this task is not solved, then as the Russian philosopher G. P. Fedotov wrote in 1938, "... there is a perspective of industrial, powerful, but soulless and confused Russia ... Naked soulless power is the most consistent expression of Capain , cursed by the God of civilization. "

So, the main directions of the reform of Russian education should be a turn to a person, appeal to his spirituality, the fight against science, technocratic snobbery, integration of private sciences (Table 1.2).

Table 1.2.

The main directions of reform in the field of science:

· Turn to man.

· Fight technocratic snobism.

· Integrate private sciences.

The necessary conditions:

· Revival of prestige of education.

· Active perception of science on person and society.

· Democratization, demilitarization, deideologicalization.

· Orientation on post-industrial development technology.

Main federal interests

· Harmonious and free development of members of society.

· Lifting and enrichment of the moral and intellectual potential of the nation.

· Providing a market multi-way economy by high-level professionals.

At the same time, the Russian education development program must contain mechanisms guaranteeing:

· Unity of the federal educational space;

· Open perception and understanding of the entire palette of world cultural and historical and educational experience.

The main lines of the conclusion of Russian education from the crisis are determined; Developed possible options for the implementation of education reform. It remains only to bring education to such a level that will give a new vision of the world, new creative thinking.

In modern society, education has become one of the most extensive spheres of human activity. It employs more than a billion students and almost 50 million teachers. The social role of education increased noticeably: the prospects for the development of humanity are largely dependent on its orientation and effectiveness. In the last decade, the world changes its attitude to all types of education. Education,. Especially higher, is considered as the main, leading factor of social and economic progress. The reason for such attention is to understand the fact that a person who is able to find and develop new knowledge and adopting non-standard solutions is the most important value and fixed capital of modern society.

Modern development of education in. Russia and abroad. In recent years, the limited and danger of the further development of humanity through the 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 is more realized. According to Erich Fromma, the development will be determined not so much what a person has, how much to those who he is, what he can do with what has.

All this makes it quite obvious that in overcoming the crisis of civilization, in solving the most acute global problems of humanity, a huge role should belong to education. "It is now generally accepted - it says in one of the UNESCO documents (report on the state of affairs in world education for 1991, Paris, 1991) - that the policy aimed at combating poverty, reduce child mortality and improving society health, protection Environment, strengthening human rights, improving international understanding and enrichment of national culture will not give effect without the relevant education strategy. Efforts to ensure and maintain competitiveness in the field of advanced technology will be unsuccessful.

But at the same time in the last 10--15 years in the world, everything more persistently make themselves to know the problems that cannot be resolved: within the framework of reforms, i.e. As part of traditional methodical approaches, and more and more often talk about the global crisis of education. The established educational systems do not fulfill their function - to form creative strength, constructive forces of society. In 1968, the American scientist and Education Worker F. G. Kumbs, perhaps for the first time gave an analysis of the unresolved problems of education: "Depending on the conditions established in various countries, the crisis is manifested in different form, stronger or weaker. But his inner springs to the same extent appear in all countries - developed and developing, rich and poor, has long been famous for their educational institutions or with the great difficulty creating them now. " Almost 20 years later, in the new book "View from the 1980s", he also concludes about the exacerbation of the crisis of education and that the overall situation in the field of education was even alarming.

The statement of education crisis from scientific literature did not solve the official documents and statements of statesmen.

The gloomy picture draws a report of the US National Commission on the Quality of Education: "We made an act of insane educational disarmament. We grow a generation of Americans, illiterate in the field of science and technology. " It is not interesting and the opinion of the former French president of France D "Estenna:" I think that the main failure of the fifth republic is that it turned out to be unable to satisfactorily solve the problem of education and the education of young people. "

Education must

become a leading factor

progress

The crisis of Western European and American education has become the theme and fiction. As an example, we can lead a series of novels about Wilt English Satirik Tom Sharpe or Roman "Fourth Vertera" of the Finnish writer Marty Larnney.

Until recently, the concept of the "global education crisis" was recently rejected in domestic science. According to Soviet scientists, the educational crisis seemed only abroad, "they". It was believed that "we" we can talk only about the "difficulties of growth". Today, the presence of the crisis of the domestic education system is no longer disputed. On the contrary, a tendency to analyze and identify its symptoms and ways out of the crisis situation is found.

The essence of the global crisis is seen primarily in the orientation of the current education system (the so-called supporting training) in the past, its focus on past experience, in the absence of orientation for the future, this thought is clearly traced in the book mentioned in the list of literature Brochure V.E. Shukshunova, V.F. Tabled, L.I. Romanery and in. Article O.V. Dolzhenko "Useless thoughts, or once again about education."

The modern development of society requires a new education system - "Innovative training", which would have formed the learned ability to projectively determine the future, responsibility for him, faith in itself and their professional abilities to influence this future.

In our country, education crisis has a dual nature. First, it is a manifestation of the global crisis of education. Secondly, it occurs in the situation and under the powerful impact of the crisis of the state, the entire socio-economic and socio-political system. Many are thinking about whether to begin the reforms of education correctly, in particular, the highest school, it is now, in the context of such a complex historical situation in Russia? The question arises, do they need at all, because the higher school of Russia is undoubtedly, has a number of advantages compared to higher schools in the US and Europe? Before answering this question, we will list positive "developments" of the Russian Higher School:

it is able to train personnel in almost all directions of science, technology and production;

the scale of training of specialists and the provision of personnel is one of the leading places in the world;

it has a high level of fundamental training, in particular on natural science disciplines;

traditionally focused on professional activities and has close contact with practice.

These are the advantages of the Russian educational system (higher education).

in modern conditions, the country requires such specialists who are not only "produced" today, but for the training of which our educational system has not yet created a scientific and methodological base;

free training of specialists and incredibly low pay for their work devalued the value of higher education, its elitism in terms of the development of the intellectual level of personality; its status to ensure personality a certain social role and material support;

excessive passion for professional training came to the detriment of the general spiritual and cultural development of the individual;

* Average approach to personality, gross production of "engineering products", unclaimed by the decades of intellect, talent, morality, professionalism led to the degradation of moral values, to the deunity of society, the fall of the prestige of a highly educated person. This drop was materialized in the Pleiad of Moscow and other janitors with university education, as a rule, individuals extraordinary;

totalitarian education management, superchangealization, the unification of the 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 \u200b\u200bthe social role of specialists, disrespect for nature and man was formed;

isolation from the world community, on the one hand, and the work of many industries on foreign samples, import purchase of whole plants and technologies - on the other, distorted the main function of the engineer - the creative development of fundamentally new equipment and technology;

economic stagnation, the crisis of the transition period led to a sharp decline in financial and the material support of education, the highest in particular.

Today, these negative characteristics especially aggravated and have completed a number of other quantitative, emphasizing the crisis of higher education in Russia:

* There is a steady tendency to reduce the number of students: (for 10. The number of students decreased by 200 thousand); The existing system "of higher education does not provide the country's population of the same opportunities for training in universities;
* A sharp reduction in the number of teaching "Higher School Corps is noted (most of them leave to work to other countries) and much more.

widespread development of municipal forms;

direct participation of universities in the development and implementation of state educational policy;

providing universities broader rights in all spheres of their activities;

expansion of academic freedoms of teachers and students.

So, the main objectives of the reform of the university education system are reduced to solving the problem of both meaningful and organizational and managerial nature, developing a balanced state policy, its orientation on the ideals and interests of Russia updated, and yet, in which the main link, the core, the basis of the conclusion of the Russian Education from the crisis?

Obviously, the problem of long-term development of higher education cannot be solved only by reforms of organizational and management and meaningful nature.

In this regard, everything is more persistent about the question of necessary. ST. Paradigms of education.

We focused on the concept developed by scientists of the International Academy of Sciences of the Higher School (ANVH) V. E. Shkhukshunov, V. F. Tedishev, etc. In their opinion, the scientific origins of the new educational policy should be sought in three areas: education philosophy, sciences About man and society and "practitioner theory" (Scheme 1.1).

Vladivostoksky state University Economy and service

Krivoshapova Svetlana Valerevna, 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 impact of higher education for the country's economy, as well as the necessary changes and improvement for higher education.

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; personnel resources; analysis; observation; self-realization of the personality.

hUMAN DEVELOPMENT INDEX; Competitiveness of the Economy; HIGHER EDUCATION; Professional Standards; Human Resources; Analysis; Surveillance; Personal Fulfillment.

One of the key indicators of the country's development assessment is currently the human development index, in which, in addition to the standard of living and longevity, also takes into account, also the level of literacy and education of the population of the country under study. These indicators, definitely, affects the system of higher education in the country, the normal development of which determines the level of development of society. Most recently, education was considered as the sum of knowledge, skills and skills obtained as a result of training in educational institutions and less often - on their own. Today, education is a branch of the economy, the farms of the country, which includes organizations, institutions, enterprises that provide training, the transfer of knowledge, the release of educational literature. So how valuable education system is today for our country?

The relevance of this problem is 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 of the normal functioning of the country's economy. At the moment, the assessment of the level of development of the country is also determined by the educational of its citizens. Improvement of the higher education system is a direct path to positive changes in society, as well as to normal operation.

The goal of the work is to prove the need for higher education in modern Russia, show the tasks that stand in front of the Russian education system and determine the vector of developing the impact of Russian education on a modern economic environment.

The following tasks are put in the study: first, to study the impact of higher education for the country's economy; secondly, determine the degree of influence of higher education on the social sphere and various branches of people's activities; Thirdly, find the main paths of the transformations necessary in the system of domestic education.

Research methods that were used in work - analysis, observation.

To ensure the competitiveness of the country, it is necessary to form a strong competitive system of education, for the issue of qualified personnel. After all, at present, the determining value for the successful functioning of the economy is nothing but a human factor. The more the country has active, creatively developed and educated specialists, bachelors, masters, the higher the country's ability to compete in the international arena with economies of other countries. Undoubtedly, the value of education for the country increases. As of 2014, Russia ranks 57th in the assessment of the human development index (hereinafter, ICR) and is one of the countries with a high level of HDI. Russia occupies the 36th place in the assessment of the index of the level of education included in the ICR. Russia also has a rather high proportion of people with a diploma of higher education, which is more than 50%. This suggests that education has a significant impact on the country's economy.

In recent years, the role and value of higher education varies significantly, it becomes more affordable, in particular through the development of paid education, as well as ubiquitous. At the same time, there is no real connection between the needs of Russia's economy and the most popular among students with specialties. To achieve the goals for ensuring the country's economy, experts who meet today's needs of the country correspond to the time, universities need to communicate and establish cooperation with leading employers of the country. Today, universities and business seek to increase the integration by the participation of the employer in determining the competencies of the graduate, the organization of practices and internships of students. Therefore, this connection is useful in ensuring higher education efficiency.

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 personality to meet their natural needs for obtaining new knowledge and information. Higher education helps the personality: first, in receiving the profession. Higher education helps a graduate to realize itself in the field of management. Also, education as a whole makes it possible to use knowledge for intellectual labor. Secondly, higher education is assisted in the intellectual development of the individual, which is expressed in human self-realization, improving the ability to analyze and synthesize what is happening in the surrounding world. Thirdly, also in a change in social status, in particular an increase in social status and improving the material situation, which is a consequence of the first two directions for the impact of education for the individual.

Modernity does not stand still: technology develops, the speed of information processing and decision making changes. Under the influence of these factors, real changes occur in the economy. Higher education should contribute to the preparedness of a person to changing the conditions of the economy. To do this, a person needs to be capable of self-study, in a faster and high-quality adaptation on the basis of the base of academic knowledge laid down by higher education.

The basis of transformations in the field of higher education is the orientation on the needs of the real sector of the economy with the prospect of 10-15 years. To do this, it is necessary to build a business prediction system in various types of work, specialties, the basis for which such fundamental documents can serve as the concept of 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 TC RF is planned to be made Article 195.2, which regulates the use of professional standards by employers - the level of education, experience, etc. for a particular profession. The introduction of professandards is natural and expected innovation. As one of the components of the tradeist, not only the knowledge section, but also the section "skills", "skills" and "personal characteristics". Those. Higher education should increase due to the practical development of knowledge and translating them into the discharge of skills and skills. This is possible in the case of the formation of a system of higher education of the competency profile for each of the specialties, redistribution of training programs towards practical guided programs, including through the organization of practices and employers, creating modular and modeled learning systems.

One of the main tasks of any institution of higher education is to increase and maintain the quality of education at the appropriate level. Quality is one of the criteria to believe that educational services will be fully fully satisfied with the need for a student in self-development and contribute to self-realization. To improve the quality of education, the university must have a developed material and technical base that allows you to implement training programs; improvements as the curricula themselves; Information support that involves the use of computer networks.

After analyzing information about the places of Russia in international ratings, such as assessment of the human development index, the level of education, the number of citizens with higher education can be assumed to rely on the results of the study that domestic higher education is capable of strengthening the position of the country in the world, however, Significant transformations in the field of higher education are needed, which will entail transformations in the economy and in the social sphere, and will also have an impact on the standard of living in the country. In general, during the analysis, it was possible to find out that higher education in Russia is located on the right track in development, changes and transformations are held for the country's economy. Higher education is becoming increasingly popular and becomes more and more valuable for our country.

Bibliographic list:

1. Belyaeva O.V. Impact of higher education for the development of the person // The successes of modern natural science. - 2005. - № 1 - p. 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. Labor market development and promoting employment, 3.2, 3.3
3. The concept of modernization of Russian education for 2010 in Gl.1 "1. The role of education in the development of Russian society ": an application to the order of the Ministry of Education of Russia of 11.02.2002 No. 393. M., 2002.
4. Smirnova T.V. The role of Russian education in modern conditions / T.V.Smirnov // Bulletin of the Nizhny Novgorod University. N.I. Lobachevsky. - 2010., № 3 (2), p. 599-602.

The role of higher education in the development of modern civilization. The role of education in the modern world. Options for the development of education

University of Pennsylvania Philadelphia Pennsylvania University for Russians

University of Pennsylvania in Philadelphia: History, Programs and Cost of School of School University of Pennsylvania

Universities of Great Britain Universities England for Russian students budget

List of specialties and directions of higher education

School education in Canada education system in Canada

The role of higher education in the development of modern civilization. The role of education in the modern world. Options for the development of education

Similar articles