MODERNIZATION PRACTICE

V. ATOYAN, Professor, First Vice-Rector

N. KAZAKOVA, Professor Saratov State Technical University

A sustainable and dynamically developing society can only be built by people who are modernly educated, able to flexibly and reasonably respond to constant changes, and have a developed sense of responsibility for the fate of their own and their country. An indispensable condition for the education of such personnel is the accelerated development of general education and vocational schools, for which the state needs to implement a well-thought-out, strategically oriented policy in the field of education.

One of the most important roles in this process can and should be played by universities as a key element of the vocational education system. Existing in Europe for more than 900 years, and in Russia for about 300, they have made an outstanding contribution to the development of civilization, to the development of modern science throughout the world. Universities are reference centers of culture, contributing to the preservation and development of the diversity of cultural achievements of mankind.

Over a long period of their history, universities have undergone and continue to undergo significant changes, to which they are prompted both by the constantly transforming needs of society and the internal logic of the development of human knowledge. However, over the centuries, their main mission has essentially remained unchanged - teaching intellectual activity as a profession, educating

Universities in modern society

professional intellectuals on the basis of a constant increment of scientific knowledge.

The type of university that has been formed in Europe over the past two hundred years basically develops Humboldt's ideas about the research university. The search for truth in the process of research, its transmission and dissemination in the process of learning, the formation of a person with a high intellectual culture in the process of education are the main tasks of the university. All three tasks are closely interconnected, and the process of their solution is based on the presence of academic freedom of universities.

However, the radical technological, economic, and cultural shifts that engulfed all social institutions of society in the last quarter of the 20th century could not but affect universities as well. The growing role of knowledge and information in socio-economic development and their transformation into one of the key factors of economic well-being and competitiveness, the rapid growth of information and telecommunication technologies, which makes it possible to disseminate new knowledge at an unprecedented speed, changes in the labor market, when knowledge-intensive technologies require highly qualified workers and reduce the demand for low-skilled labor, the globalization of the world economy - all this increases the requirements for universities in terms of meeting social needs

and encourages them, while maintaining the main target orientation, to a significant transformation of their activities and organizational structures, the development of new functions.

Due to a number of conditions, including

The sharply increased cost of full-fledged higher education, along with a decrease in its state funding, one of the main directions in solving this problem has become the commercialization of certain types of university activities - part of educational services, applied R&D, etc. This is reflected in the concept of the so-called "entrepreneurial university", which is rapidly and widely spreading in developed countries. The European Academic Network of Deans (EELC) holds conferences and projects discussing this problem, the European Consortium of Innovative Universities (ECU) has been created, etc. At the same time, it is emphasized that an entrepreneurial university is still not a market enterprise. The main thing here is to change the model of organization and management of activities: the transition from reliance on state budget funds to multi-channel financing based on an independent search for sources of additional funds.

However, in our opinion, one should not reduce the whole variety of options and directions for reforming the activities and structures of universities in modern society only to their commercialization in the face of a shortage of state funding. This process is much broader and has deeper roots, which lie primarily in the change in the nature and dissemination of knowledge, in the change in the dominant paradigms of science and education.

The main reason for deep

The transformational processes that most civilized countries are going through today is the sharply accelerated progress in knowledge and, as a result, the gradual transition to a new technical and economic paradigm of social development. One of the founders of modern economic theory, K. Freeman, believes that “the modern paradigm shift can be seen as a shift from a technology based mainly on the investment of cheap energy to a technology based mainly on cheap investment of information gleaned from advances in microelectronics and telecommunications technology” .

The main characteristics of the new techno-economic paradigm, called information technology: information as an object, and not just as a means of labor, the inclusiveness of the effects of new technologies, their network logic, the flexibility of processes, organizations and institutions, generated by the flexibility of information technologies, technological convergence, - naturally lead to the fact that production processes and products in many industries are becoming more complex and high-tech.

The importance of scientific knowledge in this process is so great that two previously independent complex systems "science" and "production" are combined into a single larger system "science - production" - a complex evolving system with a high intensity of accumulation and application of new knowledge. In such a system, participants in economic life need to learn more and more intensively, as the level of labor abilities required of them increases. Increasing need for highly skilled workers

with versatile skills and increased ability to quickly learn and adapt. Moreover, there was a need not just to learn, but “to comprehend the learning process itself and adapt and create again and again.” More and more cognitive abilities are required from managers and employees, the economy becomes less and less "machine-intensive" and more and more "knowledge-intensive".

In such an economy, there is a shift from purely technical skills to intellectual ones. This naturally leads to an increase in the role of education and the educational system, resulting in a new large and complex system of "science - production - education". However, the unification of all three components occurs on the basis of the system principles described above, without destroying the uniqueness of each of the subsystems, but in their close interaction.

Comprehension of the complexity of the world around us requires the development of new methods and forms of its study - from predominantly analytical, strictly disciplinary to a synthetic, systemic vision of a holistic picture with its inherent relationships and patterns. In scientific research, the dominance of a disciplinary organization based on stable hierarchical structures is being replaced by the production of knowledge of an interdisciplinary and multidisciplinary nature based on flexible temporal structures with blurring of rigid boundaries between different sectors of science and practice. Modern society needs a constantly expanding influx of new products, technologies, ideas. Rapidly updated high technologies require not faceless, thoughtless performers at the conveyor, but creatively thinking, active

active specialists who are constantly updating their knowledge to accelerate the development of new generations of equipment and production processes.

As a result, the traditional concept of training and education, based on the transfer of the sum of knowledge, skills and abilities, is being replaced by a new one that highlights the formation of an active stock of key competencies of students based on their independent creativity. In this way, learning is combined with productive labor and search activity, and the process of education continues constantly throughout human life. This means that the training of specialists, especially highly qualified, is carried out not only at lectures in university classrooms, but also during their practical work in research departments, innovative firms that produce high-tech products.

Thus, two trends in vocational education have emerged and are developing, which are characteristic of the era of transition to a post-industrial society - the integration of all its levels (initial vocational, secondary vocational, higher vocational, postgraduate vocational training and retraining) and the development of a system of multi-stage vocational education, as well as various forms of production - higher education, when during the entire period of training or starting from the time of specialization, students alternate their studies with work in the scientific and industrial departments of the university.

The transformation of the nature and content of education leads to a corresponding transformation of the structures of organization and management of universities. In addition to the traditional subsections

departments and research laboratories by disciplines, they create interdisciplinary and multidisciplinary educational and research laboratories, experimental design departments, innovative enterprises that produce and sell finished innovative products based on the results of research by university scientists, departments that ensure the functioning of the university as a single economic complex (from marketing departments to repair services). Structures are formed around universities, in close cooperation with them and often on their basis, whose tasks include promoting university developments on the market, producing finished science-intensive products, strengthening ties with industry: intellectual property protection departments, technology transfer bureaus, small innovative firms, scientific -technological parks, etc. Various forms of integration between universities and the industrial sector are developing, such as research and production enterprises, technopolises, joint research programs and centers, etc. .

All these structures are combined into flexible, constantly expanding networks that create the basis for the effective production and diffusion of innovations. Involvement in such networks is often critical to the success of companies, as it provides them with access to new and accumulated knowledge in its various forms - advanced technologies, the latest R&D, qualified advisory, educational and other business services. And it is universities that have mastered new areas of activity that can provide the widest range of such services, which today are called "knowledge-intensive".

It can be said that a modern university is no longer only a higher professional school focused on training highly qualified specialists with deep professional and fundamental training, and a center for fundamental scientific research, but a complex multidisciplinary structure that organically combines educational, scientific and innovative activities and contributes a real contribution to increasing regional and national competitiveness.

From this point of view, the entrepreneurial university is not a commercial organization trading in educational services and research results, but the main supplier of qualified human capital, scientific and technological solutions, companies created on their basis - in a word, a key element of the innovation system in the emerging knowledge-based economy. . Perhaps, for the first time in the entire period of the history of modern civilization, knowledge has turned from a phenomenon of purely spiritual life into an effective tool for achieving high economic efficiency and improving the quality of life. Universities, as its main sources and distributors, are acquiring the functions of supporting structures of this new economy.

In Russia, an independent system of higher education has emerged and developed, which has both common (for similar systems in many countries) and unique properties. At a certain period of its history, it provided a high level of training and met the needs of a developed industrial society. But today it faces the same problems of rapid obsolescence of knowledge and the need to change the key

radigm of education, as the universities of other countries. Along with this, the transition period gave rise to the need for mass retraining of personnel for the emerging and reforming social institutions. Awareness of these problems is reflected in state documents concerning the modernization of Russian education. The complexity of their solution is exacerbated by the acute shortage of budget funding and the lack of effective economic relations, which hinders the creation of a system of multi-channel financial support for education, especially higher education.

The Russian state is determined to maintain its role in supporting the education system, but this does not relieve educational institutions from the need to independently develop and implement a strategy for their development. Under these conditions, universities face urgent tasks of reforming their activities, taking into account the needs of modern society, analyzing international experience and adapting it to our traditions. Mechanical copying of models and principles created in completely different historical, sociocultural, and economic conditions is inefficient and unnecessary, but their critical reflection and application, taking into account our conditions and culture, is extremely necessary.

More than 60% of the total number of doctors and candidates of sciences is concentrated in higher education today. In the higher education sector, there is an excess of technology exports over imports. The main task today is the transformation of this powerful intellectual potential into intellectual capital capable of bringing real income to its owners, which will significantly increase

to improve the quality of activity and competitiveness of Russian universities.

One of the ways to solve this problem

Growth in the quality of training specialists based on the increasing role of university science, using its results to improve education and develop new high-tech products, real integration within the university of education, science and innovation. This will improve the level of students' education through the development of not only theoretical knowledge, but also research and innovative entrepreneurial skills, raise the status of the teaching staff through the commercialization of their intellectual developments, use the funds received from this to improve the material and technical base of teaching and science, use the production the base of enterprises cooperating with the university for educational and research purposes, to increase the prestige of the university as a whole as not only a supplier of qualified personnel, but also a developer of high technologies.

A similar development option, widely used today abroad (for example, the universities of Stanford, Massachusetts, Nice, Birmingham and others), is quite real in Russian conditions, despite many difficulties and gaps in the current legislation. The government of the country made strategic decisions to strengthen the resource base of higher education, including through the creation of university complexes and research universities.

The main thing in the concept of "university complex", in our opinion, is the underlying process of integration, and integration not only in

levels of education, but also by areas of activity - educational, scientific, innovative. The latter logically provides for close interaction of universities not only with other institutions of general and vocational education, but also with industrial enterprises in their own and other regions. This is especially true for technical universities. Partnerships between universities and industry can develop in the field of personnel training, and in the field of R&D, and in the field of creation and production of innovative science-intensive products. On the basis of a close partnership of this kind, real educational and scientific innovation university complexes arise - both in the form of a single legal entity (if innovative enterprises are part of the university as its structural divisions), and in the form of an association of legal entities, if the university plays the role of a center around which groups industrial enterprises and business structures in need of qualified specialists, new technologies and developments.

As a result of many years of efforts of a number of universities, several large educational, scientific and innovative (educational, scientific and industrial) university complexes have already appeared in the country, including both educational institutions of various levels (institutes, colleges, lyceums, structures of postgraduate and additional education), and and small and medium innovative enterprises, innovation and technology centers, technology parks, research and design organizations, innovation infrastructure facilities. Among these universities, for example, St. Petersburg State Electrotechnical University, Ural, Saratov, Orlovsky, Nizhny Novgorod State

private technical universities and a number of others. As a result, such important results have been achieved as improving the quality of education based on the integration of educational, scientific and innovative activities, concentrating all stages of the innovation cycle within the framework of innovative structures controlled by universities (which reduces development time, reduces costs and increases the profitability of activities), consolidates the efforts of universities, regional authorities and interested enterprises and organizations in enhancing innovation activity in the regions.

The latter seems to be especially important. In the current political and economic situation, universities must actively establish ties with local authorities and the business community, not only in terms of offering their intellectual products, but also in terms of generating demand for it. Forming an innovative culture and incentives is one of the top priorities for Russian universities as centers for the production and dissemination of knowledge. It is higher educational institutions through their main product - qualified professionals - that can most influence society, instilling a certain culture and value system.

But we must keep in mind that for the full implementation of this task, higher education must itself develop such a culture. The development among scientific and pedagogical workers of the desire for professional and personal self-improvement, creative thinking, breadth and flexibility of perception of the world is an indispensable condition for the formation of these qualities among students.

One of the ways of professional and creative self-realization of higher education workers can be

tivization of university scientific and innovative entrepreneurship. Opening by teachers and researchers of their own business with the aim of turning their scientific ideas into a commercially profitable market product and involving students in this as junior staff is one of the effective ways to integrate educational, scientific and innovative activities. Especially broad prospects here are for young people who are not weighed down by the burden of old habits and norms. In addition, providing young scientists with the opportunity to ensure a decent life through intellectual work can help solve the problem of the outflow of personnel and the aging of the higher education staff.

According to the Minister of Education and Science A.A. Fursenko, “Russia must learn to make money with brains,” and for this it is necessary “to learn how to create knowledge, protect and consolidate it in the right way.” How successfully the Russian system of higher education copes with

This challenge depends on how quickly it moves into a development mode capable of producing the greatest possible positive impact on the life of our entire society.

Literature

1. Technical Change and Economic Theory /

Dosi G., Freeman C., Nelson R., Silverberg

G. and Soete L. (eds). - London., 1988.

2. Castells M. Information age: eco-

nomics, society and culture. - M., 2000.

3. Hodgson J. Socio-economic

consequences of the progress of knowledge and the growth of complexity // Questions of Economics. - 2001. - No. 8. - S. 32-45.

4. University-industry R&D collaboration in

the United States, The United Kingdom, and Japan. D. Rahm, J. Kirkland, and B. Bozeman. - Kluwer Academic Publishers, 2000.

5. Knowledge management in the learning society. - Paris, 2000.

6. Transformation of Russian universities

in educational-scientific-innovative complexes / V.R. Atoyan, Yu.V. Chebotarevsky,

H.V. Kazakova and others - Saratov, 2001.

B. ERMOSHENKO, Professor, Rector V. PORODENKO, Professor, Vice-Rector T. LITVINOVA, Associate Professor Kuban State Medical Academy

A modern competitive university should have a well-functioning, effective quality management system for the training of future specialists, including new organizational and methodological principles for solving this problem.

The quality of education in higher education, including medical education, is influenced by numerous factors:

The quality of state educational standards,

Quality management system

The level and quality of pre-university training of applicants,

Qualification of teaching staff,

The material base of the educational institution,

Social security of employees and students,

External economic conditions,

Moral and psychological climate in an educational institution, etc. .

Let us consider in more detail the functions performed in modern society by the institution of education. There are quite a lot of them, and different authors focus on various aspects of the activities of the institution of education. But the following four functions of the institution of education have the greatest cultural and social significance.

1. Transmission and dissemination of culture in society is the first and most essential of the functions. Its essence lies in the fact that through the institution of education, the values ​​of culture are transmitted from generation to generation, understood in the broadest sense of the word (scientific knowledge, achievements in the field of art and literature, moral values ​​and norms of behavior, experience and skills inherent in various professions and etc.). Throughout the history of mankind, education has been the main source of knowledge, the most important tool for enlightening society. Let's also not forget that the culture of each nation has its own national and ethnic characteristics, and therefore the education system plays an extremely important role in maintaining and preserving the national culture, its unique and unique features, joining which the individual becomes the bearer of national psychology and national consciousness. of this people.

2. The function of socialization, or the formation of attitudes, value orientations, and life ideals among the younger generation that dominate society. Thanks to this, young people join the life of society, socialize and integrate into the social system. Teaching the native language, the history of the fatherland, the principles of morality and morality serve as a prerequisite for the formation of a generally shared system of values ​​among the younger generation, accepted in a given society and culture. The younger generation learns to understand other people and themselves, becomes a conscious participant in public life. The content of the process of socialization and upbringing of children carried out by the education system largely depends on the value standards prevailing in society, morality, religion and ideology. In pre-industrial societies, religious education was an integral part of schooling. In a modern industrialized society, religion (church) is separated from the state, which controls the formal education system, so religious education and upbringing is carried out either within the family or in special non-state educational institutions.

If we recognize that moral education and the formation of a worldview is an essential component of the socialization process carried out by the modern school, then it is legitimate to talk about the need to instill in young people, first of all, universal human values ​​and humanistic morality. This is achieved to a large extent in the course of studying the disciplines of the humanities cycle (literature, history, world art culture, philosophy, etc.), which are beginning to play an increasingly important role in the system of not only school, but also university education, at the same time have a positive impact for teaching natural science and technical disciplines.

3. The social network is one of the most important functions of the institution of formal education. The structure of the educational process is arranged in such a way that it makes it possible, already at the very initial stages, to carry out a differentiated approach to students in order to select the most capable and talented, to give young people the educational status that corresponds to individual interests and capabilities. In our country, after a compulsory eight-year education, a significant part of young people go to study at technical schools and colleges, others continue their studies in high school, and then some of them continue their studies at universities, others go to colleges and schools. After graduating from a university, some begin working in the national economy, others enter graduate school, make a scientific career, and so on.

Literature

1. Osik Yu.I., Nadyrov A.I., Osik L.G., Network structures and problems of higher education // Proceedings of the international scientific conference "Science and Education" - the leading factor in the strategy "Kazakhstan-2030", dedicated to 10- anniversary of independent Kazakhstan, Karaganda, 2001, Issue 1.

5. According to official materials Ministry of Education of the Republic of Kazakhstan

Questions for boundary control

Subject field of modern sociology

The theoretical significance of sociology

Features of the development of Kazakhstani society

The development of a sociological worldview

The Practical Importance of Sociology

The religious situation in Kazakhstan

Development of Kazakhstan sociology

Formation of personality in society

Education as a social institution

social structure

Politics and political parties in the modern world

Socialization and life cycle

Theories of stratification in modern sociology

Social thinking: ways and difficulties of formation

Kinship, marriage and family

Factors of social mobility in modern Kazakhstani society

Globalism, Regionalism and the Modern Transformation Process

Interethnic processes

Social institution: the content of the concept, its features and functions

social change

Media globalization

The theory of modernization and the difference in the ways of social development

Classes and layers in sociological theory

Communication and mass media in the modern world

Social stratification in Kazakhstan

Modern states and democracy

Migration processes in the modern world

The state as a social institution

Globalization as the interdependence of the world community

Revolutions and social movements.

Sociology of international relations: traditions and modernity.

Sociology of political realism: power and strength in interstate relations.

Political relations between nations: the struggle for power and peace.

Man, state and war: a sociological analysis.

Achieving global peace through global law: social reality.

Neo-Marxism and the sociology of international relations

Transnationalism in the Science of International Relations

Contribution to the systematic study of international relations.

System and process in international politics.

International cooperation: positions of political realism.

Conflicts and cooperation in world society: a sociological aspect.

Moral and social legal possibilities of regulation of the order in the international society.

World community: sociological analysis

Forms of relationship between the state and society in the process of performing their functions.

Economic function of the state

Social function of the state

Ecological function of the state

Cultural development function

The function of ensuring the defense of the country

The function of ensuring peace and cooperation with other countries

The function of establishing good neighborly relations with neighboring states

Participation of Kazakhstan in international treaties in the field of human rights

Priority directions for the development of the human rights system

On the activities of justice bodies to ensure the constitutional rights and legitimate interests of citizens of the Republic of Kazakhstan.

Development of the judicial system in Kazakhstan

The role and significance of international legal documents in the formation of the legal policy of Kazakhstan in the field of human rights protection

Questions for 1 boundary control

1.Object and subject of sociology. Sociology of international relations.

2. The structure of sociological knowledge

3. The concept of method in sociology

4. Functions and methods of sociology

5. Correlation of sociology with other social sciences.

6. What does sociology study?

7.basic paradigms of sociology

7. Correlation between theoretical and empirical sociology.

8. The role of social laws in obtaining knowledge about society.

9. The emergence of sociology as a science

10. Classical Western sociology of the 19th - early 20th centuries.

12.Modern Western sociology.

13.Sociology in Russia and Kazakhstan.

14.Osnovnye prerequisites for the emergence of sociology as a science.

15. Classical stage in the development of sociology.

16.Modern sociology: empirical and theoretical sociology.

17.Main directions and schools in Russian sociology.

17. Modern state of Kazakhstani sociology.

18. Program of sociological research

20.Methods of sociological research

21. Analysis of empirical data.

22. The concept of a social problem

23. Sociological research and its types

24. The concept of sampling

25. Stages of sociological research

26.Public opinion as a subject of research.

27. Concept and structure of society.

27. Approaches to the definition of society in modern science.

28.Social institutions

30.Civil society and the rule of law

Development of society: types of social changes.

31. World community and global problems of modern civilization.

Questions for the 2nd boundary control

The social structure of society and its elements.

Social relations and types of social structures.

social groups. social mobility.

Actual problems of development of the social structure of modern Kazakhstani society.

Basic concepts of the theory of stratification.

Causes of social inequality: approaches in science.

Types of stratification systems.

Social mobility: concept and varieties.

Social groups and social community: concept and signs.

Classification of social groups.

Personality and society. Theories of personality development.

Purpose and meaning of human life.

Socialization of the individual: the meaning of the term and purpose.

Agents and institutions of socialization.

Social roles and personality.

Social typology of personality.

The essence of the social behavior of the individual.

Conscious and unconscious in the behavior of the individual.

Personality and society in transition.

Marriage and family as social institutions.

The main functions of the family.

Trends in the development of family and marriage relations.

The concept and purpose of the family as a social institution.

The main forms of the modern family.

Forms of marriage.

The concept of culture, its structure and functions.

Sociological classification of culture and patterns of its development.

Mass culture and subculture.

Cultural conflict and cultural dynamics.

Elements of cultural dynamics.

The nature of cultural change.

Module description form

Module name and code	Sociology. Sociology of international relations
Responsible for the module	Ayazbayeva A.T.,
Module type
Module level
Number of hours per week
Amount of credits
Form of study
Number of students
Module Prerequisites	Sociology of law, Sociology of power, Sociology of the state, Political sociology. Related disciplines: General sociology, History of sociology.
	Sociology. The sociology of international relations is a relatively new course, and at the same time it is rapidly spreading in the curricula of the Ministry of Education and Science of the Republic of Kazakhstan. The theoretical basis is the basis on which the understanding of specific political events in the field of international relations takes place. International politics, like politics in general, is a struggle for power. Politicians and nations may have freedom, security, prosperity or power as their ultimate goal. Speaking of power, we mean the control of one person over the thoughts and actions of another. By political power, we mean a relationship of mutual control between people in positions of power, and between them and society as a whole. In this special course, we will draw your attention to those problems that were not studied enough in the undergraduate system.
Learning Outcomes
Form of final control	1.2 boundary control, exam
Conditions for obtaining loans
Module duration	13-14 weeks
Literature	1.K.Gabdullina. Workshop on sociology of law. Tutorial. Almaty 2004 2. Sociology. Textbook for university students. M.: 1995 3.K.Gabdullina, E. Raisov. Sociology. Textbook. Almaty: 2005 4. Functions of the state in the conditions of the modern world. Almaty: 2005 Development of mechanisms for the protection of human rights in Kazakhstan. Astana: 2004 5.L.M. Romanenko. Civil society (sociological dictionary-reference). M: 1995 6.V.V. Kasyanov, V.N. Nechipurenko. Sociology of law. Tutorial. Rostov-on-Don: 2002
Update date

This section describes the basic characteristics of a higher education institution in the Russian higher education system. These characteristics include the general conceptual foundations of a higher educational institution, its functions and structure, the formation of the concept of a university as an economic entity.

When determining conceptual foundations higher education institution, we were guided by the following characteristics and criteria:

What type of activity is the university primarily focused on;

How the university is perceived (and identified) by the state and the general public (society); and how this affects its financing by the state and private structures.

The proposed system of basic functions higher educational institution, in the opinion of the author, allows to objectively reflect the basic functional areas of the university. This classification includes the following types of functions: educational (educational); economic; scientific qualification; research; intellectual; additional and continuing education; cultural; "resource-strategic".

Under educational function refers to the organization of the educational process and the preparation of students in relevant programs and areas.

economic function is to train specialists for specific areas of the national and regional economy.

As part of scientific qualification function the professional growth of the teaching staff is carried out, postgraduate (doctoral) students are being trained, scientific papers and publications are being published.

Research function implies the implementation of scientific research that goes beyond qualifying works and is relevant to the entire scientific and educational community, which is important for national and world science as such. In some cases, the division of research and scientific functions is rather conditional, but in general this division is meaningfully substantiated.

essence intelligent function consists in raising the intellectual level of society (local community). This function is partly related to the function of continuing and continuing education described below, but implies a broader scope.

Function of additional and continuing education implemented through the organization of systematic programs to improve the skills of regional specialists; problematic and practical seminars in certain areas; special training courses aimed at constantly bringing the latest theoretical and practical developments closer to interested specialists working in the region.

cultural function consists in raising the level of the general culture of both specific university graduates and the whole society (local community) as a whole.

Under the so-called "resource-strategic" function one should understand the role of the university in the formation of a “strategic national reserve” of first-class specialists, i.e. in the formation of a national (regional) scientific and intellectual elite.

It is obvious that most of these functions are implemented to some extent by the absolute majority of higher education institutions within all the systems of higher education under consideration. However, in each national higher school and different types of universities, the implementation of these functions has its own characteristics and different priorities, which we will pay special attention to.

The proposed classification and criteria for the division of functions are rather conditional, and the boundaries between functions are sometimes blurred. However, as already noted, in general, the proposed system gives some general characteristics of the functional activities of a typical university within the framework of the corresponding national system of higher education.

The Russian university as a whole is focused specifically on educational (training) activities. Scientific and research activities, with some exceptions in the form of state "fundamental" (mainly technical) universities, are secondary to the implementation of the educational process.

In the context of this work, it is important to study the modern Russian state university as an economic entity. Let us single out the main provisions of such a conceptual approach:

1. The Russian state university is the main link in the system of higher education, which is responsible to the state for the formation and development of the total domestic intelligence. Along with this, the state university acts as a subject of the emerging mixed economy, consuming both budgetary and non-budgetary funds. As an economic entity, the university is a commodity producer, developing and functioning on the principles of a mixed economy in the conditions of commodity-money relations.

2. Commercial products produced by a state higher educational institution include the following groups of works and services:

Educational and pedagogical products (amount of knowledge on certain programs, scientific and methodological products that ensure the implementation of educational programs, etc.);

Scientific and technical products, the composition and structure of which were determined back in the 1980s;

Non-core products and services (the amount of paid work and services provided by the university to organizations, the population and its employees through the use of the capabilities of non-core structural units - transport and repair, editorial, publishing and other works and services).

3. The main source of funding for a state university are:

State budget funds for the implementation of the state order for the training of specialists in accordance with stable state standards;

State budget funds for fulfilling orders for the creation of scientific and technical products and services;

Funds of enterprises and organizations under direct contracts for the creation of all types of commercial products and services at contractual prices;

Funds of individuals under direct contracts for the creation of all types of products (and services) at contractual prices;

Voluntary contributions from enterprises and organizations;

Bank loans;

Loans on a repayable and paid basis;

Funds from own accumulation funds for the creation of marketable products at an estimated cost, the amount of which is formed by the university independently; income from the activities of separate structural divisions and enterprises created by the university in accordance with the terms of the constituent agreements.

4. The state order is drawn up in the form of a state contract and is binding. The production capabilities of the university, not funded by the state, are used by the higher education institution at its own discretion and are not subject to external control, with the exception of facilities and areas, the permission to lease which is issued in a special manner.

5. The university has the right to form any financial funds not prohibited by the current legislation, focused on the accumulation and spending of funds for statutory purposes.

6. A higher educational institution, as a legal entity, has the right to create any structures, including those of an entrepreneurial nature, establishing economic relations with them that are priority for the university. In order to extend to the created structures the benefits provided by the state in the field of education and scientific and technical activities, the university is authorized to include newly created legal entities in its charter.

7. A state university has the right to invest temporarily free funds, except for budget funds, in profitable and liquid assets and market instruments (GKO, deposits, real estate, equity shares, shares, bonds, etc.), the income from which is directed to the statutory purposes . The university has the right to enter into partnerships with companies and firms with 100% foreign capital, including those in offshore zones.

8. In addition, the university has the right to carry out any entrepreneurial activity not prohibited by law (subject to the availability of appropriate licenses).

Entrepreneurial activities should be carried out by the university not to the detriment, but in support of academic activities. This means that the development of the academic sector is prioritized over all others.

Now let's look at the main functions Russian university, which we list below in order of importance and priority for modern domestic higher education.

First of all, this learning function. As in relation to the North American and Western European universities, this function is basic and inherent in all Russian universities without exception. It should be noted that in most cases this function, along with the economic one, is far ahead of other functions implemented by a higher educational institution.

economic function. This function plays the main - after the educational - role within the framework of the Russian university and is generally inherent in both public and private Russian universities due to the orientation of the latter towards conventionally called "applied" specialties that are in demand by the national economy.

Scientific qualification function. The previously reviewed state programs and directions of the national project in the field of education increase the importance of this function for universities. It should be noted that for large state higher educational institutions, the scientific qualification function has always played a significant role. Such universities implement a large list of educational programs of postgraduate education (postgraduate and doctoral studies), pay significant attention to the professional growth of the teaching staff, encouraging their participation in seminars and conferences and publishing scientific papers.

Intelligent function. This function is implemented to one degree or another by most Russian universities, but the range and level of its implementation varies greatly, especially when comparing public and private “applied” universities (naturally not in favor of the latter).

The function of additional and continuing education, which in a certain way is connected with the intellectual function, is mainly implemented by various state universities, which periodically organize problematic and practical seminars in certain areas, and in rare cases - special training courses aimed at bringing the latest theoretical and practical developments closer to interested specialists working in the respective region. It should be noted that the implementation of this function is generally limited and does not have established traditions due to the existence in the USSR, and then in Russia, of a network of advanced training institutes (IPCs) of various categories of specialists that are focused specifically on the implementation of the function in question. In recent years, this situation has begun to change in the direction of cooperation between the IPC and universities and a certain increase in the role of state universities in the implementation of programs of additional and continuing education. In particular, universities began to offer specialized courses (as a rule, lasting from 1 month to two years) for the training of certain specialists with the issuance of appropriate certificates and certificates.

cultural function. Recognizing the conjugation of this function with the intellectual one, it should be noted that it is difficult to assess the presence of a cultural function in a particular university, but we can talk about a direct connection between the quality of the education provided, the level and scientific fame of the teaching staff and the traditions of the university, on the one hand, and the degree of implementation of the cultural functions, on the other. In this context, the cultural function is truly realized only by public universities that have an established reputation and sustainable traditions. In addition, it was Russian state universities that traditionally focused on a fairly wide degree of training of specialists, paying attention to the humanitarian block of courses and disciplines, and this trend is currently developing. Although, if we consider the cultural function of the entire system of higher education, one cannot speak of the absence of a contribution to its implementation by private universities.

"Resource-strategic" function. This function is implemented by a very small number of the most famous Russian state universities. It is these universities that have the capabilities, experience and appropriate scientific base for training first-class specialists who can play a decisive role in the scientific and technological development of the state. The "resource-strategic" function is inextricably linked with the research function, the consideration of which will somewhat supplement these lines. It can be stated with complete certainty that Russian private universities, which are almost entirely focused on applied specialties, do not implement either the considered function or the function following it at all.

Research function. This function was discussed in detail above when listing the problems of university science.

The key role in the management of a Russian university belongs to the rector, who is elected by secret ballot for a 5-year term by a conference (general meeting) of teaching and research workers, representatives of other categories of workers and students at the university and is approved (in a state and municipal university) in the position by the education management body which is in charge of the respective institution of higher education. The Academic Council, which consists of several dozen members, plays a far from decisive role in making the most important decisions. Basically, the role of this body is reduced to the discussion, coordination and approval of certain decisions and documents, affecting, as a rule, the educational and scientific sphere of the university. Financial, economic and economic issues are accepted mainly at the level of the administration without the direct participation of the Academic Council. Moreover, the chairman of the academic council is the rector of the university, which once again emphasizes his primary role in the management of the university.

The next step in the management vertical is the administration, usually consisting of 4-8 vice-rectors, depending on the scale and priority areas of development of the university. The key ones are Vice-Rector for Academic Affairs, Vice-Rector for Science, Vice-Rector for Administrative and Economic Affairs, Vice-Rector for Student Affairs and (or) Vice-Rector for Social and Economic Affairs (Vice-Rector for Social Development). In addition, in a number of large and rapidly developing universities there are positions of vice-rectors for informatization, regional work, paid education, international relations, etc. Vice-rectors are responsible for the relevant areas of the university's activities and supervise the work of a number of structural divisions. Vice-rectors often head the key departments of universities, among which are the educational and methodological department, planning and financial department, the department of international relations, the department of paid educational services, and the economic and operational department.

The educational structure of a Russian university includes faculties headed by deans and subdivided into departments, laboratories and centers. In a number of large universities, several homogeneous faculties are organized organizationally into institutes led by directors. Unlike North American and some Western European universities, in Russian higher education institutions students are initially enrolled in certain faculties, which transfers the bulk of organizational work with students to faculties (deans).

The educational and scientific sector, as a rule, is represented in a Russian state university by postgraduate studies (doctoral studies), separate scientific centers and laboratories, and dissertation councils.

An important link integrated into the educational and scientific infrastructure of the university is the library.

The administrative and economic structure of a Russian university usually provides for the existence of an economic and operational (administrative and economic) department, to which the relevant services are subordinate, as well as some other divisions, such as the department of capital construction, the services of the chief engineer, the chief power engineer, etc.

The financial and economic sector of a Russian university includes planning and financial management and accounting. In a number of state universities that carry out paid enrollment of students, structures such as the management of paid education are specially created, as well as various kinds of centers whose activities are aimed at attracting extrabudgetary funds to the university. However, the subdivisions of this group often have different subordination and are rarely organized into an efficient system.

The socio-economic activity of a typical state university is organizationally built through structures subordinate to the vice-rector for socio-economic issues and (or) the vice-rector for work with students who supervise the hostels; commission on social issues; university sports complex and recreation center (if available); house of culture and clubs; food complex (canteen and buffets).

The main subsystems of a modern higher education institution

Three key areas of activity of almost any higher educational institution are educational, scientific, and financial and economic. Since each of these areas includes a significant set of hierarchical goals, objectives, principles, methods, structural divisions and is characterized by a certain integrity, autonomy and independence, we have every reason to call them subsystems. Thus, we distinguish three main subsystems of the university - educational, scientific, financial and economic (the composition of non-core subsystems may include administrative, economic, social and other subsystems - depending on the specifics and scale of the university's activities). Of course, such a classification is not indisputable and is open to criticism. However, when comparing the basic essential functions of the university (educational, economic, scientific, intellectual, etc.) that we have previously defined with the classification of subsystems proposed here, we can conclude that they are all implemented within the educational and scientific subsystems, and the financial and economic subsystem provides the very possibility and basis for the proper implementation of these functions and the organizational and economic activities of the university as a whole. Consequently, the proposed classification of subsystems includes all the main activities and functions of a higher educational institution as an educational and scientific institution, and in this sense it can be considered universal in relation to any Russian or foreign university. At the same time, it should be noted that if the allocation of educational and scientific subsystems is quite traditional for any university, then the formation of a financial and economic subsystem (FEP) as one of the key subsystems within a Russian state university requires justification. In this regard, we can single out the following main factors that determine the creation of FEP within the framework of a Russian state university:

1. The need for universities to earn money.

2. The need for a transition to portfolio management of investments in relation to a state university.

3. An increase in the amount and intensity of the movement of funds through the financial flows of the university.

4. The variety of market instruments used by the university to prevent inflationary threats.

5. Expansion of the scope of financial marketing.

6. The need for the growth of a specialized highly professional personnel corps engaged in managing financial flows.

7. The high responsibility of the specified personnel corps for the reliability, efficiency (profitability) of financial and financial-economic operations to the staff of the university.

These factors predetermine:

Formation of a specialized financial and economic subsystem in the university;

Institution of FEP in the form of some organizational structure (for example, the financial and economic department) in the overall structure of the university management.

The main task of such a structure is to introduce a market arsenal of financial and economic management methods into the established financial practice of the university.

In the context of each of the identified subsystems, we can consider the university as a subject of relations within its subject area. Accordingly, when studying the financial and economic subsystem, we consider the university as an economic entity, as was done in the previous section. In this case, first of all, it is necessary to determine the basic model of economic management of a higher educational institution. The author adopted a functional-target approach as the basis of such a model. The essence of this approach is to develop a functional-target matrix, which is shown in Table 2.1.

The matrix indicates the goals of the university as an economic system, presented in the form of two large blocks:

1. "Development of the system" (block No. 1), including the following target subsystems:

A. Managing the development of the material and technical base.

B. Management of organizational and economic development.

B. Management of the social development of the labor collective.

2. "System operation" (block No. 2), including the following target subsystems:

A. Capacity development management.

B. Managing the functioning of production.

Table 2.1

Functional-target structure of the university economic management system

Target subsystems	Capacity Development Management			Production Operations Management
System-wide	CPS "Management Development of the material and technical base "	CPS "Management organizational economic development"	CPS "Management social development of the creative team	CPS "Management production and implementation"	CPS "Management efficiency use of resources"	CPS "Management quality"
Forecasting and planning	Forecasting and planning for the development of material technical base	Forecasting and planning of organizational and economic development	Forecasting and workforce development planning	Forecasting and planning production and implementation	Forecasting and resource efficiency planning	Forecasting and product and service quality planning
Financing and lending	Funding and lending for the development of material technical base	Funding and lending for organizational and economic development	Funding and lending social development labor collective	Funding and lending production and implementation	Funding and resource efficiency lending	Funding and lending activities to improve the quality of products and services
Organization and operational control	Organization and operational material development management technical base	Organization and operational management of organizational and economic development	Organization and operational management of the social development of the workforce	Organization and operational management of production and sales of products and services	Organization and operational efficiency management resources	Organization and operational quality management of products and services
reporting	Accounting and reporting Development of material and technical base	Accounting and reporting on organizational and economic development of production	Accounting and reporting social development of the workforce	Accounting and reporting production and implementation	Performance Accounting and Reporting use resources	Accounting and reporting product quality and
Analysis and evaluation	Analysis and evaluation development of material and technical base	Analysis and evaluation organizational- economic development	Analysis and evaluation social development labor collective	Analysis and evaluation results of production and sales of products and services	Analysis and evaluation resource efficiency	Analysis and evaluation product quality and
stimulation	Payment and stimulation of the labor collective for the development of the material and technical base	Payment and incentives for organizational and economic development	Payment and incentives for the implementation of measures for the social development of the labor collective	Payment and incentives for production and sales	Paying and Incentives for Efficient Use of Resources	Payment and incentives for the quality of products and services

The vertical of this matrix shows system-wide management functions, such as forecasting and planning, financing and lending, accounting and reporting, and others (see figure). At the intersection of the rows and columns of the matrix, particular sets of tasks are formed, including the following types of support: methodological, technological, informational, personnel, technical, legal, etc. The formation of each set of tasks is based on the principle: “implementation of such and such a function in the name of achieving such and such a goal. This model, covering the main goals and functions of management, indicates the complexity of the systemic economic management of the university, which, in turn, orients us to an adequately complex management system.

Within the framework of the main subsystems of the Russian university, significant changes have recently taken place, which have both positive and negative features. That is why today it is impossible to talk about the stability and sustainability of approaches to the organization of the educational process and teaching methods.

Let us examine in more detail the educational subsystem of a Russian university. Let us immediately note that in Russian higher education there is a traditional model of education that was formed back in Soviet times and corresponded to the level of social, scientific, technical and technological development of the country at that time. This model provides for the organization of student training according to a rigid and unified list of disciplines for all; the division of all classroom training sessions exclusively into lectures, seminars, practical and laboratory work, subject to the main emphasis on classroom group sessions; the use of paper media for all types of educational work; division of the academic year into two semesters; uniform for all forms of certification in the form of credit and examination sessions at the end of each semester, based on the results of which an assessment is made for the corresponding semester; uniform for all forms of examinations and tests (examination tickets); final certification in the form of defense of the thesis. It should be noted that in the context of the time of its formation, such a model was quite effective and justified, although with some remarks. However, the whole dynamics and logic of the development of Russian society as a whole, the integration of the country into the global educational space, a completely different level of modern scientific and technological development dictate the need to change this model. And similar changes are taking place in a significant part of Russian universities of federal significance, many of which have already significantly changed the model for organizing the educational process. Many Russian universities actively use classes according to individual curricula; new forms of control and certification that directly take into account the progress of students throughout the entire period of study; computer and multimedia technologies; distance learning methods for part-time students; the division of the academic year into trimesters and the use of the summer period for additional and other forms of education, etc. Nevertheless, in the general case, it can still be stated that the traditional model described is still basic and, in this sense, stereotyped in the Russian system of higher education. The use of certain teaching methods and technologies currently depends mainly on the universities themselves, on their financial potential, organizational capabilities, the level of conservatism and traditionalism in the teaching environment, and the goals of long-term development. A number of universities (mostly non-state) are almost completely focused on the American model of building the educational process, although often this orientation is characterized only by external attributes and is extremely superficial, and another part of Russian universities is trying to introduce their own developments in this area.

It should be noted that a blind transition to Western teaching methods in Russia often leads to completely opposite consequences, relative to those desired by the initiators of such a transition. The results of such actions are a decrease in the quality of education, a lack of understanding by students, teachers, professional circles and the general public of the true essence and direction of innovations, etc. The country's leading universities are trying to systematically approach innovations in the organization of the educational process, guided by a course to improve the quality and content of education in the light of the opportunities offered by new technologies, and not the desire to simply use the educational technologies adopted in Western universities (and sometimes only their catchy names) in isolation from the design of the entire education system and the validity of their implementation.

Within the framework of the educational subsystem of a Russian university, we can highlight educational component. Moreover, in relation to a number of higher educational institutions of the country, one can even apply the term "educational subsystem". The much more significant role of the educational component in Russian higher education, compared with North American and Western European universities, is explained by the following factor. In the student body of Russian universities, the absolute majority is young people under the age of 25, the vast majority of which enter the university immediately after leaving school at the age of 17–19. Naturally, in this situation, junior students are not yet formed personalities, often not out of the so-called "teenager" age and requiring the educational and disciplinary participation of the university. In addition, these students are initially unprepared for a significant degree of academic autonomy that a university can provide them with, due to previous experience of the school teaching and educational environment and a sense of personal responsibility for themselves that has not yet been formed. Therefore, a university simply cannot lack educational and disciplinary forms and methods of working with students, which different universities implement in their own way.

Another teaching and educational feature of the university is the need to educate and develop students of systemic and integrated thinking, without which higher education as such loses its meaning. The successful implementation of this educational function ensures the achievement of two main goals: firstly, the actual education of the individual and the formation of a mature mentality among students; and, secondly, increasing the efficiency of assimilation of knowledge acquired by students at the university, due to the very nature of higher education, focused on the systematic and scientific presentation and assimilation of knowledge.

The contours of the scientific subsystem of a typical Russian university reflect the already mentioned position that its scientific activity is characterized by less intensity and worse organization than in North American and Western European universities. In the previous sections, we have already paid enough attention to the consideration of this issue, noting the objective and subjective reasons for the situation described. We repeat that the main objective reason for the underdevelopment of scientific research in Russian universities is the initial concentration of the vast majority of such research among research institutes (NII) and experimental design bureaus (OKB). In this situation, even the leading technical and natural science universities performed for such research institutes and design bureaus the functions of training promising personnel and carrying out auxiliary scientific research. At the same time, the United States and a significant part of Western European countries have taken the path of orientation towards university science, which is why these countries do not have the network of research institutes and design bureaus that is familiar to Russia. It is impossible to unambiguously determine which of the systems is better or worse, since each of them has its own advantages and disadvantages.

The scientific subsystem of a Russian state university (in this case, we do not consider private universities, since the term “scientific subsystem” can hardly be applied to them) is mainly represented by postgraduate and doctoral studies (residency, adjuncture). A number of large Russian universities operate special scientific laboratories and centers, as well as (mainly in leading technical universities) university research institutes or similar structures. It should be noted that in most cases, such scientific departments carry out their activities separately from the main educational process, without being integrated into it. Often, university researchers are completely removed from the educational process, doing only purely scientific work. As a rule, the management of the scientific activities of a Russian state university is carried out by the vice-rector for scientific work or the head of a specially created department or department. Thus, we see that the main part of scientific work in a Russian university is carried out either by structures that are not organizationally connected with the educational process, or by students at the postgraduate level. The scientific work of students is usually limited to writing term papers and abstracts, reports, as well as the final thesis, provided for by the training programs. Most of the abstracts, reports and term papers are of a compilation nature and contain a small research component. Cases of involving students in serious and practical scientific research are extremely rare, with the exception of a few technical universities (for example, Moscow Institute of Physics and Technology), where senior students are "attached" to large scientific and research organizations (NII, OKB), where the main part of their practical and laboratory classes.

In the financial and economic field, there are significant differences between state and non-state educational institutions, as well as the heterogeneity of the sources of activity among the state universities themselves.

Two main sources of funding for the activities of state and municipal universities can be distinguished: funds from the budget of the corresponding level (federal, constituent entity of the Russian Federation, municipal) and extra-budgetary revenues from the implementation of paid educational activities and the leasing of property and land plots assigned to universities. Budget financing is carried out in accordance with state assignments (target figures) for the training of specialists, retraining and advanced training of employees, based on the established state (departmental) funding standards.

Due to objective and subjective reasons, there are significant differences among Russian state universities in terms of the share of extrabudgetary receipts in the structure of total income. On the whole, this share is significantly higher for well-known metropolitan universities, as well as for educational institutions located in large cities with a relatively solvent population.

In conclusion of the study conducted in this chapter, we can draw the following conclusion.

The current stage of development of the Russian higher school is characterized by a very intensive interpenetration of the methods of education of the Western school into the Russian one and vice versa. Russia is actively developing large university centers in the image of the leading centers of the United States and Europe. The modern stage is characterized by the creation of their branches by leading universities. This dramatically expands the market for educational services and saves money invested in education, but leads to a deterioration in the quality of education, unless adjustments are made to education methods.

Possible deterioration in the quality of education is due to the following factors:

Possible lack of a sufficient number of qualified teaching staff in the branches;

The impossibility of quickly creating the necessary material educational and laboratory base in the branch;

The economic inexpediency of deploying complete laboratory complexes and lecture multimedia systems in the branch due to the small number of students; the lack of traditions and experience in the branches of staging research and educational work and experiments.

The solution of the current problem is possible on the basis of the introduction of distance learning in the field of education based on new information technologies and a modern approach to the creation and functioning of the educational process. The main directions of this approach:

Informatization of existing educational and scientific laboratory equipment based on modern tools and technologies;

Development of a new generation of educational equipment using computer models, animations and physical modeling of the objects, processes and phenomena under study, focused on solving the following problems: focusing on the physical side of the process under study; reduction of the routine part of the educational process due to the automation of control systems, measurement and processing of results; the laboratory stand should cover a large section of laboratory work of the applied thematic direction; laboratory stands must have a telecommunications system that provides modes of remote and collective use of equipment, integrating laboratory stands into the distance education system.

The methodology of education should support computer forms of learning, knowledge control, receiving an individual task, modeling the processes under study, conducting an experiment, analyzing and processing the results of an experiment, including in remote access mode.

Creation of a system of remote access of university branches and small universities to the resources of their base universities and through them to the leading educational and scientific laboratory research centers of the country.

These three areas (computerization of equipment, methodology of education based on information tools, computer forms and remote access) are the essence of the concept of innovative management of a modern university based on the creation and implementation of a distance education complex.

Of course, other possibilities for implementing the concept of innovative university management should also be considered, including through the management of university business processes and the implementation of innovative strategies, which we will pay attention to further.

In conclusion of this chapter, let us return to one of the definitions of the concept of "management", which we considered in the first chapter: control – like art- the ability to effectively apply the data of management science in a particular situation. Then concept of innovative development can be imagined as the application of the data of management science, which included the main provisions of the concept of self-organization, to substantiate the role of innovation as a source of structural evolution and to project the process of self-organization of the higher education system onto the level of an individual university in order to develop a methodology for managing it in the logic of the development of the entire system.

Basic Provisions concepts of innovative management of a modern higher education institution are:

1) By analyzing the genesis of innovative approaches to the development of the system of higher professional education, it was revealed that it is an example of increasing the stability of the system in the evolutionary period of development - maintaining a certain specialization of subsystems. The system of higher professional education includes operational and conservative subsystems. Of these, the first approach the environment, capturing its fluctuations, which illustrates the development of distance education, university complexes, university networks. The second ones move away from it, while maintaining the qualitative certainty of the system. This can be illustrated by the preservation of the traditions of scientific activity, the continuity of scientific knowledge in Russian universities, the preservation of the fundamentality and quality of education.

2) Based on the theory of self-organization, the process of self-organization of the higher education system should be projected onto the level of an individual university in order to develop a methodology for managing it in the logic of the development of the entire system. In particular, as one of the last stages of the process self-organization- the transition of the education system to a new qualitative level - one can imagine the expansion of higher professional education "in breadth", "deep" to the regional level. For an individual university, this will be such an organization of its subsystems, functions and devices that will allow the development of new innovative forms of education (university networks, distance education, etc.).

Schematically, the process of self-organization at the level of an individual university, which, similarly to the system of higher education, would allow it to increase stability in evolutionary development by maintaining the specialization of subsystems, can be represented as follows (See Fig. 2.1).

In this chapter, it was theoretically substantiated (using the theory of self-organization) that the genesis of innovative approaches to the development of the system of higher professional education is an example of increasing the stability of the system in the evolutionary period of development - the preservation of a certain specialization of subsystems, which consists in the development of new ones, including remote ones. , forms of learning by operational subsystems, while maintaining the traditions of scientific activity and the continuity of scientific knowledge by conservative subsystems.

The concept of innovative management of a modern higher education institution is also proposed, which implies the projection of the process of self-organization of the higher education system, which consists in its regional expansion and the development of new innovative forms of education, at the level of an individual university in order to develop a methodology for managing it in the logic of the development of the entire system.

Rice. 2.1- The process of self-organization at the level of an individual university

The term "state contract" is used by the author to separate the state order into a separate document.

Previous

1. Functions of the university

A classical university is a higher educational institution that trains specialists in various fields and areas of education at two levels of higher education, conducts fundamental and applied scientific research and performs the functions of a scientific and methodological center for the profiles of the training of specialists with higher education.

Karl Jaspers is a German scientist who wrote the book The Idea of ​​a University in 1949. He singled out the main functions of the university:

1. Educational.

2. Research.

3. Educational.

The university performs educational, intellectual, cultural and social functions aimed at meeting the needs and interests of the individual, society and the state.

The educational process in a higher educational institution should meet the society's need for qualified specialists.

Higher educational institutions carry out scientific, scientific and technical and innovative activities in accordance with the profile of training specialists and priority areas of the state scientific and technical policy.

Training of scientific workers of the highest qualification in higher educational institutions is carried out in postgraduate (adjuncture) and doctoral studies.

International cooperation is carried out with international organizations, foreign individuals and legal entities, international and national projects and programs in the field of higher education.

The main tasks of the university are:

· training of specialists with higher education in accordance with the needs of society and the state;

organization and conduction of research works;

· activities on the most urgent problems of science, technology and production, the development of the appropriate material and technical and experimental production base of the educational process and scientific research;

education of students in the spirit of patriotism, high citizenship, humanism, for the benefit of man and society;

· Satisfying the needs of the individual in intellectual, cultural, physical and moral development through higher and postgraduate education.

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Introduction

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

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

A person can get a higher education at an institute, university and academy. The first universities emerged in Europe at the end of the 12th century. Many of them still exist today, and remain popular in our time.

The university is essentially a world in itself. This is a unique formation of civilization, a kind of civilizational phenomenon.

Functions of the university

A classical university is a higher educational institution that trains specialists in various fields and areas of education at two levels of higher education, conducts fundamental and applied scientific research and performs the functions of a scientific and methodological center for the profiles of the training of specialists with higher education.

Karl Jaspers is a German scientist who wrote the book The Idea of ​​a University in 1949. He singled out the main functions of the university:

1. Educational.

2. Research.

3. Educational.

University performs educational, intellectual, cultural and social functions aimed at meeting the needs and interests of the individual, society and the state.

The educational process in a higher educational institution should meet the society's need for qualified specialists.

Higher educational institutions carry out scientific, scientific and technical and innovative activities in accordance with the profile of training specialists and priority areas of the state scientific and technical policy.

Training of scientific workers of the highest qualification in higher educational institutions is carried out in postgraduate (adjuncture) and doctoral studies.

International cooperation is carried out with international organizations, foreign individuals and legal entities, international and national projects and programs in the field of higher education.

The main tasks of the university are:

· training of specialists with higher education in accordance with the needs of society and the state;

organization and conduction of research works;

· activities on the most urgent problems of science, technology and production, the development of the appropriate material and technical and experimental production base of the educational process and scientific research;

education of students in the spirit of patriotism, high citizenship, humanism, for the benefit of man and society;

· Satisfying the needs of the individual in intellectual, cultural, physical and moral development through higher and postgraduate education.