Social effects of the education program in Russian. Social efficiency in education

"Innovations in education" - Innovative movement. Fundamentals of Qualitative Research: Grounded Theory, Procedures and Techniques / Izd. 2nd, stereotypical. School of Joint Activities (G.N. Prozumentova, L.A. Sorokova). The context of humanitarian management and innovation research. Academic Lyceum (I.N. Tobolkina). Assessing the impact of educational practices on education.

"Innovative processes in school" - Object. Pedagogical activity. Introduction of new specialized courses. Innovation. Teaching team. A new quality of education is the main goal of the formation of a modern school. Thing. The motto of our school: There are two main aspects in the problem of pedagogical innovations: Forms of work. Advanced.

"Innovations at school" - Educational process. Monitoring functions. Innovation. The subject of pedagogical innovation. Pedagogical innovation. National Education Initiative. Updating educational standards. Innovation. The best innovative schools in Russia. Increasing the level of achievement. Conditions for the organization of monitoring.

"Innovative educational project" - The relevance of the target program. Resource potential of an educational institution. New technical and technological means. Distance learning model for students with disabilities. Subject of change. Target audience participants of innovative changes. Implemented control system.

"Innovative activity in education" - Management of innovative processes involves the following tasks (works): the development of educational institutions as a pedagogical system and a special social organization. Methods of innovation management. Ethnocultural (polycultural) education. The result of innovation activity (specific changes in the object of transformations).

"Innovative learning" - Conditions --- process --- result. Problem-oriented analysis. What is innovation? Skill monitoring. Key competencies. Analytical report. Educational achievements. Modeling a methodological theme as an innovative project. Distinguishing between the concepts of "novation" and "innovation" /according to Slobodchikov V.I./. What is the relationship between innovation and innovation?

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1. Social efficiency of education

The place of education in the life of society is largely determined by the role played in the social development of people's knowledge, their experience, skills, abilities, opportunities for developing their professional and personal qualities.

This role began to grow in the second half of the 20th century, having fundamentally changed in its last decades, which found its theoretical reflection in a number of concepts of social and economic development, among which are the concepts of post-industrial society, the theory of human capital, the ideas of an active society, and others. The most profoundly growing role of knowledge and information in social development was reflected in the concepts of the information society, the formation of an information civilization.

The information revolution and the formation of a new type of social structure - the information society - fundamentally change the role of information and knowledge in social and economic development.

If in an agrarian society economic activity is primarily associated with the production of food products, in an industrial society - with the production of industrial goods, then in a post-industrial, information society, the production of information and its use for the effective functioning of the entire economy become the main economic activity. Accordingly, if in an agrarian society the main factor limiting production was land, in an industrial society it was capital, then in the information society, knowledge becomes such a factor. E. Toffler in his work “Forecasts and Prerequisites” writes about this as follows: “In the past, land, labor and capital were key elements of production. Tomorrow - and in many industries it is already tomorrow - information will become the main ingredient.

The gradual advancement of the sphere of higher education in the second half of the twentieth century to the forefront of public life was reflected in its rapid development over the past decades. It was expressed, in particular, in the fact that during the three post-war decades, as many students studied in the education system in the world as there were none in the entire previous history. According to UNESCO, the number of students worldwide has grown from 436.1 million in 1960 to 845.3 million in 1980. One of the most important results of this was that the proportion of illiterates in the world fell from 44% in 1950 to 26.5% in 1990.

In the second half of the 20th century, many countries radically solved the problem of educating children. Thus, compulsory 10-year education was introduced in Great Britain in 1944, in France - in 1967. In Japan in 1947, 9-year education became compulsory, and in the USSR, since 1962, 8-year education. In developing countries, the enrollment of children in primary school and the duration of their education are constantly increasing. The expected years of schooling for a child from the age of six in developing countries in 1990 was 8.5 years, compared with 7.6 years in 1980. In Eastern Europe and Central Asia, schooling of 9-10 years is the rule; in East Asia, Latin America and the Caribbean, primary education is almost universal. The countries of the Middle East and North Africa are constantly progressing, as are the countries of South Asia, although they still have much to do in the field of children's education.

In 1990, 76% of the 538 million children aged 6 to 11 in developing countries were in school, compared with 48% in 1960 and 69% in 1980. At the secondary school level, 46% of the developing world population aged 12 to 17 attended school in 1990, and this proportion increased during the 1980s in all regions.

Significant achievements are also characteristic of the development of higher education in the world in the second half of the twentieth century. Since the 1950s, in developed countries, and somewhat later in most developing countries, the social demand for higher education began to increase sharply, sometimes taking on the character of a social explosion. Governments sought to meet this skyrocketing demand for education. As a result, the number of students in higher education grew at an unprecedented pace. So, over 30 years, from 1955 to 1986, the number of students enrolled in higher educational institutions in Spain increased 15 times, Sweden - 9.7 times, Austria - 9.4 times, France - 6.7 times. In developing countries, growth has been even more impressive. During the same period, enrollment in Thailand increased 33 times, Indonesia 36 times, Congo 60 times, Venezuela 63 times, Madagascar 87 times, Kenya 103 times, Nigeria 112 times. .

Such a significant increase in the number of students was accompanied by a sharp increase in funding for education, state subsidies for it.

However, the noted significant achievements in the development of education in the second half of the twentieth century do not fully reflect the state of education in the modern world. Its exponential expansion, which took on the character of an “educational explosion”, an “educational revolution”, was accompanied by an aggravation of various problems in this area, which was already understood in the 60s as a global education crisis, i.e. the crisis state of the educational system as a whole, manifested in the aggravation of problems of access to education, in particular the problems of equality of this access, in the aggravation of problems of the quality and relevance of education, the efficiency and productivity of the educational system, and the aggravation of the problems of its financing and management.

2. Social efficiency as an educational result

Education is the most important sphere of people's social life, on the one hand, and the process of becoming a person, on the other, therefore, the relationship and interdependence of education and society is more than obvious. The current stage of development of society requires updating the educational process of the school, first of all, in terms of meaningful and effective components. The new school is a school aimed at achieving social efficiency as the main educational result.

In this regard, the issues of social efficiency become very relevant in the design of the educational process. In the context of modern approaches outlined in the strategy of socio-cultural modernization of education and the national educational initiative "Our New School", the social effectiveness of education is seen as the correspondence of the social effects of education to the strategic interests of the development of society; the quality of the impact of education on the environment.

Thus, the social effects of education correlate with the priority areas for the development of society:

social consolidation of society;

formation of cultural identity of Russian citizens;

reducing the risks of socio-psychological tension

between different ethnic and religious groups of the population;

"social lift" and the achievement of social equality

groups and individuals with different starting opportunities.

It should be noted that the social effect of education is understood as a broad social, as a rule, delayed result of education, mediated by the nature of socialization and the results of the graduate's social activity.

From the point of view of the essential characteristic of updating the content of the educational process of a new school, social efficiency is the maximum use of education as a factor in social progress with a minimum of costs and all kinds of side negative consequences. Efficiency is the ratio of results to costs: the more significant the result and the lower the costs, the higher the efficiency.

As indicators of achieving the social effects of education as a mechanism for the development of society, the following are considered:

positive impact of the educational process on development

the best personality traits;

creation of the most comfortable living conditions for the individual;

improvement of all aspects of public relations;

formation of an open democratic society.

When developing the problem of the social effectiveness of education, one should proceed from the principle of non-cumulative (non-incremental) integral social effects of education. In methodological terms, this justifies the expediency of differentiating the internal and external effectiveness of education.

The social efficiency of educational institutions for society as a whole, associated with ensuring the quality of life of communities and the person in them, is external efficiency. It is these effects that express the essence of education as the most important institution of the socialization of society. In turn, internal efficiency correlates with the particular effects of education, which can be tracked and determined at the level of subjects of the educational process.

This approach allows us to consider social efficiency as a natural consequence of the personal effectiveness of the subjects of the educational process. In this context, personal effectiveness is a necessary factor and means of achieving the social effectiveness of education.

The new school is, first of all, an effective school, i.e., a general educational institution focused on the system of effects (social results) of educational activities. Personal effectiveness (the effectiveness of an individual) is the basis of the social effectiveness of such a school.

Proceeding from this, the social mission of the school in modern socio-cultural conditions is to increase the personal effectiveness of the subjects of education. Designing the educational process of an effective school involves:

interaction between teacher and students through

system-activity, research approach in education;

joint socio-pedagogical design and successful self-realization of all participants in the educational space.

The goal of modern education is the development of a person's personal effectiveness, which is understood as the result of the implementation of a system of personality traits that allow a person to be successful in society.

Society in this context is a society in which a person has been included for a sufficiently long time so that this affects the formation of his personality. Success should be considered in two aspects: externally, it is the degree of acceptance by the society of the methods and results of human activity, internally, satisfaction with one's own methods and results of the individual's activities.

Thus, the problem of developing a person's personal effectiveness can be expressed in three interrelated lines: social trends and needs; individual personality traits and their development; the success of human activity in society.

An effective education system should implement an individual approach to each student and model the conditions for the manifestation of their independence, originality, self-activity, since only in this case the educational process has a real chance to be based on the individual interests, needs, opportunities and personal experience of the student.

An individual approach to each student is a necessary condition for building a new, truly modern and effective education system. Individualization is considered as the core principle of the organization of the educational process, and the maximum disclosure and development of the individuality of each student is one of the most important tasks.

Personal effectiveness - the ability to carry out productive actions, which is based on such basic concepts as awareness of one's intentions and goals; personal resource management (time, health, money, emotions, etc.); interaction with the environment. Thus, the effectiveness of a person is the quality of his interaction with himself and the world around him. In other words, this is how well a person knows how to negotiate and cooperate with himself and others, achieve his goals and at the same time feel comfortable and confident.

From a philosophical point of view, interaction is a category that reflects the processes of the influence of various subjects on each other, the mutual conditioning of their actions and social orientations, changes in the system of needs, intra-individual characteristics, and connections. This makes it possible to define interaction in education as a system of interrelations of subjects, which determines their mutual influence in the educational environment as part of the sociocultural space, where various educational processes and their components, various subjects and materials interact.

Consequently, the effectiveness of the educational process is achieved in a multilateral subject-subject interaction with all participants, when all its participants are subjects of this process. At the same time, the developed pedagogical (subject-subject) interaction of adults - teachers, parents, members of the public - creates conditions for the formation and development of subjectivity and self-determination of the child as the most significant personal formations.

The subject is a person or a group as a source of knowledge and transformation of reality; activity carrier. At the same time, activity is understood as an initiative impact on the environment, on other people and oneself. The activity of a person depends on the motives of her behavior and is characterized by over-situation. Through supra-situational activity, external and internal restrictions are overcome - barriers to activity. Therefore, an active process is one that is directly dependent on the subject. At the same time, the position of the subject is characterized by the presence of a stable internal motivation of activity.

In this context, dialogue as a means of transferring cultural experience in education acts as a mechanism for implementing the system of subject-subject relations. Dialogical interaction determines the general subject-subject orientation of the educational process and presupposes the existence of a specific inter-subject space in which individual meanings and values intersect. Such a space contributes to the emergence of special value-semantic relations based on the acceptance by all participants of the educational environment of each other as absolute values, which determines their ability to dialogically understand themselves in relation to the other and the world of culture as a whole.

The following essential and functional requirements for ensuring the subjective position of participants in the educational process are distinguished:

continuously changing life situations (including educational ones);

in the context of subject-subject relations, the functions of the educational process should be focused on the development of educational needs, interests and subject abilities of students, allowing them to successfully adapt and fulfill themselves in life and educational situations;

in the subject-subject context, it is necessary to organize conditions for the development of subject abilities in terms of restructuring the subject content of disciplines in such a way that it, along with

with knowledge, skills and abilities, ensured the comprehensive development of the individual and the system of its activities;

organization of the educational process should be carried out on

the basis of a mechanism that ensures the constant inclusion of each

participant of the educational process in the system of relations (including communicative nature).

The dynamics of the development of the educational process, its internal movement, depends on how the nature of the interaction of its participants develops, what relationships arise between them. Mutual activity, cooperation of teachers with all participants in the educational process through communication is most fully reflected in the term pedagogical interaction.

Pedagogical interaction acts both as one of the key concepts and as a scientific principle for designing a modern education system. The basis of effective pedagogical interaction is cooperation, which is the beginning of the social life of students and the subjectivity of participants in the educational process. The essence of pedagogical interaction is the direct or indirect influence of the subjects of this process on each other, giving rise to their mutual connection.

Direct influence refers to the direct appeal to the student. The essence of indirect influence lies in the fact that the teacher directs his efforts not at the student, but at his environment, the components of the educational environment. There are verbal and non-verbal methods of pedagogical interaction. Despite the fact that the main part of the 10 professionally significant activities of a teacher is associated with the verbal method of communication, the effectiveness of pedagogical interaction also depends on the extent to which the teacher owns non-verbal communication.

Thus, interaction can be considered as a system of interrelations of subjects, which determines their mutual influence. In the process of interaction between the subjects and objects of the pedagogical process, various connections arise:

informational (information exchange between subjects of education);

organizational and activity (joint activity);

communicative (communication);

management and self-government.

Pedagogical interaction has two sides: functional-role and personal. In other words, the teacher, students and other participants in the educational process perceive in the course of interaction, on the one hand, the functions and roles of each other, and on the other, individual, personal qualities. The best option is to set the teacher to functional-role and personal interaction, when his personal characteristics appear through role-playing behavior.

It is this combination that ensures the transfer of not only the general social, but also the personal, individual experience of the teacher. In this case, the teacher, interacting with the student, conveys his individuality, realizing the need and ability to be a person and, in turn, forming the corresponding need and ability in the student.

The functional-role side of pedagogical interaction is aimed mainly at transforming the cognitive sphere of students. The criterion for the successful activity of the teacher in this case is the correspondence of the achievements of students to the given standards. The personal side to a greater extent affects the motivational and semantic sphere of schoolchildren. Scientific knowledge, the content of education in this situation act as a means of transforming this sphere.

The most important characteristic of the personal side of pedagogical interaction is the ability to influence each other and produce real transformations not only in the cognitive, emotional-volitional, but also in the personal sphere. Such an attitude indicates a high level of development of a motivational-value attitude to pedagogical activity.

The special significance of pedagogical interaction lies in the fact that, improving as the spiritual and intellectual needs of its participants become more complex, it contributes not only to the formation of the child's personality, but also to the creative growth of the teacher.

The main form of interaction between the subjects of the educational process is pedagogical communication as the most important condition and means of personal development. Communication is not just a series of sequential actions (activities) of communicating subjects. Any act of direct communication is not so much the impact of a person on a person, but precisely their interaction. Communication between a teacher and a student, during which educational and personality-developing tasks are solved - pedagogical communication.

Communication in the educational process acts as:

means of solving cognitive problems;

socio-psychological support of the educational process;

a way of organizing the relationship of participants in the educational process, ensuring the success of their education, upbringing and development.

The effectiveness of pedagogical communication is determined by its style, which refers to the individual typological features of the interaction of its participants. It expresses the communicative abilities of the teacher; the established nature of the relationship of the teacher with all participants in the educational process, their creative individuality and features.

3. Social efficiency of the educational process of the new school

Achieving social effects as the educational results of the new school involves focusing on the style of cooperation between the participants in pedagogical interaction. With this style of communication, the teacher is focused on increasing the role of the student in interaction, on involving everyone in solving common problems. The main feature of this style is the mutual acceptance and mutual orientation of the participants in the interaction.

Collaboration becomes productive if:

is carried out under the condition that each student is included in solving problems not at the end, but at the beginning of the process of resolving educational

Problems;

organized as active cooperation with the teacher, students or other participants in the educational process;

in the learning process, the formation of mechanisms for self-regulation of the behavior and activities of students takes place;

the skills of goal formation are mastered. Internal efficiency

The educational environment of the school, the participants of which are in subject-subject interaction, depends on the mastery and implementation by teachers of personality-developing strategies of interaction in the educational process. The features of such strategies are:

attitude towards the student as a subject of their own development;

orientation to the development and self-development of the student's personality;

creation of conditions for self-realization and self-determination of the individual;

establishment of subject-subject relations.

Personally-developing pedagogical interaction is characterized by specific ways of communication based on understanding, recognition and acceptance of the student as a person, the ability to take his position, identify with him, take into account his emotional state and well-being, observe his interests and development prospects. With such communication, the main tactics of the teacher are cooperation and partnership, enabling the student to show activity, creativity, independence, ingenuity.

A significant effect of pedagogical interaction is mutual understanding, which is defined as a system of feelings and relationships that allows you to achieve the goals of joint activities or communication in a coordinated manner, maximizing the observance of trust and interests, providing an opportunity for self-disclosure of the abilities of each.

In accordance with the logic of pedagogical interaction, the stages of communication are distinguished:

modeling by the teacher of the forthcoming communication with the participants of the educational process to interaction (setting the pedagogical task, choosing ways and methods for solving it, modeling communication);

organization of direct communication with participants

educational process;

communication management in the course of pedagogical interaction;

analysis of the results of communication and modeling of a new pedagogical task. The indicated stages of communication characterize the phased deployment of the process of pedagogical interaction:

modeling, during which a kind of planning of the communicative structure of interaction is carried out, corresponding to pedagogical tasks, the current situation, the individuality of the teacher, the characteristics of individual students and the class as a whole;

Organization of direct communication on the basis of personal

developing strategies for interaction regarding joint educational activities,

communication management through the implementation of the principles of effective pedagogical interaction aimed at achieving the internal efficiency of the educational process;

analysis of the results, reflecting the degree of positive impact of pedagogical interaction on the personal development of participants in the educational process.

It should be noted that the category of pedagogical interaction takes into account the personal characteristics of interacting subjects and provides both the development of social skills and their mutual transformation on the principles of organizing personality-developing pedagogical interaction:

subjectivity, is realized within the framework of the semantic meaning of the concept

"subject": the formation of reflection and managerial skills, meaningfully aimed at the means of cognition and development of the student;

purposeful development of the skills of designing one's life through

mastering the means of cognition and transformation of the world and oneself;

dialogization of pedagogical interaction, which means the transformation of the positions of the child and the adult into the positions of co-student, co-educating, cooperating people;

problematization, emphasizing that an adult does not educate, does not teach, but actualizes, stimulates the child's tendency to personal growth, creates conditions for self-discovery and setting cognitive tasks and problems;

personification, requiring the inclusion in the interaction of such

elements of personal experience (feelings, experiences, emotions and corresponding actions and actions) that do not correspond to role expectations and standards;

individualization of pedagogical interaction based on taking into account the age and individual capabilities of subjects

educational process;

The characteristic features of the new school of effective education are:

systematic improvement of the pedagogical process on

the basis of timely detection and resolution of emerging contradictions;

compliance with the content and organization of the educational process,

the technologies used, the individual abilities and capabilities of students, the needs of society;

wide involvement in the pedagogical organization of school life of the public and the involvement of students in public life;

a system of skill and art of interaction between a teacher and students

and other participants in the educational process;

education, generation after generation, people with a high personal

efficiency as a factor of social efficiency.

Within the framework of the indicated approach, upbringing involves the development, preservation and transformation of personal effectiveness in pedagogical interaction and is positioned as a priority of education. Achieving social efficiency as the main educational result actualizes the need to design education as an institution of successful personal and professional socialization and consider socialization and social development of the individual as the leading function of the new school. Orientation to the social efficiency of education is the transition of the quality of education to a different, higher level.

4. Social significance of education and factors of its effectiveness in modern society

education social new school

One of the main manifestations of the crisis in the education system is the difficulties that arise in the process of eradicating illiteracy. So, despite great successes in this field, in the 20th century it was not possible to overcome the growth of the absolute number of illiterates.

If current population growth rates in Africa, South Asia, the Middle East and North America continue, the number of out-of-school children aged 6 to 11 will increase from 129 million in 1990 to 162 million by 2015 year, that is, the absolute number of children in the world who receive no education at all is likely to increase in the next 20 years. To make matters worse, only two-thirds of the children who enter primary school complete it. As a result, adult illiteracy, now estimated at over 900 million, remains a major problem.

If we talk about developed countries, then in 1990 there were about 32 million illiterate adults, which is 3.3% of the population aged 15 and over. And we are talking about the illiterate in the traditional sense of the word. But in the 1980s, the problem of functional illiteracy began to manifest itself with all its sharpness; such a weak possession of basic knowledge and skills that they are not enough for the normal functioning of the individual, in an increasingly complex society.

Statistics on functional illiteracy mark approximately 10% of the functionally illiterate people in the world (obviously, these data are not as accurate as in the case of total illiteracy). Thus, on a global scale, over a billion men and women are completely or partially unable to use the written word. Of particular concern to specialists and the public are the trends noted in the last decade, indicating a possible serious deterioration in the situation in the development of education in the near future.

At the same time, it is noted that "the emerging information society makes increasingly high demands on literacy. Moving forward is impossible without a major breakthrough in the areas of eradicating illiteracy among the broadest masses of the population." In most countries, the number of children who want to attend secondary school is greater than it can accommodate, and the demand for higher education is generally growing faster than its supply.

The change in the role of information and knowledge in modern economic development, their key importance for the economy of a post-industrial society, is reflected, in particular, in the information theory of value developed by D. Bell and his followers. D. Bell noted that, while economists usually continue to use land, labor and capital as the main parameters, and only some of them, for example, V. Zombart, I. Schumpeter and others, supplement this triad with such variables as business initiative , enterprise and so on, the social reality is fundamentally changing. As society develops, it is clearly manifested that knowledge, innovations and ways of their practical application are increasingly acting as a source of profit. Therefore, the old paradigm of the labor theory of value, which does not take into account the fundamental role of information and knowledge in the economy, must be replaced by a new one developed on the basis of the information theory of value. D. Bell wrote about this, in particular, as follows: “When knowledge in its systematic form is involved in the practical processing of resources (in the form of an invention or organizational improvement), we can say that it is knowledge, and not labor, that is the source of value.” He associated the transition from labor to information theory of value with the characteristics of the information society, which, according to Bell, means:

1) the transition from an industrial to a service society;

2) the crucial importance of codified theoretical knowledge for the implementation of technological innovations;

3) the transformation of the new "intelligent" technology into a key tool for system analysis and decision theory.

“I stand on the fact,” writes D. Bell, “that information and theoretical knowledge are the strategic resources of a post-industrial society. In addition, in their new role they represent the turning points of modern history. The first turning point is the change in the very nature of science. Science as "general knowledge" has become the main productive force of modern society. The second turning point is the liberation of technology from its "imperative" character, its almost complete transformation into an obedient tool.

Thus, information and knowledge become the “fundamental social fact” that underlies economic development.

The fact that knowledge occupies a key position in economic development, turning into the main source of value in the post-industrial, information society, radically changes the place of education in the structure of social life, the ratio of its areas such as education and the economy. Acquisition of new knowledge, information, skills, affirmation of orientation towards their renewal and development become fundamental characteristics of workers in the post-industrial economy.

A new type of economic development, which is taking hold in the information society, makes it necessary for workers to change their profession several times during their lives and constantly improve their skills. Gradually, consumers are increasingly involved in the production of products for their own needs (spread of "prosumerism"). The sphere of education significantly intersects in the information society with the economic sphere of society. Educational activity is becoming an important component of economic development.

However, the formation of the information society changes the relationship of education not only with the economy, but also with all other spheres of public life, since information and knowledge are at the heart of not only economic, but also the entire social development.

Activity in the political, social, spiritual spheres of public life involves the constant updating of knowledge, obtaining new information from constantly growing quantitatively and qualitatively sources and its comprehension. A person in the information society receives new opportunities for self-realization and development, but in order to use these opportunities, active work is needed to educate citizens. In the social structure of post-industrial society, the sphere of education is closely intertwined with all the elements of this structure, and the course of social development largely depends on the state of this sphere.

The transition from an industrial to an information society, which is gradually taking place in developed countries, threatens to exacerbate to the limit one of the most complex global problems of our time - the problem of overcoming backwardness in the development of most of humanity. As one of the theorists of the information society, I. Masuda, notes, “the information gap, superimposed on the industrial gap, together creates a double technological gap.” If this state of affairs in relations between developed and developing countries continues, serious uncontrollable contradictions will arise that will torment the human community.

In order for the creation of a modern information infrastructure in developing countries to contribute not only to increasing the profits of developed countries participating in the financing of this process, but also mainly to overcoming socio-economic backwardness, it is necessary to use new technologies both in international business and in a variety of areas of life in developing countries. And this requires both modern technical systems and certain knowledge, skills, abilities, and behavior patterns of the citizens of these countries. The formation of the information society requires a qualitative increase in the human, intellectual potential of developing countries, and thus puts the field of education at the forefront of social development. The prospects for the socio-economic development of these countries and the solution of the global problem of overcoming backwardness in the world now depend on the solution of the problems of education, which have always been acute in developing countries and which have become even more aggravated in recent decades due to the rapid development of information technologies.

Thus, the strengthening of the role of knowledge and information in social development, the gradual transformation of knowledge into fixed assets fundamentally change the role of education in the structure of social life in the modern world. Of course, in different groups of countries and different countries there is a significant specificity in the position of the educational system in the social structure. However, the formation of a new information civilization, one way or another, affects all countries, pushing the field of education to the center of public life, causing its close interweaving with all the main elements of the social structure.

In recent years, the ideas and concepts of the information society have moved from the sphere of socio-economic, socio-philosophical and sociological research, where they have been developing for three decades, to the sphere of national and international projects.

In the mid-1990s, many countries and international organizations identified the formation and development of the information society as a priority strategic task. National projects for the formation of the information society have been developed and are being implemented in the USA, Great Britain, Canada, Finland, France, Japan, Italy, Germany, and Denmark.

Since 1994, the European Community has set the task of building the information society as a priority. The European Commission is actively developing a strategy for the transition to a global information society. In February 1995, a conference of the seven leading industrial countries on the problems of the information society was held, the purpose of which was to develop a strategy for the transition to the Information Age, building the information society.

In all national and international projects for the formation of the information society, the development of the education sector occupies a central place. The prospects for social development in the modern world fundamentally depend on the state of the educational system, its ability to meet the needs of the individual and society in high-quality educational services.

5.Social significance and effectiveness in education

The rapid growth of the education sector in the second half of the 20th century, the promotion of this sphere to the forefront of public life, the complication of its interrelations with all other areas of society, the crisis in the educational system brought to life various and persistent attempts to solve acute problems of education. In the course of a critical analysis of the existing educational system, various ideas were put forward about how to overcome the crisis in education and the characteristics of a new educational system that meets the requirements and demands of modern social development.

Gradually, the very concept of “education” began to change. in a special system created to achieve the goals of education, now such education has become known as formal education and the idea has been developed that the concept of "education" is much broader than the concept of "formal education". In this extended interpretation, "education" means everything that aims to change the attitudes and patterns of behavior of individuals by transferring new knowledge to them, developing new skills and abilities.

In connection with the expansion of the very concept of education, three main types of learning processes are sometimes distinguished:

1) Voluntary learning, including unstructured learning activities, which D. Evans divides into incidental (casual) and informal education. In the first case, there is no conscious desire for learning either on the part of the source of information or on the part of the teacher, i.e. in this case, neither the teacher nor the student creates a "learning situation". In the second case, either the student or the source of information consciously strives for learning (but not both at once, when it is necessary to talk not about arbitrary, but about non-formal education).

It is thanks to voluntary learning that a person acquires the greatest part of knowledge and skills during his life. In this way, he masters his native language, basic cultural values, general attitudes and behaviors transmitted through the family, public organizations, the media, museums, games and all others. cultural institutions of society.

2) Non-formal (or out-of-school) education.

3) Formal (school) education differs from non-formal in that it is carried out in special institutions according to approved programs and must be consistent, standardized and institutional, guaranteeing a certain continuity.

The most important in this regard is the development of the concept of "non-formal education", which reflected the emergence of the corresponding sector in the field of education and the increase in its importance. As "non-formal education" came to be interpreted "any organized educational activity outside the existing formal system, designed for an identifiable clientele and meeting certain educational goals."

The development of non-formal education is due to the fact that the school has ceased to be considered as the only permissible and possible place of learning, its monopoly on the educational role in society has been violated. Education and learning are no longer perceived as synonymous with "study at school".

The identity of education and formal education is an idea that is gradually being discredited under the influence of crisis phenomena in the existing educational system. In the report of the theorists of the Club of Rome “There are no limits to education”, the increased interest in non-formal education is explained by the “chasm separating people”, their inability to adapt to the rapid changes in the world. In this regard, the task is to create a new learning paradigm - "a necessary prerequisite for solving any global problems", the concept of "innovative learning" is proposed, focused on "human initiative", and not on unconscious social reproduction, characteristic of learning in traditional schools.

Non-formal education aims to compensate for the shortcomings and contradictions of the traditional school system and often satisfies urgent educational needs that are not satisfied by formal education.

As noted in the UNESCO report Learning to Be, “Education should no longer be limited to the walls of the school. All existing institutions, whether designed for teaching or not… should be used for educational purposes.”

With serious doubts about the ability of formal education to achieve many of the stated goals, including equality of opportunity, efficiency and cost-effectiveness, the concept of renewable education was also born.

An important feature of the formation of a new educational system in the course of informatization of public life is the assertion of self-education, self-learning as the leading form of education. If the traditional educational system assumed mainly one-sided teaching of the student by the teacher, then in the new educational system the teacher will act as an adviser or consultant. Masuda notes that "this will become possible because, as a result of the development and spread of computer-based learning systems, students will be able to learn independently, communicating directly with a computer or with other people through a computer."

Another direction in the formation of a new educational system in the course of the introduction of modern information technologies is to focus on education that creates knowledge. This, obviously, will make it possible to radically solve the problems of the quality and relevance of education. Masuda writes: “If in an industrial society education is focused on filling the heads of students with information and teaching them certain methods, then in the information society education of this type will be replaced by knowledge-creating education, as the information society will develop through the assertion of the value of information into a society based on knowledge” .

The third direction in the formation of a new educational system is the formation of a system of education throughout life. If the traditional education system is focused mainly on teaching a person in his younger years, i.e. a person in his youth receives education for life, the new system assumes education through life. “In the information society,” writes Masuda, “much attention will be paid to the education of adults and even older people, since it will be necessary for society as a whole to ensure that adults and older people are able to adapt to rapid changes in society; The growing proportion of older people in the population makes it urgent to provide these people with opportunities to develop their knowledge and skills.”

Summing up the analysis of the processes of formation of a new educational system, Masuda notes: “A radical change in the educational system will be of great importance in human history, since this change is associated with a historical transition from an industrial society, in which the natural environment was one-sidedly transformed, and material consumption expanded, to an information society. which strives for coexistence with nature through the transformation of man himself and means the establishment of new socio-economic systems.

An important feature of the new educational system and the processes of its formation is globality, i.e. world character with inherent deep processes. This feature reflects the presence of integration processes in the modern world, intensive interactions between states in various spheres of public life. There are various ways of internationalization, globalization of education. However, the most promising of them is the creation of an educational system based on the global information infrastructure that is developing in the process of transition to the information society. So, for the new educational system, emerging in the process of overcoming the global crisis of education, the following main features are characteristic:

In the new system, the functions of education are performed by a variety of social institutions, and not just the school; enterprises take over the most important educational functions.

The new educational system is based on modern computer and telecommunication technologies for storing, processing and transmitting information, which are complemented by traditional information technologies.

The new educational system is characterized by the formation and approval of market mechanisms, the formation and development of the market for educational products and services.

Globality is a distinctive feature of the new educational system and the processes of its formation.

A new educational system emerges as a system of open, flexible, individualized, knowledge-creating continuous education of a person throughout his life.

Such a characterization of the emerging new education system reveals the extreme complexity and inconsistency of the processes of its formation and development. Their course largely depends on how effective methods will be applied in managing these processes. The role of management in the activity of such a rapidly developing and becoming more complex system is growing significantly.

All of the above fully applies to the Russian Federation, where education today is going through hard times. The creation of a unified education system in Russia is due to fundamentally new requirements that an individual, society, and the state impose on education. By the end of the 20th century, the fundamental dependence of our civilization on the abilities and qualities of the individual, which are laid down in education, was fully manifested. This statement is true for all aspects of society: politics, economics, social sphere. There is no doubt that education has become an indispensable source of life's blessings, affirming a person as the master of his own destiny.

The experience of a number of countries that have achieved economic growth in recent decades, and with it social well-being, indicates that a decisive role in this process has played, is playing and will continue to play priority attention to the problems of raising the general educational level of the population, as well as training specialists, who understand the essence of economic and social reforms, who are able to implement them through new economic mechanisms of management, the creation of new progressive technologies, the formation of new social relations. Therefore, it will not be an exaggeration to say: "All the strategies of the future begin today at school."

Considering this, the modern strategic doctrines of the progress of the advanced countries of the world are based on the principles of the comprehensive development of human potential. With the transition from development based on the use of predominantly human abilities to physical labor, to development based on the use of the cultural and intellectual potential of the individual, the role of education is continuously increasing and becoming dominant. In this regard, the rivalry of the countries of the world is increasingly moving from the military and economic areas to the area of competition between national education systems. The question is natural: "Is the Russian education system capable of accepting this challenge of the time?". The answer to it cannot be simple and unambiguous, because it is connected with an assessment of the current state of the education system, the possibilities of its development in the near and distant future.

What is the Russian education system today? These are 145 thousand institutions of preschool, general secondary and primary vocational education, 2,640 secondary specialized educational institutions, 567 higher educational institutions (more than 80 of which are military educational institutions of higher professional education); more than 700 scientific organizations, including 92 research institutes, 57 experimental design bureaus, 84 experimental production facilities, about 60 technology parks, 635 innovation centers; more than 35 thousand small firms. Approximately 40 million people are brought up, trained and employed in educational institutions today.

When pursuing a unified state policy in the field of additional professional education, constant attention is paid to the development of regional systems for advanced training and retraining of specialists. At present, together with the executive authorities of the constituent entities of the Federation, 49 intersectoral regional centers have been created and are functioning at the leading universities, which have developed 14 projects of regional programs.

In order to implement the military reform and solve the problems of the conversion of military production in the Russian Federation, the solution of such an important issue for the country as the organization of advanced training and retraining of military personnel continued. Within the framework of the Program, about 17 thousand officers were retrained in new specialties of the market direction and their employment was carried out. The creation of 23 regional training centers for the retraining of military personnel has been completed. The results of the work done allow us to say that the foundations of the Federal System for the Retraining of Military Personnel will be created in Russia.

However, it should be noted that the education system is inextricably linked with the socio-economic formation in which it was formed and exists. And since the socio-economic relations and the state-political structure of the country that are now being established are fundamentally different from those that preceded them, then, naturally, considerable difficulties arose when one of the largest education systems in the world entered the new socio-economic and state-political conditions.

...

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Zair-Bek Elena Sergeevna
Doctor of Pedagogy, Professor of the Department of Pedagogy, Russian State Pedagogical University named after I.I. A.I. Herzen, St. Petersburg
[email protected]

Tryapitsyna Alla Prokofievna
Doctor of Pedagogy, Corresponding Member RAO, head. Department of Pedagogy, Russian State Pedagogical University. A.I. Herzen, St. Petersburg
triap @ fromru. com

Methodology for assessing the social effects of education development programs

annotation
The methodology for assessing the social effects of education development programs, the human development index, the concept of education quality, tools for influencing the quality of education are discussed.

Keywords
about assessment of social effects, education development program, education quality, human development index

In the most general way social effect of education calculated in human development indices Comparative analysis of human development in different countries is presented in a number of annual reports. In these reports, the problem of inequality is clearly visible. Inequality is a complex multidimensional category; it manifests itself in income and well-being, rights and freedoms, and so on. Unequal access to resources and income is a fundamental factor in human development. The causes of inequality can be divided into two groups.

The first is the personal characteristics of people that affect the possibility of earning income and the characteristics of consumption (gender, age, marital status, education, abilities, needs, etc.).
The second is the peculiarities of the mechanism for the distribution of benefits and incomes, including direct discrimination, which limits access to resources for a part of the population.

It is believed that a more even distribution of wealth accelerates human development. For human development, access to education is one of the main factors of its well-being, education is one of the factors that determine the quality of life.

AT Human Development Index(ICPR) The Education Index is measured as a country's relative progress in increasing adult literacy and in increasing the combined total share of enrollment in primary, secondary, and tertiary education. First, the adult literacy index and the cumulative total enrollment index are calculated. The two indices are then combined into a single education index, with a two-thirds weight given to adult literacy and a one-third weight to total enrollment.

Exclusion from education increases social exclusion, which creates a poor quality of life. The main aspects of social exclusion are much broader than traditional approaches to poverty assessment: these are isolation from the labor market (unemployment), isolation from consumer lifestyles (poverty), isolation from social relations, isolation from various social institutions. The policy of combating social exclusion should focus on increasing the social integration of a person into society. Educational institutions allow solving issues of social integration.

In Russia, as data from human development reports over the past three years show, the top ten traditionally includes donor regions: Moscow, the Tyumen region, Tatarstan, St. Petersburg, as well as a number of balanced regions: Samara, Tomsk, Lipetsk regions, Bashkortostan) where education coverage is quite high and longevity indicators are not lower than the national average. An interesting example is Yakutia, which recently became one of the leaders, which is associated with the growing support for education from the republican authorities.

In general, the HDI of the Russian regions (with the exception of Moscow and the Tyumen region) is below the level of developed countries. St. Petersburg and Tatarstan are coming close to this value. In ten more regions, the index is above the national average. The backlog of underdeveloped regions (the republics of Ingushetia and Tuva) has practically not decreased. The position of the regions in the ranking is influenced by various factors, but in particular - the gross product of oil production. The decline in life expectancy has led to a deterioration in the situation of some regions of the North-West and the Center, the Kaliningrad and Vladimir regions.

Enrollment of children and young people aged 7-24 continues to grow almost everywhere, with the exception of Ingushetia. However, the education index is also unbalanced across regions. It is low in low-income regions, but the education index is not high in raw-materials-exporting regions either. In addition, regions with both high and low incomes (and this is the specificity of social development in Russia) are extremely heterogeneous; characterized by a strong spread of indices within the region. They have their poorest municipalities and rural areas, but also rich (through exports) regional capitals and cities. It is impossible to assess this using the HDI, since at the intra-regional level the components of this indicator are not calculated by Rosstat.

These data reflect the acuteness of the problem of inequality for Russia. In view of the problem of inequality, an important task of the state is to increase the involvement of young people in education at the level of secondary and higher education. In view of this, the growth of indicators of "participation in education", which characterize the indicator « accessibility of education" is seen as a social effect to which programs should be directed. A program that allows for “accessibility of education” to various segments of the population is considered a socially effective program.

The basis of the concept of human development is theory of human capital. The factor of human capital has become an important source of economic growth; it determines the economic role of education and science, which were previously considered as consuming and unproductive areas. According to the theory of human capital, its accumulation can be carried out in various forms. This is the development of abilities and skills during training, as well as their acquisition in the course of professional activities. This is health care, obtaining information and other forms that ensure the development of the intellectual and physical abilities of a person in order to increase labor efficiency.

The expansion of spending on education is perceived by the authorities of many states as a factor in economic growth. In many countries, education has come to be regarded not only as a destiny of children and youth, but also as an economically rational activity of a person throughout his life. Lifelong learning has become a conceptual reflection of this process. The resource provision of education has increased not only at the expense of public funds, but also through the diversification of sources. According to the World Bank, in the most developed countries, such as Germany, Japan, Switzerland, human capital accounts for 80% of total capital. In Russia, the role of the state in the development of human capital remains the leading one, but the level of budget expenditures for these purposes is insufficient, and it is not always used effectively. In view of this, the ratio of funds used in investing in education to the level of human capital development is defined as an indicator "Education Effectiveness". The average share of spending on education in GDP recommended by the International Commission on Education for the 21st century is 6%.

The Universal Declaration of Human Rights, adopted in the middle of the 20th century, proclaimed the right to education as one of the fundamental rights. But there are still many people in the world who remain functionally illiterate. At the World Education Forum, held in Dakar in 2000, the problems of realizing the right to education, combating poverty and marginalization through basic education were discussed. To solve this problem, cooperation between governments and local communities, partnerships between the state, communities, organizations and regions are very important.

According to an assessment conducted by the World Bank for 192 countries, the share of physical capital (accumulated material assets) accounts for an average of 16% of total wealth. Of greater importance is human capital (64%), which includes education. The predominance of human capital is most noticeable in developed countries (up to 80%). Therefore, a healthy population with a higher level of education makes the economy more productive, and an increase in labor productivity due to an increase in the level of education leads to an increase in the income of workers. Economic progress reinforces the value of learning in schools, vocational schools, and workplaces. But a high educational level of the population does not guarantee high rates of economic growth. This situation is due to a number of reasons:

inefficient use of existing human capital, the use of highly qualified workers in jobs where knowledge and qualifications are not required;
irrational investments in education, an increase in the number of places in universities while maintaining the old system of training and the structure of specialties that do not take into account the needs of the labor market;
low quality of education that does not meet the requirements of the market.

An education that allows a person to work successfully and ensure a decent quality of life is considered a quality education, that is, an education that has a social effect. Compliance of education with the needs of the modern economy and labor markets, including promising ones, determines the quality of education. In view of this "the quality of education" is also an indicator of social effects.

The European Commission's Tempus project notes that there are a number of approaches to defining quality.

Formal legal approach: quality as an educational institution's compliance with legal procedures and agreements.
Subject- or discipline-based approach: quality implies concurrence of opinion among experts in the field - education must meet professional standards in relation to a particular discipline.
Business or economic approach: quality refers to the achievement of educational goals in the most efficient way for all enrolled students and students (target achievement of efficiency).
Customer-centric approach: quality is determined by the degree to which educational services meet the expectations and needs of education.
Labor market approach: quality is derived from the readiness of education to adapt to the requirements of the employment market.
Organizational-Experienced Approach: The essence of quality lies in the ability of an institution to fulfill its mission and achieve its goals.

These approaches, to some extent, correspond to the notion that quality can be seen as:

· exclusivity;
· impeccability (or consistency);
· fitness for purpose (or appropriateness);
· value in monetary terms;
· transformation (learning and training process).

In addition, the main function of quality assurance systems may be to ensure accountability, improvement, publicity and validation. Due to the scatter in the definitions of quality and the various functions of quality assurance systems, special services and organizations are being created to evaluate it. In any case, it is believed that quality is not a static concept, but a dynamic and continuous process, which is important for any education system at any level. What measures of influence are possible to improve the quality of education? To improve the quality of education, it is important to ensure that all children have an equal start, as evidenced by research data from international benchmarking reports. For Russia, ensuring equal starting opportunities involves solving the problem of covering all 5-6-year-old children with compulsory pre-school training.

In a market economy, new requirements are emerging for the activities of a secondary school: its graduates must have such critical (required for analysis) and creative skills that would allow young people to solve social and economic problems. And in accordance with these requirements, most countries develop their curricula and programs, the so-called curricula. (A document describing the content and structure of general education (educational programs), together with the requirements for results for each level of education in world practice is called the Curriculum - the National Standard of General Education). That is, in the world educational practice, the planning of the content of education and the corresponding reporting are increasingly carried out not through the regulation of the input (a detailed description of the content of education and the educational process itself), but through the regulation of the output (description of the expected results and consistent measurement of the results achieved).

The strategic development plan adopted in the Russian Federation defined as one of the measures of educational policy - rethinking the role of standards in the direction of orienting them to results. The question also arises of creating a system for ensuring the quality of secondary education, including the system of its state assessment.

In world practice, general education includes knowledge and skills that were previously considered purely professional. Among them: computer literacy, communication skills, knowledge of the basics of economics and law, environmental literacy, etc. Possession of such vital skills is generally referred to as “functional literacy”. At the same time, job requirements are increasingly differentiated, specialized and subject to rapid change. To meet this situation, vocational education is increasingly moving into the form of modular training.

One of instruments of influence on improving the quality of education is its budget. The budget is a real tool for accumulating funds for financing public goods and services, social programs. Public budget functions:

legal control function behind the actions of the executive branch;
information function for the formation of rational expectations, on the basis of which citizens and economic organizations plan their activities;
institutional function - Preferences are realized through the budget adoption procedure in the bodies of representative democracy; the development of procedures for the participation of citizens and their representatives in the preparation of the budget and control over its execution, especially at the local level, makes the budget more open and contributes to the achievement of human development goals;
regulatory function - the budget is one of the main instruments of the state economic policy, including policy in education.

In view of this, the objectives of the educational policy of the state are the task of budgetary reform of this industry so that citizens have more opportunities to participate in the effective distribution of education budget funds.

Literature

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