The first one should be called an increase in the share of new products promoted to the markets in their total volume, in connection with which there is a transition from the concentration of marketing organization in a special department or service of the company to a focus on marketing strategies in the activities of the entire company or enterprise and the approval of innovative marketing and management in its unity .
Companies are now realizing that marketing should not only be done by marketers, salespeople, and service people; each employee of the company can influence buyers when selling new products. As a result, modern companies in the management of key processes are beginning to focus on interdisciplinary teamwork.
The second trend in the development of modern marketing consists in the transition of companies, banks and other business structures in their marketing activities based on innovation, from organizing marketing for goods and services to marketing for customer segments. For example, the Rostov real estate company "Nirlan" adheres to such a strategy, combining in its activities the active purchase and sale of apartments and houses (with which they started in the 90s), with the sale of housing in installments, in combination with mortgages and other new sales schemes. and payment through the Novosel cooperative, as well as with work on the target segment of business real estate.
The third trend is the growing importance for innovative companies strategic marketing. It is he who directs the company to innovative and attractive economic opportunities and directions, adapted to its resources and advantages, providing the potential for profitability growth.
As the analysis showed, rather effective strategic marketing, focused on the production and sale of innovative goods, is implemented by Regata, one of the leaders in the Rostov vodka market. TPA "Regata" has mastered not only Russian, but also a number of foreign vodka markets. The company produces 29 brands of vodka and tinctures, of which "White Birch" and "Red Army" are exported abroad, belonging to the premium and super premium classes, respectively. Regatta products are quite successfully sold in neighboring countries (Azerbaijan, Armenia, Kazakhstan, Ukraine). Permanent export of "Red Army" vodka has been established in two US states, where, according to the company's marketers, it is in steady demand.
In implementing its innovation strategy, the company has combined two strategic approaches: a global luxury marketing strategy and a technological innovation strategy (vodka purification goes through a triple path on four filters, making "Red Army" the only vodka in the world that is brewed for approximately two weeks).
The fourth trend of modern innovation marketing- the transition from maintaining stable and little-changing market positions over a number of years to a constant search for new ones. The real manifestation of this trend can be illustrated by the very dynamic behavior in the markets of the Rostov company Atlantis-Pack, established in the 90s, but already occupying a leading position in Russia and the CIS in sales of polyamide sausage casings. In 2004, Atlantis-Pak took the first place in the world in terms of production of these products.
The fifth identified trend seems legitimate to formulate as the ever-expanding conduct of innovative marketing within the Internet space. At the same time, the penetration of these technologies is typical for almost all corporations, enterprises and even small firms. Each of the market entities considers the use of Internet technologies to be an indispensable attribute of the success of their company's marketing.
Such technologies have led to the emergence of a completely new approach to doing business - e-commerce.
The purchase of goods, services and information from various online vendors constitutes e-procurement. With a skillful approach, companies around the world today save millions of dollars on this. E-marketing is developing in the direction of informing customers, improving communications, promoting and selling goods and services via the Internet. "E" is now present in such concepts as e-financing, e-learning, e-service. As noted marketer K. Keller, "e" will eventually disappear, as almost all business will become online.
The end of the 20th and the beginning of the 21st centuries were marked by the creation of specialized Internet companies that sell new goods and services exclusively via the Internet. Them goals : implementation on the Internet of a complete business cycle focused on making a profit from trade and purchasing activities or from the provision of services. Concept: creation of an interactive site that provides work with clients (online orders, catalogs of goods and services, price lists, information, etc.); establishing a supply chain and storage system, if necessary; organization of the order delivery system; connection to payment systems via the Internet.
Similar online stores appeared in the late 90s in Russia. The city of Rostov-on-Don also has these business structures (about 1% of their total number in the total number of those represented), which permanently appear and disappear.
In connection with the activities of such companies, the problem of the "soap bubble" of e-commerce has arisen. In the late 1990s, the capitalization of virtual firms reached astronomical levels. In some cases, it even exceeded the capitalization of companies such as United Airlines and PepsiCo. Virtual firms were considered a major threat to traditional organizations. This was true until 2000, when the investment frenzy ended as abruptly as it began.
The notion of the superpowers of e-commerce and the omnipotence of virtual companies such as Internet service providers, commercial websites, search engines, transactional, informational and application websites, which was now in the 90s, has significantly transformed into the belief that in these companies must have their own good marketing and management, and they themselves can successfully serve both consumer and business markets.
It is in the area of B2B (business-to-business), the development of markets for which is another significant trend in the modern market system, that such companies make the most significant progress. Business sites (business-to-business, B 2B) in terms of the volume of commercial transactions are not only not inferior, but also ahead of consumer ones. With the development of such sites in the relationship between suppliers and buyers, cardinal changes are taking place. Companies use business auctions, banner mechanisms, online product catalogues, barter sites and other online resources.
In Canada, for example, it is through Internet companies that a significant part of the retail loans provided. The effectiveness of the joint work of financial institutions with such companies using an electronic signature is due to the fact that retail loans are an ideal product for the Internet: they are standardized, this area is distinguished by a variety of "buyers", and the volume of transactions is large, which allows you to earn on a large volume of transactions.
The expansion of Internet technologies has contributed to the formation of the sixth trend in marketing- the emergence and diversification of the network economy, which ensures the acceleration of the development and sales of new products in the markets.
In the new conditions of the business world - with the intensification of competition, when the supply volumes increase and new types of goods appear - the alliance is not just one of the possible forms of development, but rather a necessity. As Jim Kelly, chief marketing officer of The Coca-Cola Corporation, which has a number of global partnerships, says, "The old adage of 'can't win, join' is being replaced by 'join and you're invincible.'" Virtually everyone involved in developing new software technologies, telecommunications, biotechnology companies are already born "global."
Even giant transnational corporations form alliances. The network economy is developing very actively in the sphere of trade. The monitoring carried out by our department and pilot surveys allow us to conclude that more than a third of the trade turnover for food products, footwear and fabrics in Rostov-on-Don is provided through networks of supermarkets and specialized stores of fairly well-known companies that have appeared in recent years. It is in them that a significant part of the new products is sold.
With this feature of the organization of the trading network is connected and the seventh trend of modern marketing, such as focusing on the sale of new products or their traditional types and brands, but of significantly better quality, with a large number of functions.
To increase revenue for companies, the focus on new products and their entry into new markets is becoming more and more relevant. Innovative developments determine the future of the company; new products that replace old ones or improved versions of products help maintain or increase sales. Some companies prioritize product development over everything else. 3M Company, one of the most innovative companies in the United States, places great emphasis on new products. 3M manufactures over 50,000 products, including sandpaper, adhesive tapes, films, and fiber optic connectors. The company annually invests more than $1 billion in research and development. It employs more than 6,000 scientists around the world, who each year offer a great variety of new ideas. In 2005, 3M's revenue amounted to $ 18 billion. The company has a rule: any employee can spend up to 15% of his working time on his personal projects. Thanks to this, products such as Post-it sticky notes, corrector tape and proprietary micro-replication technology have appeared on the market. In addition to the actual scientific process, the company makes sure that the developments have commercial potential. To do this, already at the early stages of creating goods, the interaction of scientists and marketers is ensured, more resources are allocated for the most likely "winners".
Russian companies, in particular Rostov companies, as far as circumstances allow them in terms of the competitiveness of the products they offer to the markets, also strive to establish themselves with novelty goods or technologies. Thus, from this point of view, the rotorcraft of Rostvertol OJSC is quite promising. Cooperation with this company in the field of marketing allowed in one of our projects to formulate recommendations on the use of some technologies from international marketing.
Innovations in the goods sold are also associated with innovations in marketing itself. Some of them have already been presented in the above information: integrated, socially oriented, targeted, network marketing, Internet marketing included in global networks.
Another one from the trends of modern marketing innovation related to the number of new technologies - the development of direct marketing. This type of marketing is the use of channels that directly connect the supplier with the consumer in order to reach potential consumers or present goods and services to them without the use of marketing intermediaries. These channels include direct mail (direct mail), catalogs, telemarketing, interactive TV, websites, mobile devices.
Direct marketing, as an innovative technology that ensures the successful sale of new products, is aimed at obtaining some measurable response, which is usually an order from the consumer. Therefore, direct marketing is sometimes also referred to as direct order marketing. Today, many direct marketers use it as a tool to build long-term relationships with customers. They send birthday greetings, various informational materials, small gifts to individual customers. Airlines, hotels and other organizations build close relationships with customers through so-called shopping frequency rewards and consumer clubs.
Direct marketing is one of the fastest growing ways to serve customers. This is especially the case in business markets, where sales personnel are becoming increasingly expensive, and direct mail and telemarketing are increasingly being used.
This trend is a reflection of the transition from mass marketing to personal marketing. It is the personification of marketing that is its most essential feature in the 21st century. The main principles of such innovation marketing are as follows:
- · Focusing on serving the most valuable customers.
- · Identification of existing and potential buyers. You don't have to chase everyone.
- · Differentiation of buyers by: 1) the need for new products and 2) profitability for the company. The firm must spend proportionately more money to serve its most profitable customers (MOCs).
- · Communicating with individual customers to gain additional knowledge about their needs for new products and form closer relationships.
- · Customization of new products, services and messages for each customer.
"Innovative
trends in education"
Innovation is innovation. Constant invention and search allow
to say that education has always been an innovative field, and the emergence
information technology in education has opened up a number of different
innovative directions. What are the pedagogical innovations in
education today the most popular?
It is a mistake to believe that innovation in school is only a matter of principle.
new and large-scale changes in the education system, such as the introduction
USE, electronic diary, etc. Modifications of standard pedagogical
techniques and methods in order to improve student achievement in mastering
certain material, can also be called innovation. These innovations
in education can be developed by the teacher himself and applied only
within a particular class, or may be approved by the school authorities
for use by the entire teaching staff.
You can consider the types of innovations in more detail by classifying them:
1. By novelty:
absolutely new, first created (discoveries);
containing already known elements (consisting of combined blocks,
which in themselves have long been known, but ineffective).
2. By objects of education:
school renovation;
training and education;
socialization of students;
maintaining the health of students.
3. Types of innovations in education can also be classified according to
the scale of their implementation:
in a particular school, team, microdistrict;
throughout the country, region;
use only by the author of the innovation.
4. By authorship of innovations:
the result of collective creativity;
individual project.
5. By sources of innovation:
external order;
own intention.
Now many people hear such concepts as "interactive technologies and
methods”, “innovations”, “multimedia educational materials” and many
other. Words at first glance are complex and unknown, but on the other hand
have a similar meaning. And the thing is that the modern school at this
stage of education must meet certain requirements. It's in
mainly concerns the equipment in classrooms with computers,
projectors, that is, information resources.
There are various pedagogical innovations in school education, and
each institution uses its most "established" or
traditional innovative technologies in education.
Game technologies are the most applicable in education, as
are applied not only at all lessons in elementary, but also in senior classes.
Student-centered learning creates conditions for
self-determination of schoolchildren in choosing a future profession, for a better
assimilation are conducted elective courses.
Health-saving technologies are used in all lessons, meaning
which is to avoid negative impact on
the health of the student associated with the process of educational work.
Design research technology or other productive
learning includes active learning, i.e. research methods,
collecting, summarizing the results of the student. Used in the classroom
informatics, foreign language, technology and others.
Block-modular technology is focused on various types
independent, feasible work of the student, for example, making
visual aids, writing creative work, doing exercises.
This technology teaches the child to search for information, study and receive
knowledge in a new way.
Innovative processes in education have their advantages:
Firstly, they awaken students' motivation for cognitive
activities, especially design.
Secondly, it is noted that the use of such training creates more
comfortable psychological climate for the student, in particular, removes
tension with the teacher.
Thirdly, a creative space is open for the child, thanks to
which increases the number of high-quality and interesting works.
Fourth, informatization stimulates not only students, but also
attracts teachers to a greater extent due to the increase
productivity and culture. It should be noted that all
technologies are closely related to each other and the teacher can combine them in
his teaching method.
Thus, modern educational technologies at school can
improve the efficiency of the learning process, develop a full-fledged,
a comprehensively developed personality and solve other problems facing
educational institution in our society.
(The work was supported by a grantNo. B-14/13 for graduate students and young scientific and pedagogical workers of BSTU. V.G. Shukhov as part of the implementation of the activities of the Strategic Development Program of BSTU. V.G. Shukhov for 2012-2016)
Today, everyone and everywhere is talking about innovation, the need for a transition to an innovative economy, and the lack of alternatives to the innovative development path. However, the Russian experience illustrates innovation inactivity rather than activity. This leads to legitimate questions that concern not the national level, but the level of enterprises (micro level): why should an enterprise innovate? And, if he needs them, then why in practice, innovation activity shows very modest results. What can demotivate a business? Or maybe he just pursues other goals?
INNOVATION: BREAK OR GONE?
Studies of the impact of innovation on the resulting performance of enterprises and firms have been conducted repeatedly. For example, Stocking A.A. as a result of systematization and analysis of data in various countries (France, Germany, Norway, Italy, Canada, Finland and Russia), presented by summaries of surveys of many enterprises, revealed an ambiguous impact of innovation on the economic results of enterprises. In particular, the impact of innovation on productivity, increasing market share, obtaining monopoly power and increasing competitiveness was determined as positive, and on profitability and increasing profitability - as ambiguous. As a rule, such a conclusion is typical for many researchers who analyze the above dependence in the short term. In the long run, there is only a positive impact of innovation.
A natural question arises: why are the enterprises of some countries inferior in innovative activity to the business sector of others? Are explanations of the need for innovative development, international recognition of the non-alternativeness of this path and positive economic effects from their implementation not powerful arguments for their general generation?
Even G. Stevens and J. Burley in their work "3000 Raw Ideas = 1 Commercial Success" in 1997 confirmed the existence of a certain pattern of innovation success (see Fig. 1). Initially, out of 3000 creative ideas (Raw Ideas) - their formation takes place as part of the 1st stage of the innovation process - 300 conceptual ideas (Ideas Submitted) are formed for experimentation or filing a patent application (this is how the 2nd stage ends). In turn, of the latter, approximately 125 are sent to obtain a patent and a feasibility study (this is already the 3rd stage). Of the 125 pilot projects, about 9 are being transformed into development projects requiring a detailed economic assessment of the project at the 4th stage. Of the latter, only 4 become innovative projects of the company as a result of trial research and production of a trial batch (5th stage). Only 1.7 projects are commercialized through the production and sale of an innovative product at the 6th stage. As a result, 1 project brings commercial success (7th stage). Based on the foregoing, the possibility of commercial success of the results of the innovation process is minimal and equal to 0.33%. The article pointed out that this pattern remained stable for 40 years (i.e. from 1957-1997).
Source: Greg Stevens and James Burley, 3,000 Raw Ideas = 1 Commercial Success, Research Technology Management, 40(3), May-June 1997, 16-27.
Rice. 1. The formula of G. Stevens and J. Burley "3000 raw ideas - 1 commercial success"
As it turned out, a similar pattern has been preserved up to the present, but with minor changes - simplifications (a total of 5 stages are distinguished). Today, the formula of G. Stevens and J. Burley looks like this: “3000 raw ideas (1st stage) - 100 tested ideas (2nd stage) - 10 ideas in development (3rd stage) - 2 launched projects (4- th stage) = 1 commercially successful idea (5th stage)" or more simply "out of 10 innovative projects, 1 project is implemented" . Having become acquainted with such information, the average entrepreneur is unlikely to prefer such a risky campaign (innovative project) to the implementation of an investment project. But, nevertheless, enterprises of various countries, realizing that without innovation it is impossible to significantly increase their competitive advantages over foreign competitors, actively generate and implement innovations. But does everything depend only on the consciousness of enterprises and the desire to succeed in innovation? To some extent, perhaps. But in this article, we will consider the innovative environment in which enterprises operate, how comfortable it can provide them with for the implementation of innovative projects. The innovative system of the state or the national innovation system acts as such an environment. The classical scheme of the innovation process is shown in fig.
AHEAD OF THE PLANET ALL…
Naturally, the formation of national innovation systems, taking into account the peculiarities of the historical, cultural, social development of states, introduces changes in the quantitative characteristics of the typical scheme of the innovation process. So, if we turn to the annual reports published over the past five years (including the current one) by the leading international business school INSEAD and the UN specialized agency World Intellectual Property Organization (WIPO), we can see that the last three years Switzerland and Sweden remain invariable leaders .
Table 1
Values of the Global Innovation Index of Leading Countries
for 2008-2013
| No. p / p | The Global Innovation Index 2008-2009 | The Global Innovation Index 2009-2010 | The Global Innovation Index 2011 Accelerating Growth and Development | The Global Innovation Index 2012 Stronger Innovation Linkages for Global Growth |
The Global Innovation Index 2013 The Local Dynamics of Innovation |
| 1 | USA | Iceland | Switzerland | Switzerland | Switzerland |
| 2 | Germany | Sweden | Sweden | Sweden | Sweden |
| 3 | Sweden | Hong Kong | Singapore | Singapore | United Kingdom |
| 4 | United Kingdom | Switzerland | Hong Kong | Finland | Netherlands |
| 5 | Singapore | Denmark | Finland | United Kingdom | USA |
| 6 | South Korea | Finland | Denmark | Netherlands | Finland |
| 7 | Switzerland | Singapore | USA | Denmark | Hong Kong |
| 8 | Germany | Netherlands | Canada | Hong Kong | Singapore |
| 9 | Japan | New Zealand | Netherlands | Ireland | Germany |
| 10 | Netherlands | Norway | United Kingdom | USA | Ireland |
| …
68. Russia |
…
64. Russia |
…
56. Russia |
…
51. Russia |
…
62. Russia |
Source: Materials from the Annual ReportsINSEADandWIPOfor the period 2008-2013 Access mode: http:// www. globalinnovationindex. org/ content. aspx? page= past- reports
Models of innovation systems in Switzerland and Sweden differ from each other, but at the same time allow these countries to remain among the most innovative for a number of years. Today, the Swiss innovation system is presented as follows: it is a set of developed innovation development centers operating in the cantons, between which there is strong competition in attracting start-ups in the field of medicine and biotechnology, in the development of environmentally friendly energy production technologies. 2/3 of total R&D spending in Switzerland comes from the business sector, not from the state. This is also typical for Sweden, where R&D is also carried out in the private sector, but within the framework of large multinational corporations (75% of all expenditures). A large role in the innovation system belongs to the Royal Swedish Academy of Sciences (it assigns Nobel Prizes through the Nobel Committee, thereby determining the vector of development of science in the world). This justifies the emphasis of the block of knowledge generation on the fundamental sciences and its funding by the state. Applied research is provided through grants and joint projects with large transnational companies. Specially created agencies (there are already more than 600 of them) are engaged in the implementation of innovation policy on the ground.
Let us turn to the innovation system of Singapore, which actively invests in human capital, in education (especially post-higher education). For a long time, the innovative development of the country's economy was reduced to borrowing advanced technologies, but now Singapore is focused on generating innovations, which is the reason for the interest in academic research: it implements programs focused on "importing brains" and searching for gifted youth (grants, subsidies, awards, competitions, fairs, scholarships). The Singapore innovation infrastructure, represented by numerous seed funding funds and government agencies, associations of research institutions into two national scientific clusters (ICT and biomedical), has also been adapted to fulfill these tasks. The state plays an important role in the development of the innovation system (maintaining five-year planning, coordinating the actions of the participants in the innovation process, significant financial support). Business, in turn, dictates innovation.
Despite the differences in the formation of NIS (in the first two cases, the historical origin of NIS, in the third, artificial creation), common features for the national innovation systems of these countries are active investment in education (in human capital) and the active participation of the private sector in R&D financing. This pattern is also characteristic of other innovatively developed countries. Thus, in the UK, about 2/3 of R&D funding is provided by business, in Finland - more than 70%. In general, this is typical for all countries whose firms successfully compete in international markets (they are interested in innovation as a tool to increase competitiveness).
INNOVATIVE ACTIVITY: EUROSTAT AND ROSSTAT
In the online version of the "Yearbook of Eurostat 2012" (January 2013) published the results of a study of innovative activity of enterprises in EU member states for the period 2008-2010. The following statistics are given: the highest shares of innovatively active enterprises during this period of time were found in Germany (79.3% of all enterprises), Luxembourg (68.1%) and Belgium (60.9%). It was also noted that more than half of the total number of enterprises in the EU are characterized as innovative. The lowest values were found in Bulgaria, Poland and Latvia (27.1%, 28.1% and 29.9% respectively). If we compare these values with the values of innovative activity of Russian organizations published by the State Statistics Committee for the same period, then the maximum innovative activity (according to the methodology of the State Statistics Committee - the share of organizations implementing technological, marketing and organizational innovations in the reporting year) was noted in 2010 and amounted to 9 ,5%. Within the country, the variation from subject to subject of the Russian Federation ranged from 0.8% (in the Chechen Republic) to 34.3% (in the Magadan region). In 2011, there was an increase in the share of innovatively active enterprises in Russia as a whole to 10.4%.
Let us dwell in more detail on innovation statistics in the context of innovation types. According to the Eurostat methodology, there are three categories of innovators:
1) innovative enterprises that master only product and/or process innovations;
2) innovative enterprises that carry out only organizational and/or marketing innovations;
3) enterprises developed in both these directions.
From fig. Figure 2 shows that the proportions of innovative enterprises of the three types differ from country to country. But in the EU as a whole, the distribution of innovative enterprises in three categories is as follows: 23% of innovative enterprises master product and / or process innovations, 26.4% of enterprises - marketing and / or organizational innovations, and slightly more than half (50.6%) implement innovations both types.
Source: Innovation Statistic // Eurostat Yearbook online (Data from January 2013). – Date Views 07/07/2013http://epp.eurostat.ec.europa.eu/statistics_explained/index.php/
Rice. 2. Ratios of innovative enterprises by type of innovation in the EU-27 countries (excluding Greece) for the period 2008-2010.
The Commission of the Innovation Survey (Community Innovation Survey) found the following regularity: in those countries (EU members) in which there is a high innovative activity of enterprises, the share of enterprises of type 3) is also high. In Germany, Luxembourg and Belgium, the share of such enterprises is noticeably higher (58.7%, 61.5% and 55.4% of the total number of innovative enterprises, respectively). And in countries with low innovative activity, there is a proportionally smaller number of enterprises of the 3) type: in Romania, only 32.3% of innovative enterprises master innovations of both categories, in Latvia - 34.5%, in Poland - 33.3% and in Bulgaria - 29.5%.
In turn, according to the methodology of the State Statistics Committee of Russia, innovatively active enterprises are divided into four categories:
1) organizations carrying out technological innovations;
2) organizations that carry out marketing innovations;
3) organizations implementing organizational innovations;
4) organizations that carry out environmental innovations.
In table. Table 2 shows the share of these organizations in the total number.
table 2
The share of organizations implementing technological, marketing and organizational innovations separately for the period 2009-2011, in % of the total number of enterprises studied
| 2009 | 2010 | 2011 | |
| Technological innovation | 7,7 | 7,9 | 8,9 |
| Marketing Innovation | 2,1 | 2,2 | 2,3 |
| Organizational innovation | 3,2 | 3,2 | 3,3 |
| Environmental innovation | 1,5 | 4,7 | 5,7 |
| * Compiled by the author according to the State Statistics Committee of the Russian Federation. Access mode: http://www.gks.ru/wps/wcm/connect/rosstat_main/rosstat/ru/statistics/science_and_innovations/science/# | |||
From Table. 2 it can be seen that most of the innovatively active enterprises are carried out precisely by technological ones. It should be noted a significant increase in innovative enterprises mastering environmental innovations. As part of a study of the innovative activity of Russian enterprises (as a result of a bias towards technological innovations), we will focus on the EU experience in mastering product and/or process innovations (we are talking about enterprises of the first type according to Eurostat).
Among Type 1 enterprises in the EU, more than ¼ of the innovators (25.5%) actively cooperate in the field of innovation: cooperation between enterprises, suppliers, commercial laboratories, universities and public research institutes. The remaining 74.5% rely only on their own resources. The highest level of innovation cooperation was found in Cyprus (62.3%), Austria (51.0%), Slovenia, Lithuania and Hungary (44.7%, 43.3%, 43.2% respectively). The lowest level of innovation cooperation was indicated in Italy (12.1%), Great Britain (13.7%), Malta (18.5%), Spain (22.3%) and Bulgaria (22.4%) .
In addition, the Innovation Survey Commission investigated the relationship between the size of enterprises implementing product and/or process innovations and their number. It was found that small, medium and large enterprises behave differently: the larger the enterprise, the faster and easier it goes to innovative cooperation. This pattern is observed in relation to all EU member states, with the exception of Latvia, Luxembourg and Iceland, where medium-sized enterprises (according to the Eurostat methodology, they include enterprises with a number of employees from 50 to 249 people) cooperate less than small ones (10-49 people). .) .
To Russian practice. The issue of including Russian big business in innovation cooperation remains open. According to the results of the research communication project of the Expert RA rating agency, it was concluded that the least interested participant in innovation processes is big business. The corporate sector finances only 20% of R&D costs, and the share of R&D costs in the revenue of domestic corporations is 4-6 times lower than that of foreign competitors. The total amount of expenses of the entire large business is more than 2 times inferior to the expenses of the Volkswagen Corporation for research and development. Also in the collection of analytical materials "Expert Innovations" it is noted that most of the projects implemented by large businesses are aimed at strengthening competitive advantages over foreign competitors.
State of the Special Education System in the 1990s It is customary to define it as a crisis of the state system of special education and a crisis of correctional pedagogy as a science, which is characterized by the following phenomena:
– social marking of a child with special needs as a child with a defect;
- coverage by the system of special education of only a part of needy children, "falling out" of the system of children with severe developmental disorders;
- lack of specialized care for children with mild disabilities;
- Rigidity and non-variability of forms of education;
- the predominance of the educational standard over the development of the child's personality;
As a result of training for specialists, an imbalance between training and development becomes visible.
In the last decade, thanks to the new guidelines of the state, in an extremely short historical period, the framework of an isolated system of education for abnormal children was opened, socio-political and ideological barriers were eliminated that hindered the development of the system of special education as a system of assistance and developmental education: private charitable initiatives and patronage were allowed Churches over anomalous children, and various confessions were admitted to this at the same time, the rights of parents were sharply expanded compared to the Soviet period. The Law on Education (1991) proclaims the freedom to choose forms of education and freedom in their creation; it became possible to build new forms of educational structures.
Thus, the social order has fundamentally changed, the need arose to provide scientifically and methodologically new social attitudes at all levels, in all aspects.
The objective impossibility of an immediate solution of a new historical super-task on the part of defectologists has led to the fact that defectological science has become the object of massive global criticism.
At the same time, various initiatives began to emerge at the federal and regional levels to introduce into practice non-traditional methods of psychological and pedagogical correction, new forms of organization of special education, and tracing of Western models was carried out. Today, the most competent innovation enthusiasts are beginning to realize the counterproductiveness and danger of "quick fixes." However, the years that have passed under the sign of a critical attitude towards special pedagogy have played a generally negative role. The right to rethink and restructure the system was not recognized for defectologists. In the minds of the public, they found themselves in a position of opposition to innovations in the field of forms of education for children with developmental disabilities. The whole system of special education began to be assessed unequivocally negatively. Instead of its evolutionary purposeful systematic transformation on the basis of the development of indisputable achievements of defectological science and practice, an attempt is once again made, characteristic of our country, to revolutionary change the situation, and therefore, the total destruction of the existing system.
The Institute of Correctional Pedagogy of the Russian Academy of Education considers the evolutionary development of the system of special education to be fundamental. Consistent and systematic transformation of the system at different levels is necessary.
The Institute believes that the role of science in the next decade is to solve the following problems:
- to maintain and develop a functioning state system of special education by introducing innovations at the level of variability in the forms of organization, methods and means of training within the existing content of special education;
- purposefully conduct retraining of personnel, maintaining such a level of professional competence of personnel in the leading special educational institutions of the country, which can ensure the highest possible quality of education for a child with developmental disabilities within the existing system;
– to summarize the results of many years of experiments on early (from 0 to 3 years old) psychological and pedagogical correction of children with hearing, intelligence, speech disorders in order to create a state system for the comprehensive diagnosis and correction of disorders of various categories of abnormal children, starting from the first months of life;
- to determine the system of indications for the integration of a child with severe developmental disabilities in mass educational institutions; develop the content and forms of specialized support for integrated children; develop the content and forms of retraining of specialists of mass institutions;
- to rethink the goals, content, methods, means and organizational forms of special education in accordance with the new social order;
- to develop a concept of a new content of special education for school-age children with various developmental disabilities and a concept for training a new generation of specialists corresponding to it;
– to provide clinical, neurophysiological and psychological and pedagogical study of the contingent of children with a complex structure of the defect, who were not previously covered by the state system of education and training. Based on the integration of the results of previous studies of the Institute and the data of the experimental study, determine the content, methods, organizational forms of their education;
- based on the study of the general and specific in the development of abnormal children, build the most complete models, scales of the main meaningful lines of the child's development, pointing to them all possible workarounds in achieving milestone tasks.
Socio-economic changes in society have led to major changes in the education system, so the requirements for scientific knowledge have also changed. Special pedagogy is going through a crisis period, many urgent problems are caused by expansion of rehabilitation space:"horizontally" - there was a need for a wide coverage of various categories of children with developmental disabilities; "vertically" - the need for medical-psychological-pedagogical support and accompanying children of different age groups is recognized. One of the most urgent and little developed problems is the problem early diagnosis and correction developmental deviations.
The system of early aid in our country was created for the deaf. An urgent problem integration, the issue of the possibility and expediency of joint education of children with developmental disabilities and their normally developing peers is discussed. One of the most acute, debatable problems is the problem of integrated (joint) education of children with a normal pace of mental development and children with developmental disabilities.
N.N. Malofeev made a sociocultural analysis of current trends in the education of people with special educational needs and came to the following conclusions.
Considering the 1990s in Russia, the beginning of the transition from the fourth to the fifth stage, which Europe experienced in the 1970s, then integration should be recognized as the leading trend in the development of the system in this historical period of time. However, a comparative analysis shows significant differences in the sociocultural conditions for the emergence and implementation of integrative approaches to the education of children with various developmental disabilities.
Russia should consider integration in education as one of several promising ways to develop the system as a whole. There seem to be two possible ways to implement the trend - revolutionary and evolutionary.
Revolutionary the path involves the destruction of the old traditional forms of organizing differentiated special education and an attempt to introduce Western models, which can be qualified as a gross methodological error. It would be much more justified to introduce Western models of the early stages of integration that occurred in Europe during the 1970s, however, in this case, other sociocultural conditions make this transfer ineffective as well. Therefore, the most reasonable is evolutionary an approach.
L.S. Vygotsky opened the way to understanding the nature of secondary disorders in abnormal children, "social dislocations", the correction of which should be dealt with by special psychology and pedagogy. Developing the ideas of L.S. Vygotsky, Russian researchers put forward the position on the need to use sensitive periods of the formation of higher mental functions, develop and test comprehensive programs for early (from the first months of life) medical-psychological-pedagogical correction of impaired functions and, on this basis, as early as possible, full integration of the child into the social and educational environment.
Integration through the early correction of impaired functions in the context of the purposeful general development of an abnormal child can be considered as one of the most promising and justified ways to implement the leading trend of the modern period in Russia.
Another major issue in special education is underdevelopment his regulatory framework.
In recent years, a draft State standard for the general education of people with disabilities has been developed, in which an attempt was made to comprehend the special educational needs of various children with developmental disabilities, and the activities of special educational institutions are regulated. However, this document has not yet been approved and exists as a draft.
In our country, special state acts have now lifted political and civil restrictions on children with disabilities in physical and mental development, in connection with which the following problem has emerged.
To date there is not enough information about the features of the mental development of some categories children, in connection with which, the issues of their education and upbringing are poorly developed. These are children with severe speech disorders, children with mental retardation, with early childhood autism, with complex disorders, with behavioral disorders.
There is a problem preschool education children with developmental disabilities. Historically, school-age children were the first to be included in special education. The system of special preschool institutions took shape only in the early 1970s of the last century. The psychological characteristics of preschool children with developmental disabilities have not been sufficiently studied, and the system of corrective assistance to them is imperfect.
Acute is the problem of organization early diagnosis and early correction of developmental disabilities in the period from 0-3 years. It is the early and preschool periods that are sensitive periods of the most intensive mental development. During these periods, the morphofunctional maturation of the brain occurs, the main volume of conditional connections is laid, which serves as the foundation for the further development of higher mental functions and the personality as a whole. While the possibilities of the sensitive period are not fully used, there is no complete system of early assistance to children with the consequences of an organic lesion of the central nervous system.
A center for early diagnosis and correction has been established at the ICP RAO in Moscow, and issues of theory and practice of comprehensive support for the development of children from the first months of life are being developed (Yu.A. Razenkova, E.A. Strebeleva, E.F. Arkhipova, etc.).
The problem of social adaptation and professional training of adolescents and adults with developmental disabilities also requires further development.
Questions and tasks
1. Expand the periodization of the evolution of the attitude of the state and society towards children with developmental disabilities. Name each of the five periods and indicate the chronological dates, in relation to Western Europe and Russia. Do the dates match?
2. What are the positive and negative consequences of the orientation of the domestic system of education of abnormal children towards qualification education?
3. Name the most urgent problems of special education at the present stage.
1Innovation is the result of investing an intelligent solution in the development and acquisition of new knowledge. Pedagogical innovation, unlike innovation in other areas, considers the education of a person, and not other processes - material, technical, economic, etc.
innovation
innovative educational systems
innovations in the education system
classification of innovations
national educational models
1. Bespalko V.P. Pedagogy and progressive learning technologies. - M., 1995.
2. Bordovskaya N.V., Rean A.A. Pedagogy. - St. Petersburg: Peter, 2000.
3. Erofeeva, N.I. Project Management in Education // National Education. - 2002. - No. 5. - P. 96.
4. Kamensky A.K. Normative-legal base of public and state management of the school // Director of the school. - 2006. - No. 3. - P. 93.
5. Petrovsky N.V. Education in the context of modern education // Pedagogy. - 1996. - No. 1.
6. http://human.snauka.ru/2012/01/567.
In modern society, education is of great importance, therefore, the search for promising directions for its development becomes especially relevant. Considering the transition to a global information society and the development of knowledge, one can speak about the correspondence of education to the socio-economic needs of the present and future only if its modernization is based not only and not so much on organizational innovations, but on changes in essence - in the content and technologies of personnel training and preparation of scientific research.
A big breakthrough in the innovative development of the education system was the creation in Astana of a prestigious world-class higher educational institution - Nazarbayev University, which will provide a qualitative breakthrough in the training of domestic engineering and scientific personnel and the formation of a modern research infrastructure.
Innovation means innovation, novelty. The main indicator of innovation is a progressive beginning in the development of a school or university in comparison with established traditions and mass practice. Therefore, innovations in the education system are associated with changes (table).
Innovations in the education system
Currently, our country is undergoing significant changes in the national education policy. This is due to the transition to the position of personality-oriented pedagogy. One of the tasks of the modern school is to unlock the potential of all participants in the pedagogical process, to provide them with opportunities to display their creative abilities. The solution of these problems is impossible without the implementation of the variability of educational processes, in connection with which there are various innovative types and types of educational institutions that require deep scientific and practical understanding.
Innovations, or innovations, are characteristic of any professional human activity and therefore naturally become the subject of study, analysis and implementation. Innovations do not arise by themselves, they are the result of scientific research, advanced pedagogical experience of individual teachers and entire teams. This process cannot be spontaneous, it needs to be managed.
The concept of "innovation" in Latin means "update, innovation or change." This concept first appeared in research in the 19th century and meant the introduction of some elements of one culture into another. At the beginning of the 20th century, a new field of knowledge arose, innovation - the science of innovation, within which the laws of technical innovation in the field of material production began to be studied. Pedagogical innovation processes have become the subject of special study in the West since about the 50s and in the last twenty years in our country.
In Kazakhstan, the implementation of new approaches to the development of higher education is in line with the transformation of traditional universities into innovative universities. The strategy of their development is based on the implementation of the concept of the university as an educational, scientific and innovative complex. In this case, on the one hand, they train a new generation of specialists for the intellectual labor market, and on the other hand, they become full-fledged subjects of the market economy as developers, suppliers of intellectual property, products and services with a new quality demanded by consumers.
An innovative type university assumes the mandatory integration of scientific, educational and innovative activities. Innovative activity in the field of education is, first of all, improving the quality of education, and, consequently, increasing the competitiveness of the university in the market of educational services. The quality of education is no longer a national but a worldwide problem. All countries are wondering how to ensure the quality of education in the context of the availability of educational services, rapidly changing situations in the labor and education markets. In the UNESCO policy document, the quality of higher education is put forward as a “common denominator” of higher education reforms.
The following conditions can be identified to ensure the quality of education:
1. High professional level of the teaching staff.
2. Educational technologies used that rationally combine established classical teaching methods with innovative ones.
3. Scientific research at the university, their impact on the quality of education.
4. Resource support of the university.
5. The presence of an autonomous structure that controls the quality of education.
It is impossible to transfer the education system to an innovative development path without introducing innovations in the training of highly qualified personnel of a new generation, in demand by modern society in a developing economy. The university should train personnel taking into account the priority areas for the development of science and education based on a competency-based approach, multi-level education, variability and continuity of educational programs, integration of science and the educational process (education through the inclusion of students in the search for new knowledge and the implementation of the results of scientific activity), the use of modern educational technologies, including information and communication, new forms of organization of the educational process and principles recognized by the world community for ensuring and assessing the quality of education.
It is necessary to further deepen the fundamental scientific foundations of training specialists that contribute to the development of basic professional competencies; to form relevant competencies determined by the priority areas for the development of the educational system and the processes of Kazakhstan's entry into a single educational space; to create a modern information environment of the university as a technological base that ensures the transition of the university to the mode of innovative development and forms the conditions for a qualitative renewal of the educational system, to update the educational environment of the university to increase motivation for activities in the professional field and general cultural training of graduates.
Kazakhstani education, unfortunately, does not fully reflect the needs of modern society. The forms of organizing the acquisition and updating of knowledge have practically not changed: the system of centralized planning for the admission of students and the graduation of specialists; the amount of funding; "course" system of education (transfer from "course" to "course". The mentality of the bulk of the teaching staff was formed by the previous socio-economic system. The laws of the market economy, including the formation of the labor market, did not lead to adequate changes in the place and role of universities, especially specialized ones: growth Many universities graduate in the same specialties, there is a fragmentation of specialties, lack of applied nature of education, etc. Most employers are not satisfied with the quality of specialists graduating from higher educational institutions Educational programs do not always meet the expectations of employers and do not meet the needs of the economy .
World experience indicates that the main mechanism for building a "knowledge economy" is the creation of a national innovation system that provides institutional conditions for conducting and commercializing the results of fundamental and applied research. The national innovation system is a set of interrelated organizations and structures involved in the creation and commercial implementation of scientific knowledge and technologies within national borders. An exemplary structure of national innovation is shown in the figure.
Innovation infrastructure
The institutional environment, determined by national traditions, political and cultural characteristics of the state, is represented by a complex of institutions of a legal, financial, social nature that ensure innovation processes. The forms and nature of the national innovation system are most influenced by state regulation, the size of the country and the peculiarities of historical development, the availability of natural resources, and the dominant forms of entrepreneurial activity.
The strategic goals facing the Kazakhstani education system in the new economic and socio-cultural conditions are closely related to the problems of the development of Kazakhstani society, including ensuring sustainable socio-economic development and a high quality of life for the people, strengthening a democratic rule of law and developing civil society, staffing a market economy, integrating into the world economy. The result of our innovative activity should be an updated system of training, retraining and advanced training of specialists.
In the course of the creation, development and dissemination of innovations in the field of education, a new, modern educational system is being formed - a global system of open, flexible, individualized, creative knowledge, continuous education of a person throughout his life. This system is a unity:
New educational technologies - technological innovations;
New economic mechanisms in the field of education - economic innovations;
New methods and techniques of teaching and learning - pedagogical innovations;
New organizational structures and institutional forms in education - organizational innovation.
Bibliographic link
Myrzakhanova I.A., Usein G.A., Sadykova A.E. INNOVATIVE TRENDS IN HIGHER SCHOOL // Successes of modern natural science. - 2013. - No. 6. - P. 137-139;URL: http://natural-sciences.ru/ru/article/view?id=32522 (date of access: 04/06/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"
