Trends in the development of higher education. Trends in the development of higher education in modern conditions

O. Dolzhenko considers some works devoted to the socio-cultural problems of the formation and development of higher education. Among them, first of all, it should be noted the UNESCO report prepared by a group of experts led by E. Faure “Learning to be. The World of Education Today and Tomorrow”. The main idea of the report is that a person can be realized only through the process of gaining new experience throughout his life and updating the existing one. Only with this understanding, which clearly goes beyond the institutionally recognized types of educational activities, education can ensure the performance of important social and cultural-creative functions. In this regard, the authors outlined the directions of possible reforms, determined the principles for their implementation - democracy, flexibility, continuity. The report was complemented by an extensive publication entitled Enlightenment in Change (1975), which presented a list of the most important issues related to the future of education.

E. Faure's report stimulated the appearance of others, among which a special place belongs to the report of the Club of Rome, prepared in 1979 by D. Botkin, M. Elmandira, M. Malitz, “There are no limits to learning” . The authors of the report made an attempt to determine the role and place of education in solving the global problems of our time, overcoming the gap that has arisen between man and the civilization he created. Offering their vision of modern education (in particular, the report introduced the concept of innovative learning, the important features of which are participation and anticipation), the authors paid special attention to the connection of educational activity with life. The conclusions of the report were built taking into account the need to focus education on the future state of society, which is only taking shape during the period of education of the younger generation. Thus, the principle of proactive preparation of a person for uncertain conditions was proclaimed, from which follows the idea of lifelong education, designed to provide conditions for a person to repeatedly return to the educational system as he encounters new problems. The idea of learning through life and for life is being reinforced, in which the role of the educational institution is becoming more and more noticeable service: it is more and more called upon to serve and satisfy a variety of educational needs, i.e. along with the main educational process, which traditionally provided students with cultural norms and standards that create the basis for adaptation in socio-cultural practice, provide consulting and accompanying services.

Early 70s to late 80s. more than 20 reports were published on the analysis of the state of education in individual regions and countries.

In order to determine the main directions of movement of the higher professional school, a problem-oriented analysis of its state and development prospects is necessary.

In the context of the rapidly changing content of knowledge, its constant increment at an ever-increasing pace, higher education is being reformed in all countries. Here are its main directions:

Continuity;

Diversification;

Increasing fundamentality;

Integration;

Humanitarianism;

Democratization;

humanization;

Integration with science and production;

Computerization.

A specialist today is a person with broad general and specialized knowledge, able to quickly respond to changes in technology and science that meet the requirements of new technologies that will inevitably be introduced; he needs basic knowledge, problematic, analytical thinking, socio-psychological competence, intellectual culture

1.3.1. Graduate School of Industrialized Countries after World War II

In order to understand the nature and driving forces of the development of higher education in the modern world, it is necessary to consider some general conditions and stable patterns that directly affect the field of education in general and higher education in particular. Such patterns of socio-political, scientific, technical and even moral order include the following:

the growth of knowledge-intensive industries, for the effective operation of which more than 50% of the personnel must be persons with higher or special education. This factor determines the rapid quantitative growth of higher education;

intensive growth in the volume of scientific and technical information, leading to its doubling in 7-10 years. As a result, a qualified specialist must have the ability and skills of self-education and be included in the system of continuous education and advanced training;

rapid change in technology, causing obsolescence of production facilities in 7-10 years. This factor requires a specialist to have good fundamental training and the ability to quickly master new technologies, which is not available to so-called narrow specialists;

bringing to the fore scientific research conducted at the intersection of various sciences (biophysics, molecular genetics, physical chemistry, etc.). Success in such work can be achieved only with extensive and fundamental knowledge, as well as with the ability to work collectively;

the presence of powerful external means of mental activity, leading to the automation of not only physical, but also mental labor. As a result, the value of creative, non-algorithmic activities and the demand for specialists capable of carrying out such activities have sharply increased;

an increase in the number of people involved in scientific and other types of complex activities, leading, according to a number of researchers, to a drop in the average heuristic potential of a scientist. To compensate for this fall, it is necessary to equip specialists with knowledge of the methodology of scientific or practical activities;

constant and steady growth of labor productivity in industry and agriculture, which makes it possible to reduce the share of the population employed in material production and increase the number of people working in the field of culture and spiritual creativity;

increasing the welfare and monetary income of the population, leading to an increase in effective demand for educational services.

How did the high school of industrialized countries respond to these demands of the time? In this complex multifaceted perestroika process, the following trends can be identified:

1. Democratization of higher education. This is a trend towards the general accessibility of higher education, freedom to choose the type of education and specialty, the nature of education and the scope of future activity, the rejection of authoritarianism and the command-bureaucratic management model.

2. Creation of scientific-educational-industrial complexes as a specific form of integration of science, education and production for higher education. The central element of such a complex is the educational sector, the core of which is a university or cooperation of universities, and the periphery - basic colleges, secondary specialized schools, courses, lecture halls, departments of postgraduate education. The research sector (research institute system) provides conditions for scientific growth and for the deployment of complex, interdisciplinary developments both for teachers participating in its work and for students (through term papers and theses). The manufacturing sector includes design bureaus (including student ones), pilot plants, innovative and so-called venture firms, cooperatives, etc.

3. Fundamentalization of education. This is a contradictory trend of expanding and deepening fundamental training while reducing the volume of general and compulsory disciplines due to a more rigorous selection of material, a systematic analysis of the content and highlighting its main invariants. Excessive fundamentalization is sometimes accompanied by a drop in interest in learning or difficulty in narrowly professional adaptation.

4. Individualization of education and individualization of the student's work. This is achieved by increasing the number of optional and elective courses, spreading individual plans, taking into account the individual psychophysiological characteristics of students when choosing forms and methods of teaching. Individualization of learning also implies a significant increase in the amount of independent work by reducing the time allotted for classroom lessons.

5. The humanization and humanization of education is aimed at overcoming the narrow technocratic thinking of specialists in the natural sciences and technical fields. It is achieved by increasing the number of humanitarian and socio-economic disciplines (their share in the best universities reaches 30%), expanding the cultural horizons of students, instilling social interaction skills through trainings, discussions, business and role-playing games, etc. Humanitarianization also implies the creation of favorable opportunities for the self-expression of the personality of the teacher and student, the formation of a humane attitude towards people, tolerance for other opinions, and responsibility to society.

6. Computerization of higher education. In many leading universities, the number of personal computers exceeds the number of students. They are used not only for computational and graphic work, but also as a way to enter information systems, for test pedagogical control, as automated learning systems, as a means of presenting information, etc. Computerization largely changes the very nature of professional activity, providing the worker with new external means of this activity.

7. The trend of transition to mass higher education. It is expressed in the outstripping growth of expenditures on education in comparison with other social programs and in the growth of the number of students. Thus, the average annual growth rate of spending on higher education in 1965-1980 was 15-25% in almost all industrialized countries and slightly decreased in the 1980s. These figures are especially high for countries that had a less developed economy and embarked on the path of integration with the community of the most developed countries. Spain, for example, from 1975 to 1983 increased spending on education 10 times, while in the United States from 1970 to 1985 spending on education increased 3.4 times (for higher education - 3.9) [Galagan A.I. and others - 1988]. The growth rate of the number of students in different countries was 5-10% per year. In the late 1980s, up to 57% of high school graduates in the United States entered universities (including junior colleges), in Japan - up to 40%.

8. In European universities, the trend towards autonomization, the transition to self-government and the election of the leadership of universities at all levels has intensified.

9. The requirements for the professionalism of teachers are growing, the importance of pedagogy and psychology in the training and advanced training of university teaching staff is increasing. Criteria for evaluating the activities of teachers are being developed; at the same time, the rating is calculated or points are calculated separately for the actual teaching activity, research work and social activity.

10. There is a system of regular assessment of the effectiveness of the work of universities by society. In the United States, for example, a group of several thousand experts rank institutions on many criteria, including costs per student, research volume, number and quality of courses taught, number of PhD graduates, and so on. .

These and a number of other trends are expressed in different ways in different countries, depending on national characteristics, the state of the economy, and the traditions of the education system. But to one degree or another, they manifest themselves in all developed countries and cannot be ignored by Russian higher education, which has its own high standards and wonderful traditions.

Control questions and task

1. List the facts and patterns of socio-economic and scientific-technical development of civilization, which determine the basic requirements for modern higher education.

2. What industries are classified as science-intensive?

3. What are the main trends in the development of higher education in industrialized countries?

4. What is included in the scientific, educational and production complex?

5. Does the trend towards fundamentalization of higher education contradict the trend towards specialized training of a graduate for work in a particular workplace?

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

Entering the 21st century, it is necessary to clearly and consciously imagine what higher professional education and specialists should be produced by higher education in the near and distant future.

Whatever value judgments are given to the outgoing 21st century, all of its most significant achievements are somehow related to technical progress. Nevertheless, it is impossible not to admit that despite the indisputable achievements in the development of higher education, the quality of our specialists does not meet modern requirements. This is evidenced by the fact that, having one of the largest engineering corps in the world, we lag far behind in product quality, in average productivity of social labor, from the highest level achieved in the world. This is largely due to the qualifications of the specialists. We have an excess of specialists with diplomas and a shortage of personnel capable of solving complex modern problems at a high professional level.

It is known that the requirements for the training of a specialist are formulated outside the education system. They proceed from the general economic and social goals of the state.

The ability to anticipate and foresee the development of higher professional education is one of the most important conditions for the success of its functioning.

Scientific foresight is possible insofar as the future is seen as a continuation of the past. But the requirement for a specialist, the content and process of his training should be ahead of the established theory and practice.

The main goal of designing advanced qualification requirements is to ensure compliance between changes in personal, social needs and the prospects for the development of science, technology, economics, culture and their reflection in the goals and content of training.

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

In the world educational practice in recent decades, two opposite and at the same time inextricably linked trends have emerged. “On the one hand, the role of education in the life of peoples, countries, and the individual is steadily increasing; on the other hand, there is a crisis in education and its structures, quite often caused by a shortage, primarily of financial support. The latter is characteristic of backward and underdeveloped countries. In part, such a component of the crisis is observed in today's Russia. Our budget spending on education has become one of the lowest in the world. But a crisis is not always the result of financial insufficiency; often it is the result of a misunderstanding of the role of education, its significance in humanistically oriented social progress. In most Western countries, as well as in Japan, the crisis manifests itself as the inadequacy of the level, nature, and orientation of education to the post-industrial vector of civilizational development. That is why the problems of restructuring education, its content, social meaning and institutional structures are so lively discussed.

“At present ... there is every reason to talk about the crisis of education,” B. Simon wrote back in 1985. Domestic and foreign researchers, Europeans and Africans, Americans and Japanese, representatives of economically developed countries write about the crisis. "The neglect of education" - the Japanese say about themselves, "a growing wave of mediocrity" - Americans evaluate their education.

According to Coombs, “the essence of the crisis can be characterized by the words “change”, “adaptation” and “rupture”. Since 1945, there has been a huge leap in development and change in social conditions in all countries. This was caused by the "revolution" that swept the whole world in science and technology, in economics and politics, in demography and social conditions. However, the scientific and technological revolution, having accelerated social processes, could not involve the education system in the process of change. As a result, there was a gap between the demands of society and the possibilities of education.

In Russia, the education crisis has grown to the level of national security, it causes economic, military, technological security, which is impossible without qualified personnel, high technologies and modern scientific developments.

There are three confirmations of the high degree of crisis in education.

1. In the last decade (since the mid-1980s), an integrative indicator, the Human Development Index (HDI), has been used to determine the humanitarian condition and opportunities for the socio-economic development of countries, which takes into account not only the level of education, but also life expectancy and real gross domestic product per capita. This indicator in Russia has been falling in recent years. If in 1992 in terms of HDI (0.849) Russia ranked 52 out of 174 countries surveyed, then five years later it was at 119, which is associated with a significant reduction in life expectancy and real gross domestic product per capita and a decrease in education (1985 city - 0.523; 1995 - 0.491).
2. Specialists of UNESCO and the World Health Organization, whose experts have studied the problem of the viability of various nations and states, have come to one more conclusion. When assessed on a five-point scale, no one received the highest score. The viability of Belgium, Holland, Iceland, Denmark, Sweden was estimated at four. The United States, Japan, Germany and many other industrialized countries received three points each. As for Russia, its viability is only 1.4 points - a level below which irreversible degradation can begin.
3. The national security of Russia is directly threatened by the financial policy in relation to the social sphere in general and education in particular.

According to the World Bank, the share of spending on education in the gross domestic product was 7% in the USSR in 1970, and 3.4% in Russia in 1994, i.e. more than doubled. Moreover, if in the 80s. the reduction was slow and gradual, then in the 90s. it has taken on a devastating character. For comparison, the share of expenditures on education in the USA, France, Great Britain ranges from 5.3 to 5.5% (Tables 1 and 2, Fig. 1).

The importance of education in the country's economy is especially emphasized in the theory of human capital by T.W. Schultz, Nobel laureate in 1980, according to which the resources spent on education are an investment in human capital. In the US, the cost of education and the army are comparable.

The report of the Deputy Chairman of the Committee on Education and Science of the State Duma of the Russian Federation O. Smolin provides data that the national security of Russia in 19 out of 20 indicators is at or below the red line.

Where the state policy is based on the priorities of education, its special dynamizing socio-economic and civilizational role is realized, progressive social changes and cultural transformations appear quite quickly.

The classic confirmation of this obvious thesis is the experience of South Korea. Its starting socio-cultural opportunities were not high even 40 years ago: only in the early 60s. compulsory primary education is introduced, a network of vocational and technical schools is being created. In 1945, there were only 19 universities in the country (compared to Western European countries - a meager number), after 40 years there were already 100; the number of students increased by almost 120 times; more than 90% of school-age children studied in secondary educational institutions; 26% of boys and girls of university age received a university education. South Korea confidently maintains its place among the most economically developed countries, not only mastering the world's advanced technologies, but also exporting its own. The priorities of education in public policy and in the public mindset are the obvious "mystery" of South Korea's economic and sociocultural miracle. This factor was to a large extent the basis of both Japanese and Taiwanese economic and technological progress. Raising the educational level of workers provides in the USA, Germany, Japan up to 40-60% of the increase in national income.

Despite the wide range of opinions, sociologists distinguish two conceptual approaches to interpreting the essence of the crisis and ways out of it. The first comes from the fact that the existing education system, with all its variations, does not provide such a level, quality, and scale of intellectual, cognitive and professional training of young people, which are required by modern and especially emerging post-industrial technologies, including social ones. The post-industrial stage of civilizational development necessitates not just an increase in the level of education, but the formation of a different type of intellect, thinking, attitude to rapidly changing industrial, technical, social, and informational realities. Such a concept (approach) could be defined as technocratic (a softened version is scientistic-technocratic): it proposes to change the meaning and nature of education, focusing its content and methods on the formation of rational skills in trainees to operate with information, master computer technologies, and think professionally and pragmatically. .

The main value of this concept is the focus on professionalism and the organization of training in conjunction with the requirements of the market and the social order of modern society.

The second concept - humanitarian - sees the origins and content of the crisis in the dehumanization of education, its transformation into an instrumental category of industrial and market relations. One of the outstanding humanists of the XX century. E. Fromm writes about American educational practice in his book “The Revolution of Hope”: “Our education system, outwardly so impressive because of the number of students in colleges, is not impressive in terms of quality. In general, education is reduced to an instrument of social prosperity or, at best, to the use of knowledge for practical application in a specific area of human life devoted to "getting food." Even the teaching of the humanities makes do with an alienated "brain" form. E. Fromm sees the main meaning of the deep, urgently needed reform in the humanization of education.

Early 70s to late 80s. more than 20 reports were published on the analysis of the state of education in individual regions and countries.

In order to determine the main directions of movement of the higher professional school, a problem-oriented analysis of its state and development prospects is necessary.

In the context of the rapidly changing content of knowledge, its constant increment at an ever-increasing pace, higher education is being reformed in all countries. Here are its main directions:

Continuity
· diversification;
· increase of fundamentality;
integration;
humanization;
· democratization;
humanization;
integration with science and production;
computerization.

Continuity. This principle is one of the most important methodological principles of cognition that ensures integrity, consistency, consistency in the perception of being and, in particular, the formation of stable knowledge, skills, and abilities in the process of engineering training.

For the first time the concept of "continuous education" was presented at the UNESCO forum (1965) by the greatest theoretician P. Lengrand. This concept has caused a huge theoretical and practical resonance. AT

70s there were works devoted to the study of the genesis and content of the concept of lifelong education (Hummel, 1977; Dave, 1976, etc.). At the same time, the implementation of this concept began in a number of countries.

On a national scale, the concept of continuous education is implemented in France (Law 1971), Sweden (Law 1977). At the same time, it was partially used in the USA,

The interpretation of lifelong education proposed by P. Lengrand embodies the humanistic idea: it puts a person at the center of all educational principles, who should create conditions for the full development of his abilities throughout his life. The stages of human life are considered in a new way, the traditional division of life into the period of study, work and professional deactivation is eliminated. Continuing education, understood in this way, means a lifelong process in which the integration of both individual and social aspects of the human personality and its activities plays an important role.

In fact, we already find such a view of a person and his life in the works of ancient authors. On the idea that a person should always learn, moral laws are built in the Bible, the Koran, Hadith, which determine the entire history of human civilization. The impetus for creating the theory of continuous education of the educational society was the global concept of "the unity of the world" ("global vision"), according to which all the structural parts of human civilization are interconnected and interdependent. At the same time, a person is the main value and the point of refraction of all processes taking place in the world.

The basis for the theoretical and then practical development of the concept of lifelong education was the study of R. Dave, who determined the principles of lifelong education. He defines 25 features that characterize lifelong education. These signs can be considered as the result of the first fundamental phase of scientific research in this area. Their list includes the following principles:

1) coverage of education throughout a person's life;
2) understanding the educational system as a holistic one, including preschool education, basic, sequential, repeated, parallel education, uniting and integrating all its levels and forms;
3) inclusion in the education system, in addition to educational institutions and centers of additional training, formal, non-formal and non-institutional forms of education;
4) horizontal integration: home - neighbors - local social sphere - society - world of work - mass media - recreational, cultural, religious organizations, etc.; between the studied subjects; between various aspects of human development (physical, moral, intellectual, etc.) at certain stages of life;
5) vertical integration: between individual stages of education (preschool, school, post-school), between different levels and subjects within individual stages; between different social roles implemented by a person at certain stages of the life path: between various qualities of human development (qualities of a temporary nature, such as physical, moral, intellectual development, etc.);
6) universality and democracy of education;
7) creation of alternative structures for its receipt;
8) linking general and vocational education;
9) emphasis on self-education, self-education, self-esteem;
10) emphasis on self-government;
11) individualization of the doctrine;
12) teaching in the conditions of different generations in the family, society;
13) broadening one's horizons;
14) interdisciplinarity of knowledge, their qualities;
15) flexibility and variety of content, teaching aids;
16) the ability to assimilate new achievements of science;
17) improvement of learning skills;
18) stimulation of motivation to study;
19) creation of appropriate conditions for study;
20) implementation of creative and innovative approaches;
21) facilitating the change of social roles in different periods of life;
22) knowledge and development of one's own system of values;
23) maintaining and improving the quality of individual and collective life through personal, social and professional development;
24) the development of an educative and learning society: to learn in order to "be" and "become" someone;
25) consistency of the principles of the educational process.

These theoretical provisions formed the basis for the reform of national education systems in the world (USA, Japan, Germany, Great Britain, Canada, countries of the "third world" and Eastern Europe, including the former USSR).

The effectiveness of the higher education system largely depends on the modeling of consumer requests, because information that is not sufficiently related to the general cultural and professional growth of the individual turns out to be of little significance “regardless of the time and place of presentation and perception: in the system of a university, school, self-education or course retraining”, therefore, unproductive. “That is why the main principle of planning and organizing lifelong education should be the principle of taking into account the interests of today's practice, the prospects for the development and improvement of certain areas of human activity. For in the light of the requirements of continuous education, no level of education, including higher education, can be considered as closed, isolated from others. At the same time, the vertical structure that is characteristic of continuous professional development in a given specialty must intersect with horizontal structures that represent scientific disciplines and the links between them” .

There are two organically interconnected types of creative self-realization of a person - personal /self-creation/ and social-creative /cultural-creativity/. The system of continuous education is the most important social factor in preparing the individual for these types of creative self-realization, and, consequently, overcoming the spiritual and moral crisis.

Elements of the system have both common and distinctive features. All of them solve a single problem of preparing students for labor and social activities on the basis of standard curricula, while solving related problems of structuring and selecting educational material. Distinctive features are obvious: different volumes, terms, levels of training. Among the significant shortcomings of the system should be attributed to the weak interaction of its elements in the implementation of the end-to-end educational process.

V.G. Yanovsky raises the question of the need for end-to-end management of the process of personality formation. Technical creativity, if it is a factor that forms the possession of the mechanism for transferring technical knowledge from one level to another and from one area of creative activity to another, is the goal and condition of lifelong education.

There is no purposeful, systematic work to develop the creative abilities of students either at school or at the university. The creative thinking of pupils and students, if it takes place, is spontaneous, uncontrollable, based on the trial and error method. This is understandable, because neither school nor university curricula provide for a special academic discipline that would be aimed at developing and shaping the creative thinking of an individual. School graduates, as well as students, do not receive elementary skills of mental activity according to the rules, in accordance with the methods and techniques of creative thinking.

At the present stage of development of our society and the education system as one of its most important social institutions, the need for competent specialists with a creative mindset, able to find new ways and methods in science, technology, economics, and management, is steadily increasing.

The solution to the problem of forming a creative attitude towards one's work in a specialist is possible only through the implementation of the idea of continuous education, which is carried out through a combination of self-education with the provision of the opportunity at any time to use the help of highly qualified teachers and specialists. In this regard, the model of education as a whole is changing. A transition is being made from a monomodel focused on the training of a specialist, a functionary, to a polyfunctional model, which is based on the free development of everyone's personality, the formation of the ability for self-development. The so-called "periodically renewed education" is proposed as one of the most realistic means of translating the idea of lifelong education into reality.

The idea of conductivity is implemented by us in the following aspects: content - development of multi-level (school + bachelor's + master's) curricula containing various continuous cycles, through training programs for engineers in cycles (language, special, chemical); organizational - the creation of complexes or integrated structures with a single center (dean's office-directorate) with the constancy of the leading teaching staff. A completed example of such an integrated complex is the college of pre-university training, included in the structure of the Faculty of Polymers of the Kazan State Technological University (Table 11.).

The college currently has almost 500 students from 50 schools in the city of Kazan. A separate stream has been engaged in it since the organization of special. schools (language, chemistry, etc.). The college provides a high quality of admission, which is a determining factor in the success of students in the learning process (Table 12). In this case, the reception parameters change (Table 13).

Diversification. An analysis of the transformations taking place in the domestic system of higher education in recent years allows us to single out two main directions of this process. The first is determined by the orientation towards the three-stage Anglo-American model of university education; the second is the creation of new types of educational institutions seeking to fill empty niches in a rigidly organized and centralized education system based on the monopoly of the state.

At present, the first direction is predominant. The development of university education is recognized as a priority. Many universities (technical, pedagogical, medical, etc.) are being transformed into universities. Movement in this direction reveals a number of contradictions, which are based on the fundamental divergence of the traditional Soviet implemented model of higher education. The first is characterized by mass character, reproducibility, weak orientation towards self-education, towards education, orientation towards the average student, authoritarian teaching, rigid framework that determines the terms, specialization, forms and content of education, lack of differentiation, uniformity of educational structures. The generally accepted model of higher education in the developed countries of the West is characterized by completely different distinguishing features: high selectivity in the transition from the lowest level to the highest and great variability in the choice of specialization at one level; flexible specialization and the availability of various diplomas at the same stage of education, the organizational validity of the stages, a variety of forms of education, the wide development of various forms of post-secondary (higher) education, formally corresponding to the first stage of higher education.

New types of non-university higher education institutions are being created in a number of developed countries: two-year technological institutes in France, higher professional schools in Germany, community and technical colleges in the USA, various types of colleges in Great Britain, etc. These are mobile, dynamically developing educational institutions focused primarily on the priority provision of their regions with specialists. Educational complexes and structures of a new type are also emerging in Russia.

A multilevel education system is one of the promising means of conscious management of education reforms. With reasonable adaptation to Russian conditions, it is able to remove many of the fundamental difficulties facing domestic education.

The main advantages of the multi-level structure of higher education are the following:

--implementation of a new paradigm of education, which consists in fundamentality, integrity and focus on the personality of the student;
--significant diversification and response to the conjuncture of the intellectual labor market;
--increasing the level of education of graduates prepared for "lifelong learning" as opposed to "lifelong learning";
--freedom to choose a "learning path" and the absence of a dead-end educational situation;
-- the possibility of effective integration with secondary general education and secondary specialized educational institutions;
--stimulation of significant differentiation of secondary education;
--extensive opportunities for postgraduate education;
--possibility of integration into the world educational system.

For Russia, the Anglo-American model of a multi-level education system is of undoubted interest, although it cannot be completely copied due to the lack of necessary conditions.

The integration of multi-level higher technical and professional engineering education in a single structure of a technical university is also beneficial for the state and society from the standpoint of the economics of education. It is known that the cost of training a specialist with a higher education in an integrated educational system by minimizing the total volume of educational services is 25-30% lower than with sequential training of a specialist of the same profile in two autonomous higher educational institutions.

In table. 14 shows the distribution of study time by cycles at different levels of education.

Table 14

Information structure of flexible curricula for training specialists in an integrated education system

Note. GSE - humanitarian and socio-economic disciplines, En - fundamental natural sciences, OT - fundamental general technical disciplines, C - special disciplines, POIS - disciplines of subject-industry engineering specializations, FIS - disciplines of engineering specializations.

The different functional nature of the activities of engineers (design, technology, design, research, management, control) requires appropriate skills and knowledge and an emphasis on certain sections and problems of general technical and special disciplines, without compromising or impoverishing fundamental training.

Mikhelkevich and Bekrenev divided all engineering functions into two groups. The first group includes functions that ensure the rational use and efficient functioning of equipment and advanced technologies. The second group is functions that ensure the creation of new technology, the development of high technologies, the analysis and synthesis of complex technical systems, the automation of calculations and design. In modern conditions, the basis for training specialists for the engineering innovation process is the idea from conception to engineering design, design and implementation of the development at the consumer (Fig. 7).

The expediency of a functionally oriented two-stage training of engineering personnel is confirmed by the experience of universities in Western Europe (Great Britain, Germany, France). Thus, a number of British universities and technical institutes, responding to the needs of industry in specialists of various levels, introduced differentiated training of engineers of the second and higher level of academic knowledge of the first class at the end of the eighties. A number of universities and higher schools in Germany also conduct differentiated training of specialists of two qualification levels according to programs of different content and duration of study.

Table 15

Diversification of levels of professional engineering education.

Flexible curricula, on the one hand, should ensure strict observance of state educational standards for basic and complete higher education, as well as the requirements of qualification characteristics of specialists for their professional, humanitarian, socio-economic and fundamental training, their coordination at all levels and levels of education, with on the other hand, to create conditions for the realization of opportunities for the student to change the "trajectory" of his educational route.

Thus, the integration of multilevel higher technical education (in areas) and professional engineering education (in specialties) in a single structure is the optimal strategy for the formation and development of technical universities in Russia.

V.A. Kuznetsova gives a comparative description of the multi-stage system with the one that was previously common in Russia (Table 16.)

Table 16

Comparative characteristics of various education systems

The nature of the criteria	Multistage system	Monolevel system	Layered system
For the state	Saving money. Quick satisfaction of the state order for specialists	Centralized management of the educational system. Planned release of specialists. Implementation of the state order with a step of 5 years	The possibility of filling social niches with specialists of the appropriate level. Rapid response to government requests
For society	Rapid professional development of the population (through rapid training of mid-level professionals)	High cultural level of the population. The stability of the educational system. Mass training of professional performers	High cultural general educational level of the population. Formation of mobile members of society. Obtaining the necessary specialists in a short time
For personality	The presence of short stages in achieving professional growth, 6 short goals	A clear orientation to the profession, certainty in the future type of activity. Regulated learning process	Choice of own trajectory of education. Opportunity to receive multidisciplinary training. Ability for continuing education
For educational institutions (universities)	Developed network of evening and distance learning. Good preparedness of students for practical tasks related to upcoming activities	Unification of training in terms of terms, level, documents on education. Strict regulation of the entire educational process (programs, curricula, etc.)	Freedom of formation of the educational process at the university, the possibility of maximizing the scientific and pedagogical potential of the university, taking into account its specifics. Tolerance of the system to innovations
Relationship between learning components	The professional component dominates the educational	The professional component dominates the educational one.	The educational fundamental component dominates the professional one (at I-II levels)
Main limitations	Low general educational level. Narrow focus of professional training. Specialists with reproductive reproduction of information	Long duration of the educational stage. Weak consideration of the needs of the individual. Poorly developed abilities for creative work, for self-education. Formation of a dependent-minded personality and conformism. Slow reaction to changing demands of society.	Possible excessive decentralization of the education system. The potential possibility of reducing the level of education by "saving" through the parallel training of a bachelor and a specialist. Lack of a developed mechanism for the transition from one educational program to another (between P and III levels)

A multi-stage system is a set of vocational educational programs that differ in the levels of qualifications acquired by students in one area of activity or one branch of the economy, which have the main task of narrowly professional training and ensure the growth of professional qualifications during the transition from one stage to the next. Higher education acts as an indivisible single stage.

The monolevel system of higher education is a set of one-stage unified educational and professional programs aimed at mass training of specialists with higher professional education.

A multi-level system of higher education is a set of sequences, each of which is composed of successive educational and professional programs with a sharply enhanced educational component at levels I-II and a plurality of professional training programs based on one basic education. The transition from one level to the next characterizes the degree of education.

A feature of multilevel education is the emergence of various educational tasks at different levels of training. At all stages, the most important task is the formation of creative thinking and conditions for self-realization.

The first stage is the activation of traditional types of educational activities (problem and “non-synopsis” lectures, lectures, press conferences, etc., dialogue seminars, role-based seminars, etc.).

The second stage is the activation of information technologies of education; their diversity and problematic nature both in the classroom and in the course of independent work of students (computers, films, television, etc.). At the same time, active learning methods are needed.

The third stage is a contextual approach, for applying skills and abilities in solving quasi-professional problems. Wide use of active (including business games and game design) and information technologies of education. Preparation of masters - classes with elements of research, participation in real business games (innovative, problem-business, organizational and activity).

Priority tasks in the field of education diversification:

- search for new, most flexible and economical structural forms of education that reflect the existing needs of society and the capabilities of the existing education system;
- the problem of interaction between separate parts of the educational system;
- the problem of quality control of education and the compliance of the education system with the goals and needs of society;
- filling the content of ready-made educational structures, the mechanism for ensuring the self-development of the education system, the optimal ratio between educational components;
- search for ways to integrate into the global educational system;
- identification of specific mechanisms for the implementation of educational needs;
-economic and legal support of the education system.

As practice shows, the main driving force and support for the design of integrated lifelong education are educational institutions of higher professional education - universities. All educational innovations of the last decades: various educational complexes, incl. educational-scientific-industrial and "school-university" complexes, secondary technical faculties, newly created structures of pre-university, additional and postgraduate education are built on integration with universities.

G.V. Mukhametzyanova identifies a number of theoretical problems, the solution of which is necessary for the implementation of a system of multilevel education:

pedagogical: the formation of the content of education in a graduated system of training; ensuring completeness, continuity and integration with the basic content of the school; a system of attestation criteria for the transition of students from one level to another; reduction of training time when moving from one educational institution to another;

psychological: personality in conditions of multi-stage training; formation of different types of professional activity at different levels of education;

socio-psychological: socio-psychological climate in conditions of different levels of claims to receive professional training;

economic: the cost of training specialists;

managerial: coordination and subordination of relations in the system of public administration, optimization of the functions of management mechanisms.

There are several positive aspects in such systems: firstly, a significant expansion of the social base of students at the expense of persons:

1. capable of acquiring only primary vocational education.
2. inclined only to executive activity.
3. limited time and financial possibilities.

Secondly, the possibility of creating curricula and programs that are characterized by a high level of mobility and the ability to meet a wide range of changing needs in the sphere of culture, science and production.

Thirdly, the creation of uniform educational professional standards.

Fourthly, improving the quality of education, since at each stage one orientation dominates: at the first - on reproductive activity, on the second - on applied productive activity, on the third - on theoretical productive activity.

Fifth, improving the quality of specialists at each level, since admission to the next level began to be conducted on a competitive basis, i.e. such a selection system is based on two generally recognized principles: openness (accessibility) and selectivity (competition).

Sixth, the implementation of methods for improving the educational process:

method of setting learning objectives; method of selection necessary and sufficient; method for determining the required quality of mastering the material;

the method of choosing a rational combination of types of educational activities;

the method of constructing and implementing a system for monitoring the progress and results of training, the development and implementation of a quality management system for training specialists at each stage of training;

the method of final projects, which provides an integrative connection of subjects within one block of disciplines and between subjects of different cycles.

From a psychological and pedagogical standpoint, this approach to the continuity of education is characterized by functional activity, personality-oriented and problem-research activities.

V.S. Tsivunin emphasizes that in teaching the cycle of chemistry, the interconnection of disciplines is necessary in terms of consistency of programs, consistency of presentation, logical terminology and a single ideology.

The most important task of vocational education is not only the development of specific knowledge of certain courses of disciplines, but also the development of the type of thinking inherent in this field of activity of the future specialist. The concepts of mathematical, humanitarian, engineering thinking, etc. are widespread. This means a certain type of perception of the surrounding world, the use of associative concepts, the originality of the logic of thinking, methods and approaches in solving emerging problems.

Therefore, one of the problems of the chemical training of a modern engineer-technologist in the field is the formation of chemical thinking in him, which helps him consciously solve non-traditional, creative technological problems. Naturally, this process is inextricably linked with the general process of forming the personality of a specialist at all stages of his stay at the university.

Chemistry is so vast and so deeply permeates the multiple spheres of the surrounding material living and inanimate world that its study in a systematic form, in the unity and diversity of its components, is not an a priori methodological task. The process of accumulation of knowledge and the development of theories in it are so differentiated (physical, colloidal, inorganic, organic, special) that, without having the art to imagine the internal course of phenomena "(Berzelius), without highlighting the common basic chemical concepts, terms and laws, it is impossible to study chemistry as “a whole, the same as nature itself" (Liebig), to form the chemical thinking of a process engineer. The transition to a multi-level system of higher technical education involves the creation of a single set of educational disciplines, forms and teaching methods , all that ensures the formation of chemical and engineering thinking among students.Therefore, an important link in the problem of general chemical education is the coordination of disciplines taught in different departments.According to the authors, drawing up a cross-cutting program for courses in general chemical disciplines , inorganic, organic, analytical chemistry) allows you to correlate the content of each chemical ic discipline with others. The proposed program can be used to train bachelor chemists and chemical engineers, it assumes a modular design and is based on the following principles:

1) the continuity of the development of the basic ideas, concepts and laws of chemistry in the courses of all chemical disciplines;
2) fundamentalization of special chemical education by creating a module of general chemical disciplines "introduction to the specialty" .
3) priority and ranking of modules, taking into account the profile and nature of the specialties.
4) universality - the possibility of replacing one module of "introduction to the specialty" with another.

Implementation of the principle of continuity was possible due to the systematization of the entire amount of knowledge in the courses of general chemical disciplines on the basis of the complication of ideas about the forms of existence of matter (atom-molecules-substance-system-process). The specified classification introduced into each module and the observance of the basic laws of knowledge (transition from simple to complex, from abstract to concrete, induction and deduction) made it possible to avoid repetition in the presentation of basic chemical concepts and laws and presented these concepts and laws in a dynamic development.

On the other hand, the implementation of the principle of continuity was facilitated by the identification of fundamental topics and concepts that permeate all courses of general chemical disciplines. This made it possible to break the entire body of knowledge into nine modules (Appendix 1):

The block of chemical disciplines is basic, universal for all specialties of the chemical direction. At the same time, it is directly adjacent to the special cycle and is in relation to it preliminary. The content of a special cycle in this case is based on the implementation of the model, develops the concepts, terms, approaches introduced in them, naturally developing at the same time its own, specific to this subject.

The principle of supporting modules, which is the main one in the formation of the content of programs, is illustrated by the example of specialty 25.05 - chemical technology of macromolecular compounds (Table 18, appendix 2).

The principle of variability allows solving problems in transferring from one stage to another, in particular the problem of restructuring and coordinating the content of vocational and theoretical training. The process of training specialists of different levels is not a closed system. It depends on many factors.

The variability of the content lies in the possibility of timely and prompt introduction into the studied material of new relevant information related to the changes that have occurred over a certain period of time in science, technical and technological concepts and socio-economic relations (adapting the content to production); in adapting the content to a specific contingent of students (adaptation to personality); in the possibility of building an educational process with a focus on a higher level of professional education.

Based on the fact that the content of the studied material is one of the determining factors influencing the choice of forms of organization, S.G. Shuralev singles out among the factors influencing the variation of the preparation process, managed and unmanaged. To the first, he refers the level of preparedness of students, the characteristics of the university, its technical equipment, to the second - socio-economic changes in society, a change in priorities in social production.

Fundamentalization. One of the leading principles underlying the multilevel education system is the principle of fundamentalization. This concept has a diverse, often very subjective interpretation. Some authors understand it as a more in-depth training in a given direction - “education in depth”. The second understanding is a versatile humanitarian and natural science education based on mastering fundamental knowledge - “education in breadth”. As a starting point, we can take the definition proposed by V.M. Sokolov (Nizhny Novgorod University): “The group of fundamental sciences is proposed to include sciences whose basic definitions, concepts and laws are primary, are not consequences of other sciences, directly reflect, systematize, synthesize facts, phenomena of nature or society into laws and patterns” .

The widespread point of view is that the fundamental nature of education implies, firstly, the allocation of a certain range of issues in the fundamental areas of knowledge of this area of science and general educational disciplines, without which an intelligent person is unthinkable; secondly, the study of a complex range of issues with full justification, necessary references, without logical gaps.

The issue of fundamentalization of education is considered in the pedagogical literature.

So. N.F. Talyzina believes that the fundamental nature of education is the general way of training a specialist who meets the requirements of the scientific and technological revolution: “Training specialists on the basis of fundamental sciences, of course, does not mean lowering attention to professional activities. It is aligned with professional subjects: fundamental sciences should guide a specialist in their field, allow him not only to independently analyze the accumulations in it, but also to foresee its further development.

Modern concepts consider education to be fundamental if “it is a process of non-linear interaction of a person with an intellectual environment, in which a person perceives it to enrich his own inner world and, due to this, matures to multiply the potential of the environment itself. The task of fundamental education is to provide optimal conditions for the education of flexible and multifaceted scientific thinking, various ways of perceiving reality, to create an internal need for self-development and self-education throughout a person’s life” .

As the basis of fundamentalization, the creation of such a system and structure of education is proclaimed, the priority of which is not pragmatic, highly specialized knowledge, but methodologically important, long-lived and invariant knowledge that contributes to a holistic perception of the scientific picture of the world, the intellectual flourishing of the individual and its adaptation in rapidly changing socio-economic and technological conditions.

Fundamental education realizes the unity of the ontological and epistemological aspects of educational activity. The ontological aspect is associated with the knowledge of the surrounding world, the epistemological aspect - with the development of methodology and the acquisition of knowledge skills. Fundamental education, being a tool for achieving scientific competence, is focused on achieving deep, essential foundations and connections between various processes of the surrounding world.

In the work of V. Koloyanov and A. Stoimenov, a model is proposed that describes the ratio of time required for fundamental and special training, which is expressed by the equation

where p is the probability of meeting with problems that require high special (s) or fundamental (f) training;

h - the level of fundamental and special knowledge of a specialist;

hcf=s,f tc,f,

where tc,f - the time allotted by the curriculum for obtaining special or fundamental knowledge;

The coefficient of proportionality of the amount of knowledge to the time of their acquisition at the university (the rate of assimilation of knowledge).

N.N. Nechaev writes: “... the task is not to find a certain “mathematical” relationship between fundamental and special knowledge, but in such a systemic construction of knowledge when, reflecting a systemically understood activity, it becomes the foundation of education, because the point is not what specific we acquire knowledge, and what ways of thinking are formed at the same time” .

The principle of fundamentalization of education is closely connected with the principle of professionalization, that is, the focus of each subject on the professional activity of a specialist. In practice, this can be expressed in a change in the share of one or another educational material in the courses studied, in the longest study of issues related to professional activities, in the inclusion of additional questions that specify the content of educational information in relation to the profession for which the specialist is being trained, in the selection of practical tasks. and tasks.

A. Bogdanov claims that fundamental science is characterized by a combination of experimental and theoretical methods that combine inductive and deductive knowledge of the world. Today, when highlighting the fundamental sciences, they are mainly oriented towards the dominance of the deductive component in science. Moreover, preference is given to physical knowledge of the world. Sciences such as chemistry and biology, for example, are often viewed as deserving less attention and support. This can be confirmed by the distribution of funds based on the results of the 1993 grant competition. in Russia for research in fundamental natural science, which looks like this: mathematics - 16%; physics (astronomy, mechanics, physics, nuclear physics, solid state physics, radiophysics, geophysics) - 49%; chemistry - 17%; biology - 16%. With such disparities in priorities, it hardly makes sense to expect to achieve an adequate understanding of the world.

Humanization. Almost a hundred years ago, the great American philosopher and educator J. Dewey wrote: “At present, the beginning change in the matter of our education consists in moving the center of gravity. which center was moved from the earth to the sun. In this case, the child becomes the sun around which the means of education revolve, he is the center around which they are organized" (J. Dewey, 1899). The same could be said about an adult.

In American pedagogy and psychology, and after it in many other developed countries of the West, behaviorism has been dominating for many decades, replacing each other, from the point of view of which a person who is learning is a stimulus-reactive "machine", neobehaviorism, forced to supplement this scheme of "intermediate variables" between stimuli and reactions, such as human value and motivational orientations, cognitive psychology, recognizing the role of cognitive structures, verbal and figurative components of consciousness in the processes of memorization and thinking. The intellectualistic theory of J. Piaget, which reduces the development of a person to the development of the logical operations of the intellect, is also quite widespread.

Since the beginning of the century, social sciences, including psychology, can be distinguished, as A.G. Asmolov, as if three “images of a person” arguing with each other - the image of a “sensing person”, the projection of which in cognitive psychology was fixed in the form of a computer metaphor (“a person as an information processing device”), the image of a “programmed person” mimic": in the behavioral sciences it is "a person as a system of reaction", and in the social sciences - "a person as a system of social roles": the image of a "human consumer", a needy person, a person as a system of needs (A.G. Asmolov, 1993).

Along with these dominant approaches in Western science, various humanistic theories (J. Dewey, T. Allport, A. Maslow, K. Rogers, etc.) developed in one way or another, considering the personality, initially striving for self-actualization, self-development and self-improvement, as their subject. But only recently, in connection with the awareness of the crisis of education, culture and man, the threat to his very existence, there is a growing focus on the inherent value of the human personality - the goal, not the means of social development and at the same time a source of innovation in life, production, science. and culture.

In Russia in the second half of the 19th - early 20th centuries, the humanistic orientation of education was significantly influenced by the works of many teachers and psychologists: V.P. Vakhterov, V.K. Bekhterev, P.F. Kaptereva, P.F. Lesgaft, A.P. Nechaeva, L.I. Petrazhitsky, L.I. Pirogov and especially K.D. Ushinsky. who was the founder of "pedagogical anthropology" of a complex science of man and his development through education - and put forward a requirement for a teacher who seeks to educate a person comprehensively, first to know him in all respects.

After the revolution of 1905, a new, anthropocentric, humane paradigm of education began to be implemented in Russian education, correlating the goals, content and forms of education with the needs of the students themselves and teachers. Non-state educational institutions arose, the principles of democratic education, freedom of teaching and learning began to assert themselves. Currently, the reform of education is carried out on the basis, the contours of which were laid back in the late XIX - early XX century. There is an intensive return to the ideas of pedagogical anthropology, although the place of the anthropological paradigm in education is claimed by more advanced ideas of culturally appropriate, culture-forming and projective education.

Humanization is a value reorientation of human thinking and action from object-thing components to subject-humanistic ones, it acts as a mechanism for the transition from a technocratic object-centric to a homocentric paradigm.

The special significance of the humanization of engineering education is explained by the fact that engineering activities are aimed at the implementation of technical progress, technologies, leaving human development, as it were, on the sidelines.

In the theoretical and conceptual structure of building a humanitarian-oriented basis, some authors identify the following main components:

1. The ethical and humanistic component, which provides for increased attention to problems of universal, sociocultural significance, to the analysis of the moral and social responsibility of future specialists for the consequences of their professional activities.
2. The historical-correlation component aimed at enhancing the use of the principle of historicism in teaching, taking into account the synchronous-correlation links and dependencies between the development of all types of activity and cognition in the history of human society.
3. Philosophical - methodological component, which provides for the identification and comprehensive use of philosophical analysis of the content of various theoretical positions, ways of coordinating conceptual structures with physical reality, the widespread use of active methods for the formation of the philosophical foundations of the worldview.
4. An integrative-cultural component based on expanding the range of practical use of interdisciplinary connections at the levels of scientific and historical-cultural interdisciplinary synchronization and interdisciplinary correlation.
5. The humanitarian-gnostic component, which is expressed in the use, along with natural science and humanitarian methods of cognition and research in the learning process.
6. Socio - representative component, providing for the correlation of the content of curricula with the current level of scientific and technical knowledge, political, social, economic realities of society at the national and planetary levels.
7. Ecological activity component aimed at updating attention to the environmental aspects of the future professional activities of students, as well as the development of civilization as a whole.
8. Aesthetics - an emotional component that provides for the need to strengthen the emotional aspect of learning and its aesthetic orientation through the use of works of fiction, musical and visual arts, illustrating the meaning, aesthetic and general cultural significance of the studied phenomena and laws.
9. A creative and developing component, which is expressed in the consistent replacement of teaching methods with conceptual and analytical ones that contribute to the transfer of a student from the object of study to the subject of activity, which creates conditions for the creative expression of the individual and ensures a creative level of education.

Tomorrow, August 8, the second wave of admission of applicants for state-funded places in Russian universities will be completed - orders will be published on enrolling students in 100% of the main competitive places. The preliminary results of this year's admission campaign were summed up by the rector of MGIMO at a press conference held at the end of last week Anatoly Torkunov, Rector of the National Research University Higher School of Economics Yaroslav Kuzminov and rector of MIPT Nikolay Kudryavtsev. Let us consider the most characteristic features of the admission campaigns of recent years and the prospects for the development of higher education in the near future.

Features of the admission campaign of the current year and general trends in recent years

Despite the opportunity to apply for admission to five universities, and in each of them - for three specialties (), the number of applications submitted by one applicant is decreasing. For example, this year at the Higher School of Economics, the average number of applications submitted was approximately 1.9, and this indicates that graduates determine in advance the desired direction of training, Yaroslav Kuzminov noted. This fact is also confirmed by another trend - applicants with high scores in the Unified State Examination, who did not enter state-funded places due to their limited number, instead of choosing another direction or another university where the available scores guarantee them admission to the budget, they prefer studying in the direction chosen initially in a specific university on a contractual basis. Thus, over the past few years, not only the number of paid students who entered the leading universities has grown, but also the quality of their knowledge. For example, the average passing score for a paid place at the National Research University Higher School of Economics and MGIMO was 81 points last year, this year at the latter university it was already 83 points.

In which case R & D operations by educational or scientific institutions are exempt from VAT, find out in Solution encyclopedias Internet version of the GARANT system. Get free access for 3 days!

It should be noted that universities provide support to students who successfully study on a contractual basis. So, for example, according to Nikolai Kudryavtsev, out of about 1,000 people admitted annually to MIPT, 850-900 are paid students, but almost none of them pay for education on their own. Financing is carried out by sponsors, which are organizations interested in the subsequent employment of students, or university graduates - the funds they contribute form a significant share of the institute's endowment fund. By the way, about 100 people, whose education is paid for by a third by the university, and the rest by its graduates, are those who did not reach the average score (they received 80-85 points in the subject, while the average at the university is 94), but has a tendency to invention and technological innovation. “We used to lose this category of very valuable guys. But our graduates suggested such a way out. We never made a mistake in choosing,” Nikolai Kudryavtsev emphasized. The Higher School of Economics, in turn, provides discounts ranging from 25% to 70% of the tuition fees for students who subsequently show the best results. According to Yaroslav Kuzminov, out of 6,500 people expected to be enrolled this year at a university in Moscow, 2,200 are state employees, 400 are those whose tuition will be fully paid for by the university itself, about 2,000 are payers who will receive a discount on tuition fees for not leaving on the budget to another university. At the same time, he considers it necessary to raise the issue of state subsidies for students with high USE scores studying on a contract basis.

In addition, the rectors hope for a speedy resumption of the program for the provision of state-supported educational loans. Recall that last year Sberbank, and, despite the approval at the beginning of this year of new rules for providing state support for educational lending (), even the approximate date for the resumption of the corresponding loan program has not yet been announced.

Another feature of the admission campaigns of recent years is the increase in the number of foreigners entering Russian universities. Moreover, this category is no longer limited to Russian-speaking citizens of the countries of the post-Soviet space. “This year we accept about a quarter more foreigners than last year,” said Yaroslav Kuzminov. “The number of students from Africa, Latin America is growing, a large influx of students from China, Korea, Vietnam. Students from Western European countries from the USA. According to Anatoly Torkunov, 60% of foreigners entering the MGIMO master's program are representatives of Western and Central Europe. This, according to the heads of universities, indicates that they all highly appreciate the level of education in Russia, because, firstly, they have a large selection of universities in their countries, and secondly, they study here for a fee. It should be noted that the increased interest of foreigners in Russian education is also confirmed by the statistics of Rosobrnadzor on the number of applications for the procedure for recognizing foreign education in order to enter Russian universities. In July of this year, the number of applications amounted to more than 3,000, which is 17% more than in July last year. The most difficult thing, according to Nikolai Kudryavtsev, is for foreigners entering technical universities, since Russian students are better prepared to master programs in them, in particular, physical and mathematical disciplines. This is not surprising, given that every year Russians become winners of international olympiads and competitions. Of the latest results - four gold and one silver medal at the 49th International Physics Olympiad, held in Lisbon at the end of July.

Of great importance for the development of the system of higher education in Russia is the expansion of the practice of implementing the so-called network educational programs, which involve obtaining two diplomas, both with foreign universities (a long-established practice) and with Russian universities. MGIMO, in particular, implements a number of such master's programs: "International Management in the Field of Transportation of Oil and Petroleum Products" - together with the Russian State University of Oil and Gas (NRU) named after I.M. Gubkin, "Sports Diplomacy" - with the Russian State University of Physical Education, Sports, Youth and Tourism, "Strategic Management of International Mineral Resource Companies" - with MISiS (this year the first admission to this program took place). MIPT implements a joint bachelor's program with RANEPA, and a master's program with Skoltech. However, at the same time, the interest of Russian students in fully English-language programs is growing - for example, the number of people wishing to study under the Applied Data Analysis program opened this year by the Higher School of Economics and the University of London was 1.5 times higher than planned, Yaroslav Kuzminov noted. "English-language education develops opportunities in the global market, so students prefer it to free programs in international relations, business informatics, etc.," he explained.

It is impossible not to note the work of universities to create conditions for students to receive practice-oriented education. At MIPT, students are assigned to departments in their third year, and visits to base enterprises help them make a choice, where they will subsequently conduct research to write diplomas and dissertations, Nikolai Kudryavtsev noted. MGIMO this year expanded the list of corporate master's programs funded by large Russian corporations. In addition, when opening new educational programs, the university is looking for practical partners for their implementation - for example, the Artificial Intelligence program launched this year will be implemented in partnership with Microsoft, since the specialists of this company will be able to ensure that students receive the required level of knowledge, Anatoly emphasized. Torkunov. The emergence of such programs reflects, of course, the need to train qualified personnel in new specialties, emerging, in particular, in connection with the transition to a digital economy.

Humanities education in recent years has been characterized by two phenomena. The first is the increasing popularity of training programs for specialists in the field of marketing, public relations, intercultural communications, media, involving the acquisition of applied humanitarian knowledge, Yaroslav Kuzminov noted. But at the same time, narrowly focused specialties are also in demand. Thus, a rather big competition this year at the Higher School of Economics was not only for the program "Oriental Studies", but also for programs involving the study of certain sectors of Oriental studies: "Bible Studies and the History of Ancient Israel", etc. This indicates a gradual decrease in mass interest only in those professions that guarantee the rapid achievement of a high level of earnings.

Prospects for the development of higher education

The global goals and objectives set for the fields of education and science for the next five years are indicated in. Among them, in particular, is ensuring the competitiveness of Russian education at the world level and Russia's entry into the top five countries in the world in scientific research. Methods for achieving the set goals, presumably, will be reflected in the national projects currently being developed by the Government of the Russian Federation in the fields of education and science.

Meanwhile, universities have a number of proposals on the direction in which the system of higher education should develop. They were also discussed at the XI Congress of the Union of Rectors with the participation of the President of the Russian Federation Vladimir Putin, held in April this year, and at a meeting with rectors of universities, the head of government Dmitry Medvedev held on 4 July. The most significant proposals include:

***

As you can see, the leading Russian universities are making a lot of efforts to increase their competitiveness both in the domestic and international market of educational services. Therefore, there is reason to believe that the competent provision of state support can really increase the attractiveness of studying and scientific work in Russia for both young and promising and already established scientists: not only Russian, but also foreign.

______________________________

All information: the main tasks, the list of participants and their positions in world rankings, the current results of the implementation of competitiveness programs, etc. - is posted on the official website of the 5-100 project (5top100.ru).

The main trends in the development of world education.

The Bologna Process.

International standards for the quality of education.

1. Globalization and internalization as the leading trends in the development of education in the world.

2. General trends in the development of higher education: fundamentalization, pragmatization, computerization, individualization, humanization, standardization.

1. Globalization and internalization as the leading trends in the development of education in the modern world. Mutual influence and interpenetration of cultures, economies, social movements is an important factor in the development of education in modern conditions. The world space, in which resources, people, ideas freely move across national borders, is the dominant trend of our time. One of the consequences of this trend is the convergence and integration of national education systems. Globalization of education means the gradual transformation of various educational systems into a single pan-European, and then global, while maintaining the differences due to tradition and culture. Comparative pedagogy extracts or should be able to extract the essence of information from already existing data. The results of comparative pedagogical research expand and modify the data and conclusions of special studies and provide feedback to individual disciplines.

The Universal Declaration of Human Rights of December 10, 1948 declares the availability and free of charge of general education: "education should be free, at least as far as primary and general education is concerned". In some countries, including Russia, this provision is enshrined in the Constitution (see Article 43 of the Constitution of the Russian Federation). At present, in most developed industrial countries of the world, general education is not only a right, but also a duty of citizens. General education is provided within the framework of state, municipal and private organizations. In some countries, the creation of private organizations in the field of general education is prohibited; in others (including Russia), most of the levels are subject to licensing. In almost all countries, general education can be obtained free of charge.

The problem of globalization is relatively new and controversial. Globalization covers all aspects of the life of modern society. The impact of globalization on culture and, in particular, on higher education has attracted the interest of researchers in the last decade and has become especially active in Russia after it signed the Bologna Declaration in 2003. In Russia in the 21st century, the formation of a new education system is steadily continuing, focused on entering the world educational space. The main goals and objectives of the educational policy in Russia are defined in National Doctrine of Education in the Russian Federation covering the period up to 2025

Understanding the essence of globalization (in the broad sense) and globalization of education (in a more specific sense) is impossible without revealing the relationship of these processes with such phenomena as internationalization, internalization, localization. In today's world, most comparative educators define globalization and internalization as the leading trends in the development of world education all levels.

In the process of globalization of education, it is of great importance internationalization and internalization. Internationalization (from lat. inter- between, nation- people) is the recognition of something international, the transformation of something into an international one (for example, granting all states under a treaty the right to use a product, territory, etc.). Internalization (English) internalization) - a set of development techniques that simplify the adaptation of a product (such as software) to the linguistic and cultural characteristics of a region other than the one in which the product was developed. Internalization has become especially widespread in connection with the development of the Internet. Actually the very concept of internalization is associated with this process. There is an important difference between internationalization and localization. Internalization is the adaptation of a product for potential use almost anywhere, while localization is an addition special functions for use in some certain region. Internalization is carried out at the initial stages of development, while localization - for each subject of consumption in terms of improving and adapting the product in the middle of the implementation process.

In modern conditions, there is modernization of education in many countries of the world. It is no coincidence that it is called “forced modernization”, because factors such as, for example, the expansion of the Internet and its impact on the younger generation concern everyone. The modernization process is a process education reform , which affected many civilized countries of the world, which is associated with modern socio-economic, political and cultural problems. The so-called "challenges of the time" or "systemic challenges" are determined by globalization, the instability of socio-economic development, periodically occurring economic crises (which, having arisen in one country, often cause similar phenomena in other countries), high rates of social change and the expansion of the information space. For Russia (and for many European countries), important factors are also: demographic instability, the change in education paradigms (from Soviet to post-Soviet), the contradiction of value orientations of different social groups.

2. General trends in the development of higher education: fundamentalization, pragmatization, computerization, individualization, humanization, standardization.

Despite the fact that the whole world recognizes the obviousness and impact of globalization and internalization, one should also highlight those trends in the development of education that were identified long before the world's leading trends were recognized. But if globalization and internalization are recognized as the leading, fundamental trends in the world development of education, then fundamentalization, informatization, regionalization, individualization and pragmatization can be identified as the most general trends in the development of education, characteristic of most developed countries. These trends are general, but not sustainable, and researchers record a constant change in one or another dominant trend. In recent years, there has been a relatively rapid transition of dominance: first fundamentalization, then informatization and today, due to the crisis and instability of social development - pragmatization.

Fundamentalization education. Etymologically, the concept of fundamental education is associated with the meaning of the word foundation (from lat. fundamentum- base), i.e. that base (platform, base) that takes the load and transfers it to the base (S.I. Ozhegov). Fundamental education is aimed at comprehending the deep characteristics of objects and processes of the whole world, ascending to primary entities. It underlies the formation of adequate judgments of an educated person. The fundamentalization of education is the most significant factor in the prevention of erroneous decisions in the world of the most complex modern technologies. It is the fundamental mistakes of developers that often lead to man-made disasters.

The fundamentalization of education postulates science and scientific achievements as the most important component of the content of education. Therefore, all educational programs and concepts are developed taking into account the latest achievements in the scientific field.

pragmatization education. The pragmatization trend of modern education determines its development in the direction of the most relevant spheres the life of society. This trend depends on market relations, competition and the most popular areas of development of society. If programmers are in demand on the labor market, then the priority development of the corresponding area of education will be obvious. When there were not enough economists, lawyers, managers in Russia, education immediately reacted to this “professional shortage”. In various educational institutions, as a rule, new departments, specialties, specializations are opened that correspond to the current needs of the labor market. The specificity of pragmatization is determined by the fact that this trend cannot be planned and implemented taking into account only the intended direction of development of education in certain conditions. Conditions may change. Therefore, this trend is due only to market relations and, accordingly, competition, both in the educational services market, tick and in the general labor market.

Computerization (informatization) of education is connected, first of all, with the development of technologies of information processes, general computerization. In the modern world, there is a widespread formation of a single scientific and educational space based on constantly updated means of telecommunications and information technology, as well as the organization of educational programs at various levels in distance learning. Information and communication technologies are being introduced everywhere into the educational process, significantly affecting the pace (speed of obtaining the necessary information) and the nature of learning in the direction of its interactivity.

The term "open education" has become widespread.

Individualization education is determined by the possibilities of taking into account the individual characteristics of the student, relying on his abilities, self-disclosure and professional self-actualization. The curricula and programs should provide for specially allotted hours for individual work with each student. Moreover, the more hours an educational institution can allocate for individual work, the more quality education a student receives. It is with such education that the true professional and personal development of a specialist takes place.

The world practice of higher education shows that the more prestigious the university is, the more the principle of individualization of education is realized. In addition, it is the individualization of education that allows university teachers to prepare students for the independent solution of complex professional problems. This happens in the preparation of abstracts, term papers, and theses. Future specialists learn to recognize and clearly formulate professional problems, build a methodology for scientific and practical research, in accordance with which they independently solve complex problems. Such work can be strictly individualized, and it is its quality that indicates the level of professional readiness of a university graduate.

Regionalization education is related to the socio-economic and political needs of the region in which it is carried out. The significance of regionalization is determined by the ability of graduates to find a job in their specialty without any problems. The specificity of the socio-economic development of the region reveals the need for professional personnel of a certain qualification.

The modern understanding of the purpose of higher professional education emphasizes not only a high level of mastery of professional activity, but also compliance and objective requirements. Especially important is the ability of a person to successfully perform complex professional pedagogical activities in constantly changing conditions. Professional competence itself is increasingly interpreted as the ability to effectively solve the most typical professional tasks and problems arising in real conditions of activity.

Standardization education. Standardization, as a rule, is associated with the activity of establishing rules and characteristics in order to reuse them, aimed at streamlining to increase the competitiveness of educational services. In education, standardization is manifested in the development, publication and application of educational standards. In Russia - Federal State Educational Standards (FSES): general, secondary vocational, higher education. The state standard of education includes norms and requirements that determine the mandatory minimum content of educational programs, the maximum amount of teaching load, the level of training of graduates and the basic requirements for ensuring the educational process (material and technical support, educational and laboratory, information and methodological and qualification requirements for teaching staff ).

The main goals of standardization are to increase the level of security, ensure the quality and competitiveness of educational services, ensure the possibility of interchangeability of means and their information compatibility, create classification systems, cataloging for a more convenient and easy search for consumers. Standardization is based on the idea of unification (bringing to uniformity, a single form) to correlate standards with international education programs.

Moreover, the content of competencies is determined by tasks. So key competencies are aimed at the success of the individual in a changing world and are necessary for any professional activity. Basic competencies reflect the specifics of a certain professional activity (in our case, pedagogical). Special competencies are manifested in specific subject activities. All competencies are interconnected and interdependent, especially in the implementation of subject pedagogical activity.

At the same time, special attention is paid to educational resources new generation, which include, first of all, information resources. In the modern understanding of learning, the concept of "educational resources" is becoming more popular than the concept of "didactic tools". In addition, special attention is paid to the creation of didactic tools based on informational approaches. The main advantages of such funds are, firstly, their focus on organizing independent work. Secondly, the possibility of individualization of education. Thirdly, the creation of educational materials on electronic media. Fourth, the placement of a variety of evaluation scales and evaluation materials. However, the Internet, as a unique educational resource, has not only opportunities, but also significant problems that may arise in the process of "Internet education". Namely: a large amount of secondary information (“information garbage”), the development of “screen thinking” in children and young people, the formation of Internet addiction (cyborg addiction). Here, the issues of pedagogically competent management of new education come to the fore.

I.A. Lipsky, after analyzing a number of regulatory documents in the field of education in recent years, came to the conclusion that the state is “leaving education”. The researcher emphasizes the fact that, for example, in the Federal Target Program for the Development of Education for 2006-2010. the term “education” has never been encountered, despite the fact that the Law of the Russian Federation “On Education” considers education as a unity of education and upbringing. Highlighting a person's value orientations on competitiveness, social independence, striving for success, professional career, in education today the main emphasis is placed on the institutions of civil society - the family, the Church, public associations, etc. . This is important and necessary, but the education that is carried out in educational institutions is no less valuable.

Literature

Andrienko E.V. The value of higher education in the development of pedagogical professionalism / Pedagogical professionalism as a factor in the development of modern education. Novosibirsk. 2005. S.19-26.
Lipsky I.A. The main paradigms of education / Pedagogical education and science. 2009.№5.
National Doctrine of Education in the Russian Federation covering the period up to 2025

Tasks for independent work

CHRESTOMATIC SECTION

Constitution of the Russian Federation

Chapter 2. Article 43 Everyone has the right to education.

1. Everyone has the right to education.

2. The general availability and free of charge of pre-school, basic general and secondary vocational education in state or municipal educational institutions and enterprises are guaranteed.

3. Everyone has the right, on a competitive basis, to receive higher education free of charge at a state or municipal educational institution and at an enterprise.

4. Basic general education is compulsory. Parents or persons replacing them ensure that children receive basic general education.

5. The Russian Federation establishes federal state educational standards, supports various forms of education and self-education.

Portal for the student. Self-training

Features of the admission campaign of the current year and general trends in recent years

Prospects for the development of higher education

***

1. Globalization and internalization as the leading trends in the development of education in the world.

2. General trends in the development of higher education: fundamentalization, pragmatization, computerization, individualization, humanization, standardization.

2. General trends in the development of higher education: fundamentalization, pragmatization, computerization, individualization, humanization, standardization.

Chapter 2. Article 43 Everyone has the right to education.

RELATED ARTICLES