Higher education pedagogy and psychology. The role of education in the modern world The role of higher education in the modern world
Golubev Victor Vadimovich applicant
head of Rosobrnadzor Department E-mail: [email protected]
Higher education and some problems of modern civilization
Abstract: It is shown that the modern education system is going through a global systemic crisis. To get the system out of the crisis requires both practical steps and new theoretical developments. The classification of the education system is proposed, distinguishing six levels of educational systems: personal, family, educational institution level, regional, state, interstate. The necessity of the transition of the methodology of the modern education system to the educational principles of the formation of theoretical foundations is substantiated.
Key words: Educology, educational level, educational crisis, personality,
educational institution, region, state.
In modern society, education is one of the vast spheres of human activity (in the first place it is considered that there is a production sphere). At the beginning of the new millennium, the modern education system employed more than a billion students and almost 50 million teachers. The social role of education is extremely high. The prospects for the development of mankind largely depend on the direction and effectiveness of pedagogical technologies. In the last decade, the world has changed its attitude towards all types of education. Education, especially higher education, is seen as the main, leading factor of social and economic progress. The reason for this attention lies in the understanding that the most important value and main capital of modern society is a person who is capable of searching and mastering new knowledge and making non-standard decisions.
In the mid 60s. industrially advanced countries have come to the conclusion that scientific and technological progress is not capable of solving the most acute problems of society and the individual. The colossal development of the productive forces does not provide the minimum necessary level of well-being, the quality of life for hundreds of millions of people; the ecological crisis has acquired a global character, creating a real threat of total destruction of the habitat of all earthlings; ruthlessness in relation to flora and fauna turns a person into a cruel soulless creature.
In recent years, the limitations and danger of the further development of mankind through purely economic growth and an increase in technical power have become increasingly real. Today it is necessary to take into account the following circumstance - the future development of society as a whole and of each country separately is more determined by the level of culture and human wisdom than by technical progress.
All this makes it quite obvious that education should play a huge role in overcoming the crisis of civilization, in solving the most acute global problems of mankind. “It is now generally recognized,” says one of the UNESCO documents in the last millennium, “that policies aimed at fighting poverty, reducing child mortality and improving public health, protecting the environment, strengthening human rights, improving international understanding and enriching national culture are not will be effective without an appropriate educational strategy. Efforts to ensure and maintain competitiveness in the adoption of advanced technology will be futile. ”
It should be emphasized that practically all developed countries have carried out reforms of national education systems of various depth and scale, investing huge financial resources in them. Reforms of higher education acquired the status of state policy, because states began to realize that the level of higher education in a country determines its future development. In line with this policy, first of all, the issues related to the growth of the student body and the number of universities were resolved. In this regard, they also talk about the quality of knowledge, new functions of higher education, the quantitative growth of information and the spread of new information technologies. However, these are mostly declarations, rather than methodically provided searches. Over the past 10-15 years, problems that cannot be resolved within the framework of quantitative reforms have become more and more persistent in the world. It becomes clear that within the framework of traditional methodological approaches it is impossible to move to a new paradigm of education. Today, more and more people are talking about the global crisis in education. The existing educational systems do not fulfill their function - to form the creative force, the creative forces of society. Back in 1968, the American scientist and educator FG Coombs (perhaps for the first time) gave an analysis of the unsolved problems of education: “Depending on the conditions prevailing in different countries, the crisis manifests itself in different forms, stronger or weaker. But its internal springs to the same extent show through in all countries - developed and developing, rich and poor, long famous for their educational institutions or with great difficulty creating them now. Almost 20 years later, in a new book, A View from the 80s, he also concludes that the crisis in education is aggravating and that the overall situation in the field of education has become even more alarming.
Today, the statement of the crisis in education has been transformed from scientific literature into official documents and statements by statesmen.
The report of the US National Commission on Education Quality paints a grim picture: “We have committed an act of insane educational disarmament. We are raising a generation of Americans who are illiterate in science and technology. ” It is very important that since then no new approaches to solving urgent problems have been found. In this regard, the opinion of the former French President Giscard d'Estaing is interesting: "I think that the main failure of the Fifth Republic is that it was unable to satisfactorily solve the problem of education and upbringing of young people."
Until the collapse of the USSR, domestic science rejected the very concept of the "world education crisis". According to Soviet scientists, the educational crisis seemed possible only abroad. It was believed that we can only talk about the "difficulties of growth" even at the turn of the century. Today, the existence of a crisis in both foreign and domestic education systems is no longer disputed by anyone. On the contrary, there is a tendency to analyze and define its symptoms and ways out of a crisis situation.
Currently, various researchers distinguish six levels of the education system:
1) Personal level or self-education. The process of self-education begins in a person in early childhood and continues throughout his life. Self-education is a system of internal self-organization to assimilate the experience of generations, aimed at their own development. It is a means of self-education, since it contributes to the development of purposefulness, perseverance in achieving goals, internal organization, hard work and other moral qualities. In a broad sense, self-education is understood as all types of knowledge acquisition. Separately, it should be noted that self-education is a powerful factor that fulfills and enriches education organized by society.
2) Family level (household) education. As a rule, the family level of education means family education, which is a systematic targeted impact on the child of adult family members and family structure. The main and general task of family education is to prepare children for life in existing social conditions; narrower, more specific - the assimilation of knowledge, skills and abilities necessary for the normal formation of personality in a family. The goals and means of family education are determined by the socio-economic system, the level of cultural development. Usually it is built on the basis of the ideology, morality and the system of relationships of the social stratum to which the family belongs, and is inextricably linked with the self-education and self-education of adults,
the formation in them of qualities and character traits that provide an effective pedagogical influence on children.
3) The level of the educational institution (OU). When people talk about education, they often think about education at the primary, secondary, general, special and higher levels of education. Indeed, in a technical sense, education is the process by which society, through schools, colleges, universities and other institutions, purposefully transfers its cultural heritage - accumulated knowledge, values \u200b\u200band skills - from one generation to the next.
4) Regional level of education. The concept of "regionalization of education" is a recognized scientific and pedagogical principle of the development of world education and is not a reflection of the current political situation. The relevance of the idea of \u200b\u200bregionalization is determined by global trends in the socio-cultural development of mankind, aimed at recognizing the intrinsic value, uniqueness of national and regional variants of cultures, their unity, integrity and significance as an integral part of human culture.
The development of regional education systems that are adequate to the characteristics of the educational needs and interests of students and to the specifics of the region represents a step forward in the development of Russian education, its movement towards democratization and modernization. Education, built on the basis of the priority of a person's personal educational interests, functioning as a system that provides educational services, the consumer of which is a specific person, and not as a system for training personnel, where production, the economy, the state act as consumers, can neither react to specific features, including regional, consumer interests.
This specificity of the educational interests and needs of each person is a consequence of the differences not only in his personal abilities, but also in the conditions in which a particular person carries out his individual education.
The regional educational space is understood as a set of scientific, educational, cultural and educational, economic institutions (state and non-state, official and unofficial), mass communication media focused on education, the public involved in solving educational problems, as well as socio-psychological stereotypes that regulate behavior of people in relation to education, functioning in a particular region.
The regional educational space is a kind of a complexly organized social system that develops according to its own laws, which are both subjective and objective. In each region of the Russian Federation, there is an educational space that in a peculiar way reflects the characteristics and specifics of a particular region, its traditions, culture, national and religious composition of the population, the level of economic development, etc. The unity of the federal educational space is determined by those common elements that are inherent in the entire educational space of the country and take place in each of the regional educational spaces.
The researchers note that the educational system is promising, focusing not on the momentary demand in the labor market, but on the educational needs of the citizens of the region. These needs determine the location of the network of educational institutions, preferred educational programs, the ratio of state and non-state educational institutions, types and types of schools and educational institutions, etc. up to an acceptable level of quality of educational training. The economic development of the region, its financial position, income level, national and religious composition of the population, cultural traditions and preferences, climatic and geographic conditions - these factors of the educational space largely regulate the educational needs of a particular individual. The choice of the future profession, the direction of advanced training, retraining, the level of education depends not only on the abilities and interests of the individual, but also on the opportunities for professional and personal socialization that exist in a particular region.
For example, it seems unlikely that a student with an interest in and aptitude in botany but living in a large city would choose agronomy as a future profession. Rather, it will be a different way of realizing interests and abilities. At the same time, a person living in a rural area, a small town, an agricultural region is more likely to choose agronomy as the direction of his future professional activity and the realization of personal interests and abilities.
5) The educational system at the state level. Speaking about the state level of education, it is necessary to mention the educational space. It is understood as the entire set of educational institutions of various types and public and state organizations interacting with them, as well as ongoing educational and educational processes in a particular country. Together, they create an environment for the socialization of a person, transforming him into a personality, provide a certain level of education, intelligence and culture of society, interpersonal, political, economic, social, military, ethical and all other relations.
The educational space is multidimensional. It includes the habitat, the living environment, educational and developmental production and other indicators. At the same time, the harmonious development of the inhabitants of this space can occur only in conjunction with the state of the surrounding social and natural environment, with the living conditions in the family, on the street. The leading factor of social life in this space is culture, which acts as an organizing and regulating principle of the way of life, ensures the preservation and reproduction of human resources, a culture of health and a culture of a healthy lifestyle, a culture of awareness and resolution of the contradictions of being.
The educational space forms a single nation with a common name, a single state language, a common culture, with a common understanding of what is happening, with common goals and common actions to achieve them. The spirit of statehood arises in it, national values, national interests and national guidelines are formed, the skills of self-organization and self-government of the people, their way of life are laid, as well as the connection of generations is carried out and new results of life are generated.
6) The educational system at the interstate level. With the globalization of the economy, the competitive advantages of any country are provided by the development of education and science. In the Declaration of the Fifth International Conference of UNESCO (1997) it was emphasized that in modern conditions such an educational policy is necessary, the implementation of which will allow in the 21st century “to learn to know and to do, to learn to be”. Currently, in the global integration processes, the most important strategic task is the creation of a common educational space based on an agreed system of recognition of educational documents (from primary to higher and postgraduate), which makes it possible to freely receive education in educational institutions of partner states. A single educational space can be created only with the common principles of state policy in the field of education, only under the condition of ensuring equal opportunities and rights of citizens to receive education and uniform approaches to the development of state educational standards and programs. Its creation, at the same time, should accelerate the formation of a common scientific, technological, economic and information space, expand the opportunities for training qualified specialists for various sectors of the economy, science, culture, education and social sphere, create conditions for improving relations of interethnic and interstate communication.
Starting from the level of the educational institution and ending with the interstate level, the following main elements can be distinguished:
■ resources (economy);
■ personnel (personology);
■ process (educationalology).
The economic component of education can be characterized as preparing young people for future professional activities in accordance with the society's need for a workforce with a certain level of qualifications. In this case, the economic efficiency of education is determined depending on the degree of satisfaction of this demand, as well as the funds spent for these purposes. The following trends can be identified related to the economic aspect of the educational process:
Increased investment in the economy;
State support (free of charge);
Charity;
Paid education;
Shadow money;
National projects;
State educational lending system;
Changing the system of teachers' remuneration;
Encouraging co-founding;
Strengthening state support and incentives for the work of pedagogical and managerial education workers
Development of differentiated standards for budgetary financing of institutions (organizations) of higher education.
In recent years, the economic component of the educational process has been dominant. In these conditions, the key aspect of the educational process - personnel and the educational process itself - was lost.
Speaking about personnel, it is necessary to mention the trends that have developed in recent years associated not only with the teaching staff, but also directly with the students themselves:
Gender (change in the number of men and women);
Cyclicity (for students)
Tutoring;
Rotation (renewability);
Improving the professionalism of teaching staff;
Civilization (the level of mastering information technologies);
Raising the status of a teacher;
Weak motivation of young people to choose a teaching profession;
Insufficient connection between the higher education system and the changing labor market;
Inconsistency of the majority of trained specialists with the needs of enterprises;
Low percentage of employment of graduates in the training profile.
Recently, when speaking about the trends associated with the educational process, researchers are increasingly referring to the term “educationalology”. Educology is one of the sciences of education that studies the general laws of the organization, functioning and development of the education sector.
Educology (from Lat. Educo - I teach + logos - teaching, science) is a science that seeks to comprehend the laws of the functioning and development of the education sector as a whole. It is in its infancy and does not yet have a generally recognized status, as well as
a well-established, clearly determined and recognized subject by all scientists. The famous Argentinean scientist Carlos Olivera proposes to practically integrate all the sciences of education into it. Other scientists, in particular, Lithuanian, Swedish, consider it also as an integration science, but rather a study of the process of both learning and the formation of a person throughout his life. In their interpretation, educology tends rather to a sociological and philosophical understanding of the process of human learning. The majority of scientists (Australian, Croatian, as well as a number of domestic ones, for example, GA. Bordovsky and VA Izvozchikov) assign educationalology the role of a scientific discipline that studies the patterns of organization, functioning and development of the entire sphere of education.
Gennady Bordovsky and Dmitry Medvedev at the Opening of the Year of the Teacher in Russia
So K.E. In the last century, Oliver proposed to make the term "educationalology" generally accepted, since it brings clarity and accuracy to the science of education, covering all knowledge about society, about a person, about education, in a word, the entire branch of education, in which each element of research has its place. With this approach, educational science also presupposes the development of modern information technologies for teaching in their theoretical, applied and practical aspects.
As a complex of sciences, educationalology includes: the study of educational issues itself - philosophy of education, history of education, comparative pedagogy; a cycle of applied scientific disciplines - anthropology, psychology, sociology, economics, geography, politics, management; cycle of educational sciences - educational theory, structure, planning, goals, content, study of users and personnel of systems, methodology, problems of consulting, resources and financing.
LITERATURE
1. Bordovskiy G. A., Quality management of the educational process: monograph
/ SPb.: Izd. RGPU them. Herzen, 2001.
2. Bordovskiy G.A., Izvozchikov V.A. New learning technologies: terminology issues // Pedagogy. 1993. No. 5.
3. World Education Status Report 1991 Paris 1991
4. Izvozchikov V.A. Inphonospheric education: New information technologies of teaching. SPb .: RGPU, 1991.
5. Kirinyuk A.A. Kirsanov K.A.Global problems of education. In 2 volumes - National Institute of Business. 2005.
6. Kirinyuk A.A., Kirsanov K.A. Growth difficulties // Higher education in Russia. 1999. No. 1. - p. 37 - 42
7. Coombs, G. Philip. The Crisis of Education in the Modern World: System Analysis / F. G
Coombs; per. from English S. L. Volodina, V. A. Kuznetsov, S. P. Romanova; ed. G. E. Skorova;
after V.A.Zhamin. - Moscow: Progress, 1970 .-- 261 p .:
8. Oliver K.E. Towards the theory of comparative pedagogy // Perspectives. Educational issues. 1989. No. 2 (66).
In pedagogy, education is usually understood as the process and result of assimilating a certain system of knowledge, skills, attitudes and beliefs, that is, an ordered set of them on the basis of predetermined principles and tasks. Human education is manifested in the results of his activities, creative development of abilities, forms of communication and behavior. An educated person is a cultured person who owns not only professional competence, but also many other forms of culture.
Higher education performs two types of interrelated functions in society:
and) reproduction functionaimed at the reproduction of culture, social experience and methods of activity in new generations of people; b) development function, aimed at the development of both a person's personality and
and society as a whole.
- Education - this is one of the ways for a person to enter the world of culture. - Education Is a means of socialization, formation and development of a person as a person.
- Educationis a factor influencing the social status of an individual, the process of his professionalization and self-affirmation.
- Education- it is a factor of reproduction of the social and professional structure of society and social progress.
The world today unites efforts in the field of education to solve not only local , but also global problems of humanity:
1. Intersocial issues- containing the proliferation of nuclear weapons and preventing a new world war, harmonizing economic relations between developed and lagging countries, combating terrorism, etc.
2. Problems generated by the interaction of society and naturedy - preventing the degradation of the natural environment, providing food to the rapidly growing population of the planet, etc.
3. Problems of the relationship between man and society - overcoming the health crisis caused by both economic and sociocultural factors (drug addiction, alcoholism, stress); reducing the growth in the number of physically and mentally disabled people who pose a threat to the gene pool of mankind.
The reason for the listed problems is, first of all, the person himself with his insufficient level of education, with his undeveloped abilities to navigate modern problems. And also responsibly participate in their permission.
The normal existence of any society is impossible without the full functioning and development of the higher education system. The place of education in the life of society is largely determined by the role played in the social development of people's knowledge, their experience, abilities, skills, opportunities for the development of their professional and personal qualities.
The informatization of the world community now taking place is a scientific and real fact. The most profoundly growing role of knowledge and information in social development is reflected in the concept of an information society, the formation of an information civilization. Information and knowledge are becoming the “fundamental social factor” that underlies economic development. The fact that knowledge occupies key positions in economic development, turning into the main source of value in a post-industrial, information society, radically changes the place of education in the structure of public life, the correlation of such spheres as education and economics. The acquisition of new knowledge, information, skills, skills, the need for their permanent renewal and development are becoming fundamental characteristics of workers in the post-industrial economy.
A new type of economic development, which is taking hold in the information society, makes it necessary for employees to change their profession throughout their lives, to constantly improve their qualifications.
The sphere of education significantly overlaps in the information society with the economic sphere of society. Educational activities are becoming an important component of economic development. An individual in the information society receives new opportunities for self-realization and development, but to use these opportunities, active activities are needed to educate citizens. In the social structure of post-industrial society, the sphere of education is closely intertwined with all elements of this structure, and the course of social development largely depends on the state of this sphere.
Many people also determine the social significance of education by the following factors:
· The understanding by an increasing part of society that today higher education is becoming, as it were, basic, the minimum necessary for creative activity that brings a person the greatest satisfaction;
· Raising in the eyes of many people the value of education for self-development, gaining self-esteem and self-esteem, expanding the circle of human communication through understanding people of a different cultural mentality.
In recent years, the role of higher education has changed, it has become more accessible to a wide range of people, and the number of holders of diplomas is constantly growing.The increase in the supply of qualified labor force and its surplus enable the employer to choose from a huge mass of specialists, and, therefore, to raise claims to the level of training. employee.
Education is an important component of labor force reproduction. The proportions of the active population employed in services, education, research, communication, social work and other activities are increasing, where the percentage of university graduates is higher than, for example, in agriculture and traditional industries. Therefore, the role of higher education is increasing because the demand has increased. Higher education is designed to transfer knowledge, skills and form qualities that will allow graduates to study various professional situations and adapt to unexpected turns in the course of changes in technological processes, in the organization of work and the structure of the profession. Higher education plays an important role at any faculty of the university, since it fulfills an important social task: it is one of the means of implementing social justice in society. Receiving higher education without interrupting work opens the way to knowledge, professional and cultural growth of a large number of people who do not have the opportunity to get education in full-time departments. These reasons are very different, often they do not depend on the personal characteristics of a person (marital status, material conditions, remoteness of the teacher's university from the place of residence, etc.).
The formation and effective functioning of the higher education system plays an important role, since it fulfills the most important condition for the socio-economic development of the country, the all-round development of the individual, and this is one of the main directions of higher education. Higher education plays an important role, and especially university education, acts both as an innovator, contributing to the process of increasing knowledge as a result of research activities, and as a conservative, in terms of educational activities.
Today, many already understand that getting a certain set of knowledge does not mean getting an excellent career in the future. Awareness of this fact is associated, first of all, with the fact that it is necessary to learn to apply the knowledge gained. A man-encyclopedia in life may not achieve anything just because he does not know where and how to apply the knowledge he has. The ability to organize yourself, the competent distribution of your time (time management), the ability to manage the team and set the right tasks, as well as know how to implement them - this is the guarantee that you will be called educated.
Dear colleagues, I really like the name of our conference. The point is that higher education is fundamentally different from other types of education, say, from primary and secondary. Higher education is addressed to adults. This sets special requirements for didactics, and for education, and for everything else that relates to pedagogy.
In addition, higher education is a productive sector of the economy, while primary and secondary education are still dependent industries. That is, there should be completely different approaches in economic terms.
The new role of higher education. I will try to raise the following topics in my post. What new roles do we see?
First, the development of an innovative economy depends on higher education. Second, an increase in human capital. Third, the positive restructuring of man himself, in the biological sense, of man.
I must say that our entire system of higher education in Russia ignores people. We do not notice the person. We do not notice who we teach. We do not study it, we do not adapt to it, but we learn some kind of conventional abstraction, we are engaged in its education.
At the same time, we cannot fail to note that in recent years, great changes have been taking place in humanity. Several decades ago, they began to notice such a phenomenon as human acceleration, that is, early maturation, enlargement, etc. There is a sharp increase in the average life expectancy of people. Moreover, all these changes are taking place in a developed civilization. We call civilization developed because it consists of the so-called developed countries. There are developing countries, there are developed countries. We are talking here about a developed civilization, to which, by the way, Russia also belongs.
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An increase in the IQ is noted in the countries of developed civilization. And quite significant. Over the past 15 years, on average, intelligence has grown by about 10%. There is a demographic transition in developed countries. If earlier the population of the developed countries increased, now, thanks to the demographic transition, the population of the developed countries has begun to decline.
There is debate as to why such changes in human biology are taking place. Nutrition, physical education, etc. We confidently disagreed, scientists did not choose any reason for the changes in the person himself.
We found this reason. This is our hypothesis. So far, apart from us, it is also supported by the Brain Institute under the leadership of N.P. Bekhtereva in St. Petersburg. We think that the trigger for such changes is the shift to mass higher education in developed countries. This transition affects the change of the person himself.
Such an era, as the title of my report says, is the era of depopulation. Yes, Russia is now living in an era of depopulation. The population of a country is always expressed by a hyperbolic law. This was proved by S.P.Kapitsa. He has some very solid research on this. Apparently, all countries, he assigns 100-120 years to this, will make a demographic transition, that is, their hyperbolic population growth will change to a hyperbolic population decline.
However, it is very important at what point in time this transition occurs. Here we have drawn two curves. First they come together - developed countries and developing countries. But first, at some point in time, a developed country made the transition. That is, they had an equal population. And in a developed country, the population began to decline. In developing countries, it continued to increase according to the hyperbolic law. And at some point, later in time, they also made a demographic transition. But note that now their numbers have become completely different. The population was the same, but due to the different timing of the demographic transition, it became different.
We made the calculations. Now developed countries account for approximately 1 / 6-1 / 5 of the total population of the globe. After demographic transitions are completed, they will be 1/25 in number. That is, their importance, of developed countries, including Russia, in the future life of the world's population (I am talking about the very near future, we are talking about this century) will be sharply complicated.
What's with Russia? Let's assume that the facts show that Russia has already lost the competition in terms of its population. It remains only to give "the last battle" so as not to lose oneself as an ethnos - this is to "fight" according to the quality of this population, according to the amount of product of high consumer properties it produces.
The most valuable is the so-called middle class, which includes all vigoros - people with an excess amount of biochemical energy. The production of just such people, the reproduction of just such people in an ethnos elevates the ethnos and makes it a leader among other ethnic groups inhabiting the globe. We have a shortage, of course, of such people.
The government is taking measures, say, to increase the population. Money is given to giving birth to mothers. But the middle class is just, you can't tempt it with money for this business. He has completely different criteria, and life criteria, and life goals. Here I digress a little from the topic of my report, but just as a citizen I am worried. The life of an ethnic group depends on a very small layer of people - on young women of reproductive age. There are now only 21 million of them in Russia. This is five times less than the electorate, i.e. their voice is not heard when we go to vote. They are one and a half times less than pensioners. If pensioners begin to express their needs, then we hear them much more clearly and better than these women of reproductive age.
It seems to me that this is not about money. It is more about the attitude, the prestige of such women. Need to do something! We have made calculations. We asked about our future clients - students. The calculations show absolutely horrible figures. For example, in 40 years the number of the Russian ethnic group should be reduced to 60 million, and the number of women of reproductive age - to 9 million.And in 100 years, if we look, the number of Russia will be 16 million, and the number of women of reproductive age - 2.5 mln. In 100 years, if we keep the current tendencies, if we do not do anything extraordinary, the entire population of Russia will fit in Moscow, even St. Petersburg will not be needed for us.
How to preserve the vast territories that Russia has with a declining population is a mystery to me. We are working a lot now on the periphery. We are a distance learning institution, we have many training centers for access to education, as we now call them. The population is shrinking everywhere, the number of young people is shrinking everywhere. In Russia, annually 700 thousand population decreases. Moreover, pensioners are not decreasing. Every year 700 thousand young people drop out from us. Half of them are women of reproductive age. I do not know what to do? Maybe, as young men have military service, maybe we need to introduce "female service"? Give birth to two children, and then exist for your own pleasure.
In any case, every woman of reproductive age is precious to our society. Every year of reproductive age is precious! Both for women and for our society. Unfortunately, we do not understand this: we do not glorify them either in films, we do not reward, nor raise on the podium of honor and respect of the whole society of those
the people on whom our ethnic group depends entirely. It does not depend on the government or the army, or on scientists. He depends on young women. We just don't understand this! Still!
I recently gave birth to a daughter. It's horror that she tells what humiliation young women experience in these maternity hospitals, in consultations, etc., what a bad attitude towards them. I digressed a little.
Now globalization. What does globalization bring us to education? First, an international market for educational services appears in Russia. Borders are opening up, and powerful Western universities come to us. There is a question here: will we withstand the competition with powerful universities in developed countries? We are still focusing on Moscow State University. Moscow State University, with 33 thousand students, would be considered in the West a very mediocre, rather even a weak institution. I reported in Brazil, in Rio de Janeiro at a conference and gave me some numbers for our universities. They started laughing. In Brazil itself, a city university, similar to Moscow State University, is 95 thousand, in Sao Paulo - 130 thousand students, in New Mexico - 270 thousand students. These are the numbers and, accordingly, such capacities, such scales are now accepted in the world. In principle, we have very small and weak universities.
I think that in order to withstand the competition of powerful Western universities, we inevitably need to unite, inevitably we need to allow legislatively (unfortunately, Shudegov left, and I wanted to tell him this) cooperation between universities. This is not provided by the law. At the same time, the university is required to have a license for both the building and educational programs. To unite two universities: one provides educational programs, the other building - it is almost impossible now.
We also have an international labor market for educated people. Our graduates will have to compete, withstand the international competition of graduates. Are we ready to tell them that they will have to withstand the competition of foreigners? There is a brain drain problem here. There is no need to complain about the "brain drain". Brain drain means the existence of an international labor market. Everywhere: where "brains drain", where that. I'll see how our footballers and basketball players play: a significant proportion of blacks. This is already a "brain drain", legs or arms, so to speak, from the other side to us. This is an inevitable condition for the existence of our civilization. You have to be ready for it, you have to withstand it. Here I have a small slide on what modern knowledge and new technologies give us. I will not comment on what you already know very well. Knowledge storage, volumes have increased millions of times compared to paper technologies. The speed of transfer of knowledge, information, too: compared to oral speech by a million times, and compared to reading to oneself by 300 thousand times. New technologies, of course, should dictate new methods of work to us.
We live, Shudegov said about this, in a growing stream of innovations. He said the number of technology cycle changes in 100 years. We now have 5 shifts, 20 shifts of technology change cycles - about 5 years, 3 years. It turns out that if we teach a student, then the graduate that he taught in the first year is already out of date. Knowledge cycles change so quickly. Specialties branch out very quickly, new specialties are created. According to our calculations, there are already more than 100 thousand specialties in the world, and their number is increasing and increasing. In principle, at the limit, we can reach the point that each person can have his own specialty.
Where does this lead? This inevitably dictates to us the continuity of education. We often confuse continuity with continuity, that is, school, then college, then postgraduate. But continuity is different. Continuity means that you need to constantly improve your qualifications, all the time you need to improve your level of education. That's what continuity is. Naturally, you cannot use campus education methods, because you cannot move all people to campuses forever. People should receive education in their place of residence, off campuses. Some already understand this. For example, Peter Drucker, an American management theorist, wrote five years ago that in 30 years the campuses of American universities will become wastelands. Indeed, there is no need to live on campus while studying at any university.
A very painful topic, and everyone is talking about it: about the quality of education. Quality is the last stronghold of retrogrades. How is something new, natural, modern, started at once: what about quality? How to understand the quality of education? We used American research. Unlike our universities, they conduct research there. It turns out that the quality of a graduate is 68% dependent on his genetic factors. And only 32% depends on the educational environment that the educational institution creates for him.
Thus, we can outline two ways to achieve a high quality of graduate training. One way is to use the abilities of the students, that is, selection. Not to let everyone in, not to give to everyone, but to educate only the most capable, and weed out the rest. True, this does not fit with the constitutional principle (Article 46 of the Constitution), according to which education is available to any citizen of Russia.
But by sifting out the talented, arranging a high competition, of course, you can achieve high quality graduates. A gifted person - he is gifted, teach him, do not teach - he will learn himself. In particular, when our President V.V. Putin studied at the Leningrad University, he had a free schedule, i.e. he did not attend lectures and in general he did not use the infrastructure of the Leningrad University, but he only came and took exams. And he learned well. As you can see, a capable, gifted person is able to study even without a university. Another way is to create an educational environment, to create such a perfect educational environment in which the less gifted could study. Here today Professor Davydov gave figures: in Russia, 21% of the economically active population already have a higher education. And at the last conference I cited our research of psychologists: 5.2% of the population is sufficiently gifted. Thus, it turns out that 16% of our population of average ability has a higher education. It would be nice, of course, from the point of view of quality guardians, to deprive them of their diplomas and drive everyone out. On the other hand, how do you work then? I think the conclusion is inevitable here. Our higher education system must adapt to the teaching of intermediate students. In general, selection, in our opinion, is not constitutional at all, the selection of the most gifted. They will select themselves.
On this slide, we have presented our research on the historical increase in the need for higher education. I will say it again, we are now in a post-industrial society, where about 20% of the population should have a higher education. Professor Davydov in front of me called the figure for an innovative economy - 60%. We also confirm this figure. Approximately 60% should get a higher education in the society to which we inevitably go.
Here we tried to reveal that 60%. We have a post-industrial economy, an innovative economy. Post-industrial - we took the example of a large country in the United States and a small country in the Netherlands. Agriculture employs 4% of the population, industry (including transport and communications) - 15% of the population and 81% in the service sector, of which about half in the field of management, finance, culture, education, science - where higher education is in great demand ...
What will happen with an innovative economy? In this service sector, its share will slightly increase from 81% to 85%, but just in these areas more than 90% will require people with higher education. And as we look at very advanced economies, for example, Japan, many jobs require higher education. All of us are concerned: vocational schools, technical schools. There are no technical schools in the world. Immediately there is primary education and higher professional education. Almost no one uses mid-level specialists. We have brought our methods from the socialist economy and we consider them the only correct one. The whole world is out of step, we alone are in step. It doesn't work that way! Let's take a look at those countries that have significant achievements in building innovative economies, let's compare with them: how they have built there with the education system. In our opinion, there are no technical schools, and we do not need technical schools.
What is the future of the educational system in Russia? As the population shrinks, do we need to downsize our universities? By simple arithmetic logic, it is necessary. Indeed, if there are only 16 million of us left, then we will need to teach only a couple of million. Where should we put such an army of teachers?
We have a different opinion. We believe that the future of the higher education system in Russia is not in Russia, but in the export of educational services. We have considerable experience in this matter. Our university has about 30 thousand students of cross-border education, whom we teach via satellite technologies at their place of residence. We operate in 10 countries. The needs are colossal! Look, if in Russia 20.6% of the economically active population have higher education, we took the average for 15 developed countries - 22%, in the USA - 31%. We know 60% - this is where we go in the society of knowledge technologies. Now in developing countries - 1-3%. The deficit for higher education is colossal! There are tens of millions of people.
As recently as yesterday, we held a very interesting conference at the President Hotel "Russia, Turkey, Azerbaijan". Russians, not a single person came, of course, from the Ministry of Education. True, there were both ambassadors: of Turkey and Azerbaijan. There were very respectable people from them, there were ministers, etc. I give you data on Turkey. There is no fresh data, this is last year. Applications were submitted for admission to universities for the first year - 1.5 million applications, and 120 thousand people were accepted. This means that 1 million 380 thousand applications were not satisfied. There, the average price (they live a little richer than us) of higher education per year is 3-4 thousand dollars. There are still unsatisfied applications that our universities could satisfy, about 3-4 billion dollars annually. Annual!
If we compare the needs of such countries as: Turkey, like Indonesia, Pakistan, India, China, etc., and we are able to penetrate the educational space of these countries, we are talking about the earnings of our higher education higher than the gas and oil industries together taken. Moreover, what is higher education? We are environmentally friendly, we do not emit carbon dioxide, if we do, then very little. We have no cows, we basically have one professorship. We do not spoil the roads. We do not occupy arable land. We do not drain the bowels. Our earnings are the purest that can be found in nanotechnology.
What I told you is confirmed on this slide. 597 state universities of the Russian Federation have a combined method of academic mobility, that is, students come and live in our campuses, 68 thousand students. And one of our academies has 30 thousand students, but we are going to dramatically increase this number.
How is higher education used? Examples were given, and in Shudegov's report it was said that in Tataria only 31% work in their specialty, and, therefore, 69% do not work in their specialty. Known from teachers. Only 15% of those who graduate from pedagogical universities work in the specialty they received at the university.
There are two concepts in the world: academic education and vocational education. We, relying on the needs of the socialist economy, where each person seems to be a cog in economic
machine, focused on professional education. We even call the law: on higher and semi-university vocational education. That is, the academic use of education is not provided at all. We look into the mouths of employers what employers will tell us. And I must tell you from the experience of our academy: 14% of our graduates are self-employed, they do not need employers, they are employers themselves. This means that it is inherently valuable that a person receives an education. It rises to a new level of human or, if you like, human capital. That's what's valuable! And we all continue to listen to employers who can't see beyond their noses. We call them "pigs under an oak": they see acorns, but they don't understand where acorns come from. For those in power now, the main thing is the word of these business structures and employers, as if they understand better than the professors what to prepare. All the same, everyone will come to the professors.
We analyzed how education is used. In technical areas, this is the middle square. On average, 9 years. Not more than 18 years old. A person studied at a university, which means academic use. He received a new quality at this university. If we take other specialties (military, medical), even less: on average 6.5, maximum - 13 years. With only 12 person-years of his field career, he uses his knowledge to work. In humanitarian areas, the situation is somewhat better. In general, most people, graduating from universities, acquire new qualities and use the education they received in an academic way. This is what we wanted to convince everyone.
By the way, breaking society over the knee and imposing your point of view on it, which is what everyone is doing now, both the Government and all critics of the education system, is useless. I am an old man, five different states changed above me, starting with Stalin, then Khrushchev, etc., but the people remained the same. The state changes, but the people remain. It is necessary, first of all, to think about what society needs, what society needs before imposing any schemes.
Here the question is very interesting: what is education? We all say education. What is education? Let's say we have a linguist and a chemist. And he and the other graduated from the university, they are educated people. But they do not understand each other, they have different professional slang, they have different knowledge systems, that is, they basically cannot talk to each other. However, they have some common features, thanks to which society considers both of them educated people. We tried to formulate the criteria for an educated person. Firstly, this is education at a university, that is, they have in common that they studied at a university. Secondly, they both have a university degree. This also unites them. Third, they know the terminology of an educated person, that is, they have a cultural speech that is not accessible to uneducated people. Fourth, they associate with educated people. These are the people we call educated. Or, in other words, they received and academically use the education they received, whatever it may be: medical, military, linguistic, chemical, technical, etc. This is approximately what Professor Davydov said when he called general higher education. You can also accept such a term, although there is a term no worse in the world: academic education. The word "academic" is generally a pleasant word.
There is a terrible fear among the guardians of the reduction in the number of those receiving higher education: where will we put these educated people? What to do with the uneducated, everyone knows. But what to do with educated people? We will bake them now, have created a bunch of universities, bake lawyers, economists that no one needs, although they just turn out to be needed. Then these military and technicians move on to management and the legal use of their education. VTsIOM conducted a very interesting research. Most recently, in June, they published. This shows employment at working age, depending on where people live. Shown are million-plus cities, cities of 100-500 thousand to 50 thousand and villages are shown. The smaller the settlement, the higher the employment of people with higher education. Let's take a village. 54% on average and 76% in villages. That is, people with higher education are much busier and more economically active than people without higher education.
Very interesting for professional training. Here we showed the post-school years. 2 years is a technical school, and 5 years is a university. The higher education a person has, the more often he undergoes vocational training. Here's an interesting addiction. Although, it would seem, it should have been the other way around.
Impact of higher education on labor productivity, measured by the amount of GDP created by people. We made calculations and in production obtained using a system of equations that the productivity of a person with higher education is 15 times higher than that of a person without higher education. If we take together the productive industries and the humanitarian industries, it is about 7 times higher. Compared with US data. According to their data, it is five times higher. But, in general, these are numbers of the same order.
Payments. In the United States, a person with a higher education is paid 2.5 times higher. According to VTsIOM - 1.5. According to our data (we carried out on our students) - twice as high. A person with a higher education gets twice as much as a person without a higher education. This is the reason people go to study. It is on the surface: their salary is doubled. Calculations for 2004 prove the data I have provided.
There are industry interests. Including the branches of higher education. And there are national interests. Why are the laws that Viktor Evgrafovich spoke about not being passed? They seem obvious enough, but nevertheless they are not pushed through either the State Duma or the Government. Why? This is a powerful lobby of the industry, the educational industry.
Here we are not in relation to educational, but in general we looked at the divergence of sectoral interests and national interests. The industry is interested in making it a dependent, i.e., a budgetary industry. And the interest is national - it is necessary to make the industry productive. The interest of the industry is to close the data on the activities of the industry, and the national interest is to publish all the data. For example, we cannot get any data on accreditation from Rosobornadzor. The interest of the branch is to do good to society: they are such benefactors that one cannot live without them. The national interest is to have fair prices for goods and services. The sectoral interest is to create a shortage of services, and the national interest is an abundance. Branch interest - hierarchical management of the feudal type, national - self-government. There is monopoly, here is the market environment.
We understand that since the interests of the industry and national interests diverge, we need the people, the public, the scientific community to understand that our leaders do not reflect the interests of the national ones.
We have calculated the economic effect of training university graduates. This is the first such calculation. Until now, it has never been published anywhere. In general, no one dealt with this extremely important issue, since everyone dresses in white clothes and donates and takes money from the budget. You only hear: we need to give more money from the budget. I can tell you that an industry where budget money is scattered will never flourish if it does not get on its own feet.
What effect does the national economy get from training university graduates? First, it is produced capital such as factories, buildings, etc. Secondly, human capital. In the national wealth, human capital plays a leading role. If you read now the articles of economists on human capital, the average world capital takes 65%, in developed countries - 78%, according to Academician Lvov, now deceased, in Russia - 7%, of all. That is, we are an order of magnitude behind the developed countries. We do not quite agree with this. According to our calculations, it turns out to be about 17%. But still, several times less than in developed countries.
We do not take all this. The state receives additional income from a university graduate in the form of an increase in tax revenues. We made a calculation only for tax receipts. We calculated how much the VAT increases, how much the income tax increases, how much the income tax increases, since a person with higher education earns more, and how much the unified social tax (UST) also increases because he earns more. We have summed it all up over 9 years - the average term of work of a specialist in a specialty received at a university. It turned out that more than a million rubles a year for the issue. A fair share of universities, since there is a share of the employee himself in the form of genetic factors, a fair share of universities, we believe, is 30%.
Thus, according to our calculations, a university should receive 310 thousand rubles for a trained graduate. You can, of course, make a more accurate calculation for different specialties. And we must do it. But so far this is a common figure for the whole of Russia. We should pay 310 thousand for a graduate to the university. I don’t know about other universities. We made a calculation for ourselves. This year we have graduated 27 thousand graduates. We gave taxes in increments to the state more than a billion dollars and we would like to receive 335 million dollars from the state without any national projects at the expense of tax increments received by the state.
All this leads us to the idea of \u200b\u200bcreating new formations of universities in Russia. What are the requirements of society that lead to this need? First, we need to ensure the continuity of education. We do not have a continuous education infrastructure in Russia at all. Only a few examples can be cited. For example, our university is prepared for continuing education. To switch to lifelong learning technologies, it is necessary to abandon the campus structure of universities.
Finally, the second requirement. Mass character of higher and super-higher education. We like "superhigh" more than after college. More logical. Since there is a higher, then the next after it is the super-higher.
Third. It is necessary to achieve education on the spot, abandoning campus structures again.
Fourth. The international nature of education. The society wants our diplomas to be quoted on par with diplomas from all Western universities. This is the path through the Bologna Process.
In response to these challenges, it is necessary to create universities of a new formation. What will it give us? First, the development of the economy. Second, the development of human capital. Finally, thirdly, the development of the person himself, an increase in the life expectancy of a person, strengthening of his health, the development of IQ - human intelligence. Here's what it will give us.
Here is the sequence, as we understand it, of the creation of a university of a new formation. It is necessary to build on the new teaching technology. We must then proceed to the construction of a new didactic of instruction. Further, on the basis of didactics and technology, to a new organization of the educational process. For example, individual curricula, mediated lessons, etc. Finally, after this, a new material embodiment of universities. And not as it is done now: if the university has a building, the university begins to think about how to adapt it for new processes.
Today, one of the most important needs of people is the need for higher education. This does not necessarily mean a desire to become President, but always implies a desire to be educated, respected and admired by the people around you. In the modern world, higher education is becoming the main sphere of human activity, decisively determining other aspects and aspects of the life of society, the face of civilization. The role of higher education is the essence of education for each person, his values, views, interests, and the most massive type of modern human activity, which simultaneously employs a large number of people.
Human capital, especially its intellectual resource, has a decisive influence on the rate of economic growth and the level of national wealth. In these theories, the real driving force of progress is a person, and growth is, first of all, a function of developing the possibilities inherent and revealed in a person. The role of higher education at the present stage of Russia's development is determined by the tasks of its transition to a democratic and legal state, to a market economy, the need to overcome the danger of the country's lagging behind world trends in economic and social development. In the modern world, the importance of education as an important factor in the formation of a new quality of the economy and society is increasing along with the growing influence of human capital. The domestic education system is an important factor in preserving Russia's place among the leading countries of the world, its international prestige as a country with a high level of culture, science and education.
Has the role of higher education been changing in recent years? it is becoming more accessible to a wide range of people, and the number of holders of diplomas is constantly growing.The increase in the supply of qualified labor force and its surplus make it possible for the employer to choose from a huge mass of specialists, and, therefore, to raise claims to the level of employee training. Education is an important component of labor force reproduction.
The proportions of the active population employed in services, education, research, communication, social work and other activities are increasing, where the percentage of university graduates is higher than, for example, in agriculture and traditional industries. Therefore, the role of higher education is increasing because the demand has increased. Higher education is designed to transfer knowledge, skills and form qualities that will allow graduates to study various professional situations and adapt to unexpected turns in the course of changes in technological processes, in the organization of work and the structure of the profession. Higher education plays an important role at any faculty of a university, since it fulfills an important social task: it is one of the means of implementing social justice in society. Receiving higher education without interrupting work opens the way to knowledge, professional and cultural growth of a large number of people who do not have the opportunity to get education in full-time departments. These reasons are very different, often they do not depend on the personality traits of a person (marital status, material conditions, remoteness of the teacher's university from the place of residence, etc.).
The formation and effective functioning of the higher education system for Russian citizens plays an important role, since it fulfills the most important condition for the socio-economic development of the country, the all-round development of the individual, and this is one of the main directions of higher education. Higher education plays an important role, and especially university education, acts both as an innovator, contributing to the process of increasing knowledge as a result of research activities, and as a conservative in terms of educational activities.
In modern society, education has become one of the most extensive areas of human activity. It employs over a billion students and nearly 50 million educators. The social role of education has noticeably increased: the prospects for the development of mankind largely depend on its orientation and effectiveness. In the last decade, the world has changed its attitude towards all types of education. Education,. especially higher, is considered as the main, leading factor of social and economic progress. The reason for this attention lies in the understanding that the most important value and main capital of modern society is a person who is capable of seeking and mastering new knowledge and making non-standard decisions.
In the mid-60s. the advanced countries have come to the conclusion that scientific and technological progress is not capable of solving the most acute problems of society and the individual, and a deep contradiction between them is revealed. For example, the colossal development of the productive forces does not provide the minimum necessary level of well-being for hundreds of millions of people; the ecological crisis has acquired a global character, creating a real threat of total destruction of the habitat of all earthlings; ruthlessness in relation to flora and fauna turns a person into a cruel soulless creature.
Modern development of education in. Russia and abroad. More and more real in recent years began to realize the limitations and danger of the further development of mankind through purely economic growth and an increase in technical power, as well as the fact that future development is more determined by the level of culture and human wisdom. According to Erich Fromm, development will be determined not so much by what a person has, but by who he is, what he can do with what he has.
All this makes it quite obvious that education should play an enormous role in overcoming the crisis of civilization, in solving the most acute global problems of mankind. “It is now generally recognized,” says one of the UNESCO documents (The State of the World Education Report 1991, Paris, 1991), “that policies to fight poverty, reduce child mortality and improve public health, protect environment, strengthening human rights, improving international understanding and enriching national culture will not work without an appropriate educational strategy. Efforts to ensure and maintain competitiveness in the development of advanced technology will be futile. ”
It should be emphasized that practically all developed countries carried out reforms of national education systems of various depth and scale, investing huge financial resources in them. Reforms of higher education acquired the status of state policy, because states began to realize that the level of higher education in a country determines its future development. In line with this policy, issues related to the growth of the student population and the number of universities, the quality of knowledge, new functions of higher education, the quantitative growth of information and the spread of new information technologies, etc. were resolved.
But at the same time, in the last 10-15 years in the world, the problems that cannot be resolved have become increasingly persistent: within the framework of reforms, i.e. within the framework of traditional methodological approaches, and increasingly talk about the global crisis in education. The existing educational systems do not fulfill their function - to form the creative force, the creative forces of society. In 1968, the American scientist and educator FG Coombs, perhaps, was the first to analyze the unsolved problems of education: “Depending on the conditions prevailing in different countries, the crisis manifests itself in different forms, stronger or weaker. But its internal springs are equally visible in all countries - developed and developing, rich and poor, long famous for their educational institutions or creating them with great difficulty now. Almost 20 years later, in a new book, A View from the 80s, he also concludes that the crisis in education is aggravating and that the overall situation in the field of education has become even more alarming.
The statement of the crisis in education from scientific literature did not translate into official documents and statements of statesmen.
The report of the US National Commission on Education Quality paints a grim picture: “We have committed an act of insane educational disarmament. We are raising a generation of Americans who are illiterate in science and technology. ” The opinion of former French President Giscard D "Estena is also interesting:" I think that the main failure of the Fifth Republic is that it was unable to satisfactorily solve the problem of education and upbringing of young people. "
Education should
become a leading factor
progress
The crisis in Western European and American education has also become a topic of fiction. Examples include a series of novels about Wilt by the English satirist Tom Sharp, or the novel The Fourth Vertebra by Finnish writer Marty Larney.
Until recently, domestic science rejected the very concept of the "world education crisis". According to Soviet scientists, the educational crisis seemed possible only abroad, “at their place”. It was believed that "with us" we can only talk about "difficulties of growth." Today, the existence of a crisis in the domestic education system is no longer disputed by anyone. On the contrary, there is a tendency to analyze and define its symptoms and ways out of a crisis situation 1.
Analyzing the complex and capacious concept of "education crisis", the authors emphasize that it is by no means identical with absolute decline. Russian higher school objectively occupied one of the leading positions; it has a number of advantages, which will be highlighted below.
The essence of the world crisis is seen, first of all, in the orientation of the existing education system (the so-called supportive education) to the past, its orientation towards the past experience, in the absence of orientation towards the future. This idea is clearly traced in the brochure of V.E. Shukshunova, V.F. Vzyatysheva, L.I. Romankova and V. article by O.V. Dolzhenko "Useless thoughts, or once again about education."
The modern development of society requires a new education system - "innovative teaching", which would form the trainees' ability to projectively determine the future, responsibility for it, faith in themselves and their professional abilities to influence this future.
In our country, the educational crisis has a double nature. First, it is a manifestation of the global education crisis. Secondly, it takes place in an environment and under the powerful influence of the crisis of the state, the entire socio-economic and socio-political system. Many are wondering whether it is right to start reforms in education, in particular in higher education, right now, in the face of such a difficult historical situation in Russia? The question arises whether they are needed at all, since the higher school of Russia, undoubtedly, has a number of advantages in comparison with the higher schools of the USA and Europe? Before answering this question, let us list the positive "developments" of Russian higher education:
it is capable of training personnel in practically all areas of science, technology and production;
in terms of the scale of training of specialists and the provision of personnel, it occupies one of the leading places in the world;
is distinguished by a high level of fundamental training, in particular in natural science disciplines;
traditionally focused on professional activities and has a close relationship with practice.
These are the advantages of the Russian educational system (higher education).
However, the fact that the reform of higher education in our country is an urgent need is also clearly recognized. The changes taking place in society are increasingly objectifying the shortcomings of domestic higher education, which at one time were considered by us as its advantages:
in modern conditions, the country needs such specialists who are not only not “graduated” today, but for whose training our educational system has not yet created a scientific and methodological base;
free training of specialists and incredibly low pay for their labor devalued the value of higher education, its elitism in terms of the development of the intellectual level of the individual; his status, which should provide the individual with a certain social role and material security;
excessive passion for professional training was at the expense of the general spiritual and cultural development of the individual;
* an average approach to personality, gross output of "engineering products", the lack of demand for decades of intelligence, talent, morality, professionalism led to the degradation of moral values, to the de-intellectualization of society, the decline of the prestige of a highly educated person. This fall materialized in a galaxy of Moscow and other janitors with a university education, as a rule, extraordinary personalities;
totalitarian management of education, over-centralization, unification of requirements suppressed the initiative and responsibility of the teaching corps;
as a result of the militarization of society, the economy and education, a technocratic idea of \u200b\u200bthe social role of specialists, disrespect for nature and man was formed;
isolation from the world community, on the one hand, and the work of many industries based on foreign designs, import purchases of entire factories and technologies, on the other, distorted the main function of the engineer - the creative development of fundamentally new equipment and technology;
economic stagnation, the crisis of the transition period entailed a sharp decline in both financial and material support of education, in particular, higher education.
Today, these negative characteristics have become especially aggravated and supplemented by a number of other quantitative ones, emphasizing the crisis state of higher education in Russia:
- * there is a steady downward trend in the number of students: (over 10 years the number of students has decreased by 200 thousand); the existing system of "higher education does not provide the population of the country with the same opportunities to study at universities;
- * there has been a sharp decline in the number of teaching staff in higher education (most of them leave to work in other countries) and much more.
It should be emphasized that the Russian Government is making considerable efforts to successfully reform higher education. In particular, the main attention is paid to the restructuring of the higher education management system, namely:
extensive development of forms of self-government;
direct participation of universities in the development and implementation of state educational policy;
providing universities with broader rights in all areas of their activities;
expansion of academic freedoms for teachers and students.
In the intellectual circles of Russia, the possible consequences of the gradual curtailment of education and a decrease in the social protection of students and teachers are becoming increasingly clear. An understanding is coming that the unlawful extension of market-based forms of activity to the education sector, ignoring the specific nature of the educational process can lead to the loss of the most vulnerable components of social wealth - scientific and methodological experience and traditions of creative activity.
So, the main tasks of reforming the system of higher education are reduced to solving the problem of both substantive and organizational and managerial nature, the development of a balanced state policy, its orientation towards the ideals and interests of a renewed Russia. And yet, what is the main link, the core, the basis of the education out of the crisis?
Obviously, the problem of long-term development of higher education cannot be solved only through organizational, managerial and substantive reforms.
In connection with this, the question of the need arises more and more insistently. one hundred changes in the paradigm of education.
We focused our attention on the concept developed by scientists of the International Academy of Sciences of Higher Education (ANHS) V.E.Shchukshunov, V.F.Vyatyshev, etc. In their opinion, the scientific sources of the new educational policy should be sought in three areas: philosophy of education, sciences about man and society and the "theory of practice" (Figure 1.1).
