The functions of education are social and personal. Functions and structure of the modern educational system

A function is a role performed by a certain social institution or process in relation to the whole. The needs of the economy in a modern industrial society lead to the development of literacy among the masses, and then to the preparation more qualified specialists. At the same time, if education does not cope with the task, then society will not receive developed people and highly qualified specialists. Therefore, the activity of the educational system is considered as a function if it maintains the stability and integration of society. The functions and dysfunctions of the institution of education can be explicit, that is, clearly expressed or latent, when they are unconscious by the participants in the educational system. Explicit functions of education are expected, necessary. Latent functions are the unintended result of the activities of the educational system or its participants. Explicit functions testify to the goals within the framework of the educational institution, while latent ones testify to the results. The explicit functions of education include:

acquisition of knowledge and skills,
preparation for obtaining professional knowledge,
professional role training
the assimilation of the basic values of society.

The hidden functions of education are as follows:

acquisition of social status;
making strong bonds,
support for graduates in entering the labor market.

V scientific literature There are various theories about the content of the functions of education and their systematization. According to L.M. Kogan functions of education are presented:

translational, implying the transmission of knowledge and experience from generation to generation (translational),
value orientation,
humanistic
adaptive.

Another scientist - P.O. Kenkmann focuses on the implementation of social programs through education and identifies the following functions:

social, responsible for the reproduction of the social structure of society,
professional, responsible for preparing members of the society for the performance of professional duties,
humanistic, implying the transfer of knowledge and culture to new generations,
ideological, forming ideological orientation and life position.

V.T. Lisovsky additionally singles out a moral one, aimed at mastering the norms of morality, and a political one, which consists in educating political culture.

The main functions of education can be divided into:

socio-cultural, including the development of the spirituality of society:

humanistic,
social control,
dissemination of culture in society,
reproduction of social types of culture,
cultural innovations,
formation and reproduction of social intelligence,
formation of value orientations,
educational function,
learning function,
socialization of the individual.

socio-economic, forming and developing the intellectual, scientific, technical and personnel potential of society:

formation of a professional environment,
redistribution of resources
social selection,
professional selection,
activation of social movements,
function of social and cultural change,
career guidance work.
socio-political, allowing to ensure the security of society, social control, sustainable development of society.

The interaction and interweaving of the above functions is very high.

Socio-cultural functions of education

The humanistic function is reflected in the unity of opposite and, at the same time, organically related processes such as socialization and individualization of the individual. In the process of socialization, the individual learns social relations and transforms them into his own inner essence. This process is individual for each person. Relationship between education and other areas public life is realized through a personality that is included in various social connections. Humanization is the need for social development aimed at the individual. The technocracy of industrial society unfortunately dehumanizes relations in society.

The function of social control in education allows you to determine the place of a person in society, his capabilities, goals and methods of reward for his activities.

The dissemination of culture in society helps to transfer cultural values between generations. The education system plays an important role in preserving the national culture and its uniqueness. A person, joining the culture, becomes the bearer of national consciousness and national psychology.

Education contributes to the reproduction of social types of culture. It gives knowledge manufacturability and constructive forms, allows you to systematize, transmit and accumulate knowledge. Thus, the transfer of knowledge and experience acquires a dynamic, mass character.

The public education system transmits only a part of the innovations that are achieved in culture.

The formation and reproduction of the social mentality includes the dissemination of knowledge through training and instilling cognitive skills in individuals. The education system has long become a diversified complex, its main goal is the transfer of knowledge and the development of the individual with intellectual support for the development of society. Education shapes young people's attitudes and life ideals that dominate society. The content of education depends on the value standards prevailing in society, religion, morality, and ideology.

The educational function of education ensures the process of socialization of the individual. The teaching function of education ensures that a person acquires knowledge, skills and abilities.

The described functions of education are constituent parts socialization of the individual.

Socio-economic functions of education

From a quantitative point of view, the education system reproduces the vocational and educational composition of the country's population. The productivity and innovative activity of the population increases along with the growth of general education. Education brings rationality to the material needs of a person, contributes to the formation of a resource-saving economy and a stable and positive environment for human life. The most profitable investment of capital is an investment in education. The internal distribution of economic and other resources makes it possible to provide resources for areas of activity focused on education and on the “non-educational” space.

Social selection - important function formal education.

It follows directly from the humanistic function; now you will understand why. V modern society the search for and education of talented individuals is part of the state policy in the field of education. The development of science and technology requires a constant influx of talented specialists. The selection process of the most capable students is carried out automatically, because the internal structure of education is aimed at selecting and differentiating students according to their abilities and in accordance with individual capabilities and value orientations. The professional selective function of education consists in the reproduction of social classes, groups and strata determined by educational certificates. Educational institutions provide different education, this allows you to occupy the appropriate places in the division of labor. Today in society, the achievement of a certain status is primarily due to education, therefore great importance has the function of activating social movements.

The function of social and cultural change is to create a knowledge base for further lifelong education. It is implemented through scientific research and discoveries. Educational institutions are obliged to carry out career guidance work among students.

Functions of education in the socio-political sphere

Legal norms and political values that reflect the interests of the political elite are considered an obligatory component of education. The transformation of the world from bipolar to unipolar leads to the allocation of the function of ensuring national security. Security is determined by the level of development of human resources.

Structure of education

Education system in Russian Federation as follows:

The first link is preschool education, which includes such institutions as kindergartens, a nursery garden, early childhood development centers, progymnasiums;
The second link is general educational institutions, represented by schools, lyceums, gymnasiums, providing primary, basic and secondary education;
The third link is secondary vocational education, represented by schools, technical schools, lyceums, colleges;
The fourth link higher education, which includes universities, institutes and academies;
The fifth link is postgraduate education, represented by postgraduate studies, doctoral studies, residency.

A function is a role performed by a certain social institution or process in relation to the whole. The needs of the economy in a modern industrial society lead to the development of literacy among the masses, and then to the training of more qualified specialists. At the same time, if education does not cope with the task, then society will not receive developed people and highly qualified specialists. Therefore, the activity of the educational system is considered as a function if it maintains the stability and integration of society. The functions and dysfunctions of the institution of education can be explicit, that is, clearly expressed or latent, when they are unconscious by the participants in the educational system. Explicit functions of education are expected, necessary. Latent functions are the unintended result of the activities of the educational system or its participants. Explicit functions testify to the goals within the framework of the educational institution, while latent ones testify to the results. The explicit functions of education include:

acquisition of knowledge and skills,
preparation for obtaining professional knowledge,
professional role training
the assimilation of the basic values of society.

The hidden functions of education are as follows:

acquisition of social status;
making strong bonds,
support for graduates in entering the labor market.

In the scientific literature, there are various theories about the content of the functions of education and their systematization. According to L.M. Kogan functions of education are presented:

translational, implying the transmission of knowledge and experience from generation to generation (translational),
value orientation,
humanistic
adaptive.

Another scientist - P.O. Kenkmann focuses on the implementation of social programs through education and identifies the following functions:

social, responsible for the reproduction of the social structure of society,
professional, responsible for preparing members of the society for the performance of professional duties,
humanistic, implying the transfer of knowledge and culture to new generations,
ideological, forming ideological orientation and life position.

V.T. Lisovsky additionally singles out a moral one, aimed at mastering the norms of morality, and a political one, which consists in educating political culture.

The main functions of education can be divided into:

socio-cultural, including the development of the spirituality of society:

humanistic,
social control,
dissemination of culture in society,
reproduction of social types of culture,
cultural innovations,
formation and reproduction of social intelligence,
formation of value orientations,
educational function,
learning function,
socialization of the individual.

socio-economic, forming and developing the intellectual, scientific, technical and personnel potential of society:

formation of a professional environment,
redistribution of resources
social selection,
professional selection,
activation of social movements,
function of social and cultural change,
career guidance work.
socio-political, allowing to ensure the security of society, social control, sustainable development of society.

The interaction and interweaving of the above functions is very high.

Socio-cultural functions of education

The humanistic function is reflected in the unity of opposite and, at the same time, organically related processes such as socialization and individualization of the individual. In the process of socialization, the individual learns social relations and transforms them into his own inner essence. This process is individual for each person. The connection between education and other spheres of public life is realized through a person who is included in various social ties. Humanization is the need for social development aimed at the individual. The technocracy of industrial society unfortunately dehumanizes relations in society.

The function of social control in education allows you to determine the place of a person in society, his capabilities, goals and methods of reward for his activities.

The public education system transmits only a part of the innovations that are achieved in culture.

The educational function of education ensures the process of socialization of the individual. The teaching function of education ensures that a person acquires knowledge, skills and abilities.

The described functions of education are integral parts of the socialization of the individual.

Socio-economic functions of education

Social selection is an important function of formal education.

It follows directly from the humanistic function; now you will understand why. In modern society, the search for and education of talented individuals is part of the state policy in the field of education. The development of science and technology requires a constant influx of talented specialists. The selection process of the most capable students is carried out automatically, because the internal structure of education is aimed at selecting and differentiating students according to their abilities and in accordance with individual capabilities and value orientations. The professional selective function of education consists in the reproduction of social classes, groups and strata determined by educational certificates. Educational institutions provide different education, this allows you to occupy the appropriate places in the division of labor. Today, in society, the achievement of a certain status is primarily due to education, so the function of activating social movements is of great importance.

The function of social and cultural change is to create a knowledge base for further lifelong education. It is realized through scientific research and discoveries. Educational institutions are obliged to carry out career guidance work among students.

Functions of education in the socio-political sphere

Structure of education

The education system in the Russian Federation is as follows:

The first link is preschool education, which includes such institutions as kindergartens, a nursery garden, early childhood development centers, progymnasiums;
The second link is general educational institutions, represented by schools, lyceums, gymnasiums, providing primary, basic and secondary education;
The third link is secondary vocational education, represented by schools, technical schools, lyceums, colleges;
The fourth link is higher education, which includes universities, institutes and academies;
The fifth link is postgraduate education, represented by postgraduate studies, doctoral studies, residency.

Yuri Vasilievich Dyachenko

Introduction

Education is learning, enlightenment; the totality of knowledge acquired by special training. School, preschool and higher, basic and special educational institutions, as well as various subjects that influence the process of development and learning of the individual, specialize in the presentation of the doctrine. "School" is Greek word meaning "pastime", "leisure". And this is not just so: in the education system, a young person is up to a quarter of a century under the control of teachers, educators in school and out of school hours. Therefore, the task is set of education to form law-abiding citizens who respect the norms, traditions, government institutions. True, there are other points of view on this matter. In 1971, Ivan Illich's book "A Society That Refused Education" was published in the United States. The author proposed to abolish compulsory education, to prohibit asking documents about education when applying for a job. In his opinion, the school does not develop the child, but prepares the details for the social machine, suppresses the individual. This raised the question of the reformation of education and its limitation: what is right in the education system and what should this system contribute to an industrial developing society. In other words, it was necessary to define and clearly delineate the functions of the education system.

This issue was given considerable attention by such scientists as Emile Durkheim, Max Weber, Herbert Spencer. According to Emile Durkheim, the main function of education is the transmission of the values of the dominant culture. According to Max Weber, the social functions of education are connected with the economic, political processes that are taking place in society at this stage. For example, we can take education in the occupation. It was after the occupation regimes of Nazi Germany, after the Second World War, that the problems of education enter a new round of their development; the sociology of education emerged as an independent field of knowledge.

At this stage, Y. Shchepansky, V.A. Koneva, N.D. Sorokin and others.

Entry into the European space, the signing of the Bologna Treaty, the introduction of a credit-modular system, the development of educational institutions of an innovative type require a new approach to the phenomenon of education, and before finding new organizational forms education and upbringing, to update the content of the educational process, it is necessary to highlight the functions of education and their role in modern society. This is the purpose of my abstract.

So, I set the goal of my work to study the main functions of the institution of education and their role in modern society.

1 Education as a social institution

The objective determinant that determines the need for the emergence of social institutions is the social division of labor, which gives rise to the need for a particular social institution and which is realized in the process of conscious purposeful activity.

Social institutions appear in society as large unplanned products of social life. How does it happen? People in social groups are trying to realize their needs together and are looking for various ways. In the course of social practice, they find some acceptable patterns, patterns of behavior, which gradually, through repetition and evaluation, turn into standardized customs and habits. After some time, these patterns and patterns of behavior are supported by public opinion, accepted and legitimized. On this basis, a system of sanctions is being developed. From time to time members of the society or social group can collect, systematize and give legal confirmation of these practical skills and patterns, as a result of which institutions change and develop.

Proceeding from this, institutionalization is a process of defining and consolidating social norms, rules, statuses and roles, bringing them into a system that is able to act in the direction of satisfying some social need.

Institutionalization is the replacement of spontaneous and experimental behavior with predictable behavior that is expected, modeled, regulated.

In the early stages of human development, education existed as an activity and was carried out directly in the process of fulfilling labor and social obligations. Nevertheless, the language contributed to the accumulation of an increasing amount of knowledge, the amount of which increased exponentially, and their transfer at different social levels, even by representatives not directly involved in this field of activity. Knowledge increased and they had to be systematized for their full transfer from generation to generation and between strata of society. The relevant social institution began to deal with this; science, education and upbringing have become another type of activity.

The social institution is organized system ties and social norms, which brings together significant social values and procedures that meet the basic needs of society.

The concept was introduced by Herbert Spencer. In his opinion, the social institution in society performs the function of regulation social processes and phenomena on the occasion of maintaining stability between them. In the future, T. Veblen, J. Renard, R. Heilbronner consider social institutions as groups of people united by a common idea, a sense of solidarity, etc. to perform some function. Then this concept goes into the framework of a system of norms that regulate people's behavior or a system of social roles: behavior and social relations. For example, I will cite the statement of the American scientists P. Horton and Ch. Kant: “an association is an organized group of people, while an institution is an organized system of behavior or, in other words, an organized system of social relations, including common values and procedures that are in accordance with the general needs of society. The formation of social institutions is inextricably linked with the process of division of labor and the differentiation of sensory-objective activity (improvement of the language, for example). It is the coordination of joint efforts that gives rise to the institution of society. Therefore, institutionalization has a self-task not only to develop rules, social norms that ensure the process of activity, but also the presence of certain organizations within which activities are carried out. Following from this, Ya. Shchepansky, V.A. Konev explain the social institution as a system of institutions.

So, an institution is a peculiar form of human activity based on a well-developed ideology, a system of rules and norms, as well as developed social control over their implementation. Institutional activities are carried out by people organized in groups or associations, where the division into statuses and roles is carried out in accordance with the needs of a given social group or society as a whole. Institutions thus maintain social structures and order in society.

Education is a social subsystem that has its own structure. As its main elements, we can single out educational institutions as social organizations, social communities (teachers and students), the educational process as a type of sociocultural activity, as well as: the presence of an objective status of people in a certain field of activity, a set of roles performed by people associated in within the framework of this social institution (if the status is determined by objective needs, then the social role acts as a process of its implementation), the presence of a social norm that expresses the measure by which the standard of people's behavior is determined, their activities are evaluated and sanctions are determined. But social norms are also conditions for choice. role behavior and the way it is measured (encouragement and reprimand); they organize and regulate the activities of people and their relationships within the framework of a single social institution.

Education as an institution is determined by two aspects - social and cultural - the first reflects the structural side of the social institution, the second - the functional side, a certain way of its activity. Their interaction determines the development and self-preservation of the institution. Here we will dwell on the second in more detail.

2 Functions of the institute of education

Function (from lat. - execution, implementation) - the appointment or role that a certain social institution or process performs in relation to the whole. The function of a social institution is the benefit that it brings to society, i.e. it is a set of tasks to be solved, goals to be achieved, services to be rendered.

If an institution, in addition to benefits, brings harm to society, then such an action is called dysfunction. An institution is said to be dysfunctional when some of the consequences of its activities interfere with the performance of another social activity or another institution. Or, as my sociological dictionary defines dysfunction, it is “any social activity that contributes negatively to the maintenance of the effective functioning of the social system.” For example, economic institutions, as they develop, place increased demands on the social functions that the institution of education must perform. It is the needs of the economy that lead in industrial societies to the development of mass literacy, and then to the need to train an increasing number of qualified specialists. But if the institution of education does not cope with its task, if education is put out of hand very badly, or if it does not train the specialists that the economy requires, then society will not receive developed individuals or first-class professionals. Schools and universities will release into life routines, dilettantes, semi-knowers, which means that the institutions of the economy will not be able to meet the needs of society. Therefore, the activity of a social institution is considered as a function if it contributes to maintaining the stability and integration of society. The functions and dysfunctions of social institutions can be obvious if they are clearly expressed, recognized by everyone and quite obvious, or latent if they are hidden and remain unconscious for the participants in the social system. The explicit functions of institutions are both expected and necessary. They are formed and declared in codes and fixed in the system of statuses and roles. Latent functions are the unintended result of the activities of institutions or persons representing them. Explicit functions testify to what people wanted to achieve within the framework of this or that institution, while latent functions testify to what came of it. The explicit functions of the school as an institution of education include: the acquisition of literacy and a matriculation certificate, preparation for a university, training in professional roles, and the assimilation of the basic values of society. But an institute, a school, also has hidden functions: acquiring a certain social status that will allow a graduate to climb a step above an illiterate peer, establishing strong school friendships, supporting graduates at the time of their entry into the labor market. Not to mention a host of latent functions such as shaping classroom interactions, hidden curriculum, and student subcultures. Explicit, i.e. Quite obvious, the functions of the institution of higher education can be considered to be the preparation of young people for the development of various special roles and the assimilation of the value standards, morality and ideology prevailing in society, and the implicit ones are the consolidation of social inequality between those who have higher education and those who do not.

Education - purposeful cognitive activity people to acquire knowledge, skills and abilities, or to improve them.

The purpose of education is to familiarize the individual with the achievements of human civilization. The main institution of modern education is the school. Fulfilling the "order" of society, the school, along with educational institutions other types provides training of qualified personnel for various areas human activity.

Functions of education.

Transfer of social experience (knowledge, values, norms, etc.).
Accumulation and storage of the culture of society. Education maintains the necessary level of cohesion of society, contributes to maintaining its stability, leads to the direct social reproduction of society as a cultural integrity.
Socialization of the individual. Training of qualified personnel to maintain and increase the survival of society in the constantly changing historical conditions of its existence.
Social selection (selection) of members of society, especially young people. Thanks to this, each person occupies in society the position that best satisfies his personal and social interests.
Ensuring professional orientation of a person.
Introduction of socio-cultural innovations. Education promotes discoveries and inventions, the development of new ideas, theories, concepts.
social control. The legislation of many countries provides for compulsory education, which contributes to maintaining the stability of society.

The main directions of the ongoing education reform:

democratization of the system of education and upbringing;
humanization of the education process;
computerization;
internationalization.

During their implementation, it is expected:

to modify the organization and technology of education, to make the student a full-fledged subject of the educational process;
select new system criteria for the effectiveness of education outcomes.

Modern education is a means of solving critical issues not only the whole society, but also individual individuals. This is one of milestones in the process of socialization.

Basic elements of the education system

The education system is a complex multi-level integrity, including a number of interacting elements:

educational authorities and institutions subordinate to them and
organizations (Ministry of Education, departments, departments and ministries of education of the constituent entities of the Russian Federation, etc.);
regulatory legal acts regulating the process of education (Constitution of the Russian Federation, Law of the Russian Federation “On Education”, etc.);
educational institutions (schools, academies, institutes, universities, etc.);
educational associations (scientific societies, professional associations, creative unions, methodological councils, etc.);
science and education infrastructure institutions ( manufacturing enterprises, laboratories, printing houses, etc.);
educational concepts, programs, standards;
educational and methodical literature;
periodicals (magazines, newspapers, etc.).

Education is traditionally divided into general (sometimes called school) and vocational. At the initial stage of socialization of the individual, the solution of the problems of general education dominates, and as the educational level of a person rises, specialized, vocational education begins to prevail.

General education allows you to master the basics of scientific knowledge necessary for understanding the world around you, participating in public life and work. In progress schooling a person learns the norms, values and ideals of the culture of the society in which he lives, as well as the rules of everyday behavior on the basis of the universal material of the historical experience of mankind.

Vocational education trains the creators of new cultural values and is carried out mainly in specialized areas of public life (economic, political, legal, etc.). Vocational education is conditioned by the social division of labor and consists in the assimilation of special knowledge, practical skills and abilities productive activity in the chosen area.

Taking into account the needs and abilities of students, education can be obtained in different forms: full-time, part-time (evening), part-time, family education, self-education, external study. A combination of various forms of education is allowed. For all forms of education within a specific basic general education or basic professional educational program, there is a unified state educational standard. The Government of the Russian Federation establishes lists of professions and specialties, which are not allowed to be received in part-time (evening), part-time and external forms.

The definition and disclosure of the essence of the functions performed by education in society is of theoretical and practical interest and is included in the subject field contemporary problems education. The existence of different approaches to the definition and description of the functions of education is explained by the complexity of their institutionalization, the dynamics of development, as well as the variety of theoretical concepts for the development of educational systems.

Education as a social institution performs a specific set of functions focused on certain social needs. Needs refracted through social interests society and groups, take the form of social order. An analysis of the structure of the social order reveals a number of its essential properties: more frequent turnover due to social and cultural dynamics, inconsistency due to the multiplicity of sources, acceptance of the leading order on formal organizational indicators, “shift of goals” in bureaucratic management, pedocentrism and orientation towards one of the parties. personality development.

Differences in the definition of the functions of education are also due to the fact that its social return is delayed in time. The fuzziness of the criteria for its effectiveness expands the possibilities for interpreting the functions of education, which is enhanced by the contradictions of group interests.

Another problem in the study and description of the functions of modern education is that the excessive determination of the functional model by the social order leads to an underestimation or hypertrophy of individual functions of education.

An important aspect of functional disproportion is the ratio of formal and non-formal education. For centuries, the school tried to resist the results of out-of-school socialization, since the dominants of the out-of-school environment were significantly at odds with the goals of the school.

The most common classification educational functions.

Socialization of the younger generation. The institution of education is designed to ensure social stability and integration of society, since its functioning is directly related to meeting the fundamental needs of society in the socialization of its members and preparing them for various social roles, occupying certain social positions.

Reproduction and transmission of culture. The implementation of this function lies in the fact that through the institution of education, the values of culture are transferred from generation to generation. Throughout the history of mankind, education has been the main tool for enlightening society. When implementing this function, it is important to take into account that the culture of each nation has its own national and ethnic characteristics, therefore, the education system plays an important role in maintaining and preserving national consciousness.

Formation in the younger generation of value orientations, attitudes, life ideals that prevail in a given society. Thanks to the performance of this function by the institution of education, the younger generation is socialized and integrated into the existing social system. Teaching the language, history of the fatherland, literature, principles of morality and morality serves as a prerequisite for the formation of a generally shared system of values in a person, thanks to which he learns to understand other people and himself, becomes a conscious member of society.

social selection. The structure of the educational process is arranged in such a way that it makes it possible already at the most early stages differentiate students. The selection process, the selection of the most capable of learning students is carried out modern system formation, as it were, automatically, since the very internal microstructure of education itself has its own main task selection and differentiation of young people not only according to abilities and talents, but also in accordance with individual interests, opportunities, value orientations. The consequences of the selection process carried out by the educational institution are extremely important, since its end result is the placement of people in various positions in the social structure of society. Through this, reproduction is achieved in the renewal of the social structure of society, without which the normal functioning of the latter is impossible. Another important aspect of the process of social selection is that it triggers the mechanism of social mobility; obtaining a profession, occupying a social position in the structure of an organization, as a rule, opens the way for many people to a professional career, moving up the ladder of official hierarchies. The system of education, mainly higher education, serves as the most important rope of social mobility. The level of education is the most important indicator of a person's social status in modern society. At the same time, some researchers attribute a negative role to this function of education, since it reproduces the social inequality existing in society.

The function of social and cultural change. This function has always been characteristic of the education system, but it is especially evident in modern conditions. This feature is implemented in two related ways. First, through the inextricable link between education and research. Possessing the highest scientific potential, contributing to scientific progress, the education system has always made and is making a significant contribution to the enrichment and expansion of cultural heritage society. Secondly, in modern conditions there is an integration of science, education and production, the result of which is the acceleration of scientific and technological progress. Institutes of education are increasingly becoming research centers that carry out theoretical and applied research, experimental development commissioned by government departments and industrial firms. Along with this, the development of scientific research contributes to the improvement of the education system, as new scientific ideas and discoveries are included in educational programs and improve the quality of training.

Ensuring economic growth. Education is gradually turning into a full-fledged subject of market relations, which stimulates the transformation of its structure and the modification of its functions.

According to another approach, the functions of education are considered in a broader aspect - as a category that reflects the content of the activities of individual elements of the social system, i.e. the functions of education are revealed within the framework of this approach as social. To the number major social functions education include:

socio-economic, related to the development of human capital, meeting the needs of the labor market in professional personnel, the formation and development of intellectual, scientific, technical and human resources society;

socio-political, the implementation of which makes it possible to ensure the security of society in its broadest sense, social control, social mobility, sustainable development of society, its internationalization and inclusion in general civilizational processes;

cultural, aimed at developing the spiritual life of society, where education plays a decisive role, because it not only directly affects the formation of the individual, but also lays a sense of social responsibility, allows you to preserve, develop and broadcast spiritual heritage. The research interest in this case is the grouping of functions and their content.

Socio-economic functions. The strategic success of a society is determined not only by the formation of a wide range of scientific, technical, humanitarian and artistic elites, but also by the achievement of a high educational level of the population and an increase in the quality of human capital. At the same time, the economic approach also acts as a significant obstacle to an adequate understanding of the value of education, the priority in the implementation of social and cultural functions proper. Accepted as an ideological postulate, it significantly deforms both the implementation of the social functions inherent in education and real educational policy. This approach links education only with its socio-economic function - the maintenance of the production sector and socio-cultural infrastructure by professional workers. different levels qualifications.

Among the most important socio-economic functions of education is the formation of the intellectual and human potential of society.

Socio-political functions. Not only the socio-economic, but also the socio-political functions of education are undergoing an essential transformation, which is associated with fundamental changes both within the educational system itself and in that external environment which influences it.

Major political upheavals at the end of the 20th century significantly changed the environment for the functioning and development of education. This has led to the fact that more and more often there is a mention of a new function that education performs in modern society. It's about on ensuring national security. In the new geopolitical conditions, the army and other power structures have become by no means an exhaustive factor for the security of countries. True security, taking into account the progress of world civilization, is determined today by the level of development of human resources as the main prerequisite for creating its scientific, economic, socio-cultural and spiritual potential. It is in this direction that the rivalry is unfolding in the 21st century. developed countries and entire regions for leadership, and consequently, for the level own security, maintaining sovereignty and integrity. In the light of these prospects, education and science, their scale, level and quality become the leading, decisive factors in development and ensuring national security.

cultural function. In the context of deepening integration scientific knowledge The existing strict division of education into the humanities, natural sciences and technical clearly reveals its vulnerable features. At the same time, the question is not limited to organizational aspects - it fits into a much broader problem: it is determined what contribution the education system should and can make to the development of culture and spirituality, what is its cultural mission. Controversy does not stop around the complex of these issues. There are diametrically opposed positions regarding the humanitarization of education.

Gradually, the influence of supporters of the development of the ability of education to form the spiritual qualities of the individual, the ability to see the world holistically, to realize the significance of pressing social problems and interpersonal relationships acquire a sense of social responsibility. The curricula included courses in philosophy, sociology, political science, and history. Increased attention to the formation of environmental consciousness of future professionals, etc.

The problem of youth: education as a means of overcoming the conflict of generations.

The process of familiarizing young people with basic social values has various forms and levels, but the leading positions here belong to education.

If we agree with the status of education as an institution of socialization, then we should consider its fundamental possibilities in achieving the goals and solving the tasks that it faces in this regard. This implies a clear understanding of where, in which society the youth is going to “grow”, whether tomorrow they will contribute to the development of this society or build a fundamentally different one - their own.

From this, firstly, will depend on the understanding of what we must and can convey to her from our cultural heritage and what she, in turn, will accept from the proposed signs; secondly, it will show not only what kind of information will make up the content that it will perceive and master as a resource own development, but also what forms of implementation of this content will be the most effective, the most guaranteeing the achievement of socially significant goals, the formation of socially necessary values.

The current social state of our society generates conflict and protest among young people. Demographic trends characterize an environment of extreme distress (a drop in the birth rate, an increase in mortality, a reduction in life expectancy, an increase in the number of divorces, childless and small families, etc.), affecting young people not only as such, but also as a group of the population, which primarily ensures its reproduction. . She begins to react to the situation of deteriorating conditions of her life and the threat to her existence not only by reorienting her behavior, choosing other norms and values than before, but even by direct rejection of all forms of sociality and socialization. Under these conditions, it is necessary to change the system of the main life guidelines. And this will certainly affect the most fundamental characteristics of education as an institution of socialization. After all, if we understand the desire of young people to go abroad not as a petty desire for an easy life in a field cultivated by the labor of others, but as social phenomenon, then this means to recognize it as a reflection in mass consciousness unacceptability of existing living conditions. After all, even those who are ready to stay apply different measures to assess reality, form their own lifestyle. The traditional principles and values of their parents are no longer a guide to action for them, but on the contrary.

It is possible to overcome the distrust of young people in our system of education, which is an abstract, formal value for them, and by no means an incentive for the active assimilation of knowledge, only if the interests and capabilities of generations are combined. We are not in a position now to pass on to the youth not only our former social values, but even their own social experience, since it was formed in a fundamentally different system of ideological guidelines and does not work in a different axiological system.

Now the subjectivity of young people has clearly manifested itself, including as an object of socialization. There is not just a consideration of its characteristics and opinions, but an informal inclusion of it on an equal footing in the process of restructuring social institutions, in developing ways to further development. This, in turn, requires the creation of completely new forms of social communication, a high degree of awareness, forecasting and understanding which solutions will find an active response among the youth and form into an objective, directed and controlled process, and which ones will be rejected.