Main trends in the development of world education.

The Bologna Process.

International education quality standards.

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

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

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

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

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

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

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

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

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

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

Fundamentalization education. Etymologically, the concept of fundamental education is related to the meaning of the word foundation (from Lat. fundamentum– base), i.e. that base (platform, foundation) that receives loads and transfers them to the base (S.I. Ozhegov). Fundamental education is aimed at comprehending the deep characteristics of objects and processes of the holistic world, going back to primary essences. It underlies the formation of adequate judgments of an educated person. The fundamentalization of education is the most significant factor in the prevention of erroneous decisions in the world of sophisticated modern technologies. It is the fundamental mistakes of developers that often lead to man-made disasters.

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

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

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

The term “open education” has become widespread.

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

The world practice of higher education shows that the more prestigious a university is, the more the principle of individualization of education is implemented. In addition, it is the individualization of education that allows university teachers to prepare students to independently solve complex professional problems. This happens when preparing abstracts, coursework, and dissertations. Future specialists learn to recognize and clearly formulate professional problems, build a methodology for scientific and practical research, according to which they independently solve complex problems. Such work can be strictly individualized, and it is its quality that indicates the level of professional readiness of a university graduate.

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

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

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

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

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

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

I.A. Lipsky, having analyzed a number of regulatory documents in the field of education in recent years, came to the conclusion that the state is “moving away from education.” The researcher emphasizes the fact that, for example, in the Federal Target Program for the Development of Education for 2006-2010. The term “upbringing” was never used, despite the fact that the Law of the Russian Federation “On Education” considers education as the unity of teaching and upbringing. Bringing to the fore a person’s value orientations towards competitiveness, social independence, the desire for success, a professional career, in education today the main emphasis is on the institutions of civil society - the family, the Church, public associations, etc. . This is important and necessary, but the education that is carried out in educational institutions is no less valuable.

Literature

Andrienko E.V. The importance of higher education in the development of pedagogical professionalism / Pedagogical professionalism as a factor in the development of modern education. Novosibirsk 2005. pp. 19-26.
Lipsky I.A. Basic paradigms of education / Pedagogical education and science. 2009.№5.
National doctrine of education in the Russian Federation, covering the period until 2025.

Tasks for independent work

READING SECTION

Constitution of the Russian Federation

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

1. Everyone has the right to education.

2. General accessibility and freeness of preschool, basic general and secondary vocational education in state or municipal educational institutions and enterprises are guaranteed.

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

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

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

1.3.1. Graduate school in industrialized countries after World War II

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

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

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

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

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

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

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

constant and sustainable growth in labor productivity in industry and agriculture, allowing to reduce the share of the population employed in material production and increase the number of people working in the field of culture and spiritual creativity;

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

How did higher education in industrialized countries respond to these demands of the time? In this complex multifaceted restructuring process, the following trends can be identified:

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

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

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

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

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

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

7. The trend of transition to mass higher education. It is expressed in the rapid growth of spending on education compared to other social programs and in the growth in the number of students. Thus, the average annual growth rate of spending on higher education in 1965-1980 amounted to 15-25% in almost all industrialized countries and decreased slightly in the 80s. These figures are especially large for countries that had less developed economies and have embarked on the path of integration with the community of the most developed countries. Spain, for example, from 1975 to 1983 increased spending on education 10 times, while in the United States from 1970 to 1985, spending on education increased by 3.4 times (for higher education - by 3.9) [Galagan A.I. and others - 1988]. The growth rate of the number of students was 5-10% per year in different countries. At the end of the 80s in the United States, up to 57% of high school graduates entered universities (including junior colleges), and in Japan - up to 40%.

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

9. Requirements for the professionalism of teachers are growing, the importance of pedagogy and psychology in the training and advanced training of university teaching staff is increasing. Criteria for assessing the activities of teachers are being developed; in this case, the rating is calculated or points are calculated separately for the teaching activity itself, research work and social activity.

10. A system of regular assessment of the effectiveness of universities by society is being developed. In the United States, for example, a group of several thousand experts ranks educational institutions according to many indicators, including the cost of training one student, the volume of research work, the number and quality of courses taught, the number of graduates who received a doctorate, etc. .

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

Test questions and assignment

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

2. Which industries are classified as knowledge-intensive?

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

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

5. Does the trend towards fundamentalization of higher education contradict the trend towards specialized training of graduates to work in a specific workplace?

Keywords

KNOWLEDGE ECONOMY / HIGHER PROFESSIONAL EDUCATION / EDUCATIONAL PARADIGM / PERSONNEL TRAINING/ INTEGRATION / KNOWLEDGE ECONOMY / HIGHER EDUCATION / EDUCATION PARADIGM / PERSONNEL TRAINING / INTEGRATION

annotation scientific article on economics and business, author of the scientific work - Victoria Vladimirovna Makoveeva

Characteristic features identified knowledge economy, defining the need for the formation of a new paradigm for the development of higher education, associated with strengthening integration processes in the “education, science and production” system. The position is outlined that the development of this system should include the use of a market mechanism for mutual adaptation of all participants, the formation of a sphere of intersection of their interests. The role of higher education in knowledge economy and the main directions of its development, taking into account structural and substantive transformations.

Modern trends of higher school development in Russia

The status, dynamics and specifics of the higher education development are significantly impacted by the social and economic context. The ongoing changes in the Russian economy are determined by the transition to the economy where information and knowledge play a decisive role and new knowledge generation serves as a source for the economic growth, basis for innovations and talent promotion that meet dynamically changing market needs. It is identified that in the knowledge economy universities take a fundamental position that turns them into basic elements of the National Innovation System enabling multiplicative knowledge augmentation and aligning with the education continuity and personalization along with commercialization of the intellectual activity results. The analysis of the foreign and domestic researches by D. Bell, M. Castells, A. Toffler, V.A. Inozemtsev, and B.Z. Milner allowed the author to identify modern economy features that provide solid grounds for the creation of a new higher education development paradigm determined by the growing integration processes in the "Education-Science-Production" system. The new education paradigm formation should aim to promote personnel training with specific attention to fundamental knowledge and its interdisciplinarity; achieve high level of the professional training in the light of the transition from "Education for a lifetime" to "Education throughout life" concept; enable policy of the proactive talent development that will reduce interest imbalance in the labor market, disparity between specialist knowledge level and employer requirements and meet long-term talent needs of the real sector enterprises. The author highlights that talent training system development for the knowledge economy, from the content-oriented point of view, should be approached in two ways. First, higher school should train and retrain personnel for the specific employer actively engaging it into the education process. Second, the higher school objective is to develop specialists who can initiate creation of new innovation products and technologies based on the enterprises established by them. The conducted researches enable the author to conclude that the level and scale of the raised social and economic transformation objectives, along with the objectives of the new education paradigm formation in particular, require more intensive integration processes in the "Education-Science-Production" system . Such system development should include a market mechanism for the participants" mutual adaptation, create an area of their interest intersection, meet all their needs to the maximum extent and promote synergetic effect of the collaboration.

Text of scientific work on the topic “Modern trends in the development of higher education in Russia”

Bulletin of Tomsk State University. 2013. No. 368. P. 104-107

ECONOMY

V.V. Makoveeva

MODERN TRENDS IN THE DEVELOPMENT OF HIGHER SCHOOL IN RUSSIA

The characteristic features of the knowledge economy are identified, which determine the need for the formation of a new paradigm for the development of higher education, associated with the strengthening of integration processes in the “education - science - production” system. The position is outlined that the development of this system should include the use of a market mechanism for mutual adaptation of all participants, the formation of a sphere of intersection of their interests. The role of higher education in the knowledge economy and the main directions of its development are determined, taking into account the implementation of structural and substantive transformations.

Key words: knowledge economy; higher professional education; educational paradigm; personnel training; integration.

The ongoing socio-economic modernization and structural changes in Russian society are associated with the transition from an economy based on natural resources to a new stage of social development, in which information and knowledge play a decisive role, and the generation of new knowledge based on the systematization of existing ones is a source of economic growth , the basis for creating innovations and forming human resources that meet the dynamically changing needs of the economy. This also explains the ongoing changes in higher education, since the state, dynamics and features of its development are largely determined by the socio-economic context.

Analysis of studies by foreign and domestic authors D. Bell, M. Castells, E. Toffler, V.A. Inozemtseva, B.Z. Milner allowed us to identify the characteristic features of the modern economy.

Firstly, there is an increase in the role of those activities that are associated with the production of intellectual services and, accordingly, the transition from the dominance of the extractive industry to the dominance of the service sector, the development of sectors of the “new” economy, which include high-tech and knowledge-intensive industries, which are formed, as a rule, in based on the use of the results of fundamental and applied scientific research.

Secondly, the knowledge economy is not only a new structure of production, but also a new structure and quality of personnel training. Therefore, the main resource for development becomes human capital, which represents knowledge, skills, practical experience, inspired by intellectual activity, which is a form of realization of a person’s intellectual, morally and culturally oriented abilities to create new knowledge.

Thirdly, science ceases to be an autonomously functioning industry and becomes part of an integrated system capable of promoting the production of knowledge, as well as transforming it into new technologies, products and services that are in demand in national and global markets.

Fourthly, there is a development and large-scale use of new information and communication technologies, since only objective, complete

Real and timely information can provide accurate analysis and subsequent development of the necessary recommendations and solutions, as well as the speed of obtaining new knowledge and its implementation in products and technologies.

Another characteristic feature of the modern economy is that an important role in the innovation process is played not by individual subjects, but by the effectiveness of their interaction within the framework of the formed integrative complexes. In this regard, social capital is of great importance, which “involves the organization of relations between economic entities that generate actions when they are voluntarily united into network structures and fulfill their obligations on the basis of established trust.”

Thus, as we move towards a new paradigm for the development of society, economic capital gives way to its dominant position to human and social capital.

The accelerated development of knowledge-intensive industries, an increase in the share of intellectual products in the manufacturing and service sectors, increased competition in the knowledge and technology market, the growing economic importance of knowledge, an emphasis on its production and a reduction in the time for introducing advanced developments in various industries - all this has led, according to world practice , to significant changes in higher education.

In the knowledge economy, universities are given a fundamental position, which defines them as centers of education and science, basic elements of the National Innovation System, focused on fundamental and applied research, commercialization of developments and training of qualified personnel capable of ensuring their implementation. This requires the use of new approaches to the development of educational, research and innovation potential.

The world's leading universities in the modern economy are universities that successfully combine, in the process of interaction with subjects of the external environment, the functions of teaching, conducting research, as well as generating points of economic and social growth on their own research and entrepreneurial base. As a result of the integration of education, science and production, a synergistic effect is created.

a phenomenon that manifests itself in a fundamentally new quality of intellectual products. Combining the goals and resources of only two elements of the integral system “education - science - production” leads to significant shortcomings in their functioning and inefficiency of the entire system. Thus, the disadvantage of combining science and production is the lack of a system for training personnel capable of introducing innovative development and carrying out its further production. When integrating education and production, a disadvantage may be the discrepancy between innovative activity and the structure of personnel training with the requirements of the economy. Personnel training is carried out using existing obsolete technologies. Also, when integrating science and education, a significant drawback is the discrepancy between scientific and research

telial activities, content and structural components of personnel training to the needs of enterprises. Thus, the “integrative complexes” formed in the process of integration of subjects of educational, research and production activities are the engines of economic development at the regional and national levels.

Over the last decade, a set of measures has been taken to meaningfully modernize higher education and develop integration processes, but it is necessary to pay attention to a number of aspects:

The structure and quality of personnel training do not fully correspond to the labor market. According to available estimates, in contrast to developed countries, in Russia about 80% of higher education programs are not based on fundamental and applied research, innovative developments, i.e. on new knowledge. Employers make demands not only on the level of knowledge acquired, but also on the degree of responsibility and level of professional competence of a potential employee that he can demonstrate in the performance of his functional duties. As practice shows, more than 60% of employers prefer to further train and retrain their employees on the basis of their own educational centers;

The system of continuous professional education has not received proper development, which hinders the technological renewal of the economy and does not allow the effective implementation of modernization processes;

The lack of a strategic partnership between higher education and industry leads to inconsistency in actions in training and retraining of personnel, conducting fundamental and applied research, and weak innovative activity.

The identified characteristic features of the modern economy and development trends determine the feasibility of establishing a new paradigm for the development of higher education.

A distinctive feature of the Soviet higher education system was its focus on mass training of specialists in an extensive, highly specialized list of specialties ready for employment in pre-planned places. In the knowledge economy, a new paradigm of education

education involves not just the transfer of knowledge to students, but the formation of their ability to adapt to qualitatively different conditions of business and life in general, to integrate into a dynamically developing socio-economic environment. Therefore, the main tasks facing higher education should be defined as: reproduction of knowledge, generation and transmission of new knowledge, formation of an intellectually active personality, creation of conditions for self-determination and development of the individual, provision of maximum opportunities for the choice and implementation of individual educational trajectories. Solving the set tasks will contribute to the formation of a society of qualified, dynamic, creative individuals capable of self-development, intellectual activity as a form of accumulation, systematization and generation of new knowledge.

Analyzing the structure of personnel training, it should be noted that there is a significant imbalance of interests in the market of educational services and the labor market. The latter is in a state of continuous change, as the needs of economic sectors in the professional personnel structure and the quality of training of specialists change. It is obvious that “the dynamic model of socio-economic development must be matched by an adaptive education system that quickly responds to the demands of the labor market, stimulates economic growth, produces specialists who are able to work effectively in a competitive economic environment”, ensure the expansion of the production of high-tech products and the introduction of new technologies.

A significant contribution to solving this problem was the involvement of employers in the development of new educational standards based on a competency-based approach, the formation of a network of experts, associations of employers in order to conduct public and professional accreditation of key educational programs of universities and develop recommendations for their changes.

The overproduction of specialists for one type of economic activity leads, on the one hand, to their oversupply in the labor market, and on the other hand, this process causes a shortage of specialists for certain types of economic activity in the long term, since obtaining higher education is a rather prolonged process (46 years). The current lack of the required number of highly qualified specialists threatens the expansion of the production of high-tech products and the development of new technologies within the framework of the identified priority areas for the development of science, technology and engineering. In particular, there is currently an increase in the labor market’s demand for engineering personnel and natural science specialists, which is reflected in a number of policy documents on the development of the education system until 2020.

The reasons for the shortage of specialists can also include the lack of long-term forecasts of personnel needs, consistent with long-term strategies and programs for innovative development of the industry.

lei and regions. This is due to the fact that specific mechanisms and tools for interaction between participants in the educational services market and the labor market as an institutional aspect have not yet been fully defined.

In this regard, one of the priority tasks of modernizing the education system is to overcome the identified imbalances, bring the content, structure of professional training, technologies for implementing educational programs in accordance with the requirements of employers, as well as taking into account the forecast of the labor market, socio-cultural and economic development.

The experience of foreign universities shows that the ability to occupy a leading position in the educational services market is largely determined by the effectiveness of activities, including constant monitoring and forecasting of the dynamics of labor market development, building interaction with potential employers on a long-term basis. In addition, attention should be paid to the UK's experience in this area. It consists of creating 25 Sectoral Councils at the national level, united in 2008 into a single Alliance. The tasks of the Sectoral Councils are: the formation of a personnel strategy for the development of individual sectors of the economy based on requests received from the regions regarding the needs for personnel with specifications of qualifications and professional skills; searching for ways to solve the problems of educational institutions to achieve quantitative and qualitative compliance of personnel training with the real needs of economic sectors and individual regions; development of national professional standards; organizing the participation of employers in the development of curricula and developing mutual exchange of personnel between companies and universities. Practical experience in the activities of Sectoral Councils is currently used by the Ministry of Labor and Social Protection of the Russian Federation when forming a network of Sectoral Councils.

The introduction of a system for monitoring and forecasting the labor market and the educational services market, determining the personnel needs of enterprises in the real sector of the economy will ensure the implementation of the advanced learning approach. Education should not just provide enterprises with the necessary personnel, but set the direction for the development of production, i.e. The level of education of participants in economic relations should be ahead of the level of development of the economy itself.

It should also be noted that the requirement for continuous updating of knowledge, skills and abilities is becoming an important element that defines the new paradigm of education “not for life, but throughout life.” A modern person should not only have a certain amount of knowledge and competencies, but also have the opportunity to choose and build his educational trajectory, taking into account his place of work and career growth, as well as the possibility of constantly updating acquired knowledge and acquiring professional competencies. This explains the need to develop a system of continuous education, the purpose of which is

which lies in the holistic development of a person as an individual throughout his life, in increasing the possibilities of his labor and social adaptation in a rapidly changing world, in the development of the student’s abilities and aspirations on the basis of a flexible organized variable form of education.

Continuity of professional education throughout the entire active period of an adult’s life is a global imperative for the educational system in a rapidly changing world, when the process of changing education and technologies is accelerating, requiring appropriate professional retraining and advanced training. Thus, in Sweden, adult education was legislated back in 1923; in Norway, legislation was adopted in 1976 reflecting many aspects of adult education; in Japan, in 1990, the law “On the Development of Lifelong Education” was adopted. ". As a result, as studies of world experience show, this system is being implemented quite successfully in a number of countries in which the necessary regulatory and legal framework has been developed to ensure mass participation of the adult population in educational programs and trainings: in Sweden, the proportion of the population participating in lifelong education is 72 %, in Switzerland - 58%, in the USA and Great Britain - 49%, in Germany - 46%, in EU countries the average is 38%. In Russia, the share of the economically active population participating in lifelong education currently does not exceed 22.4%. According to the tasks provided for in the State Program of the Russian Federation “Development of Education for 2013-2020”, by 2016 the coverage of the population with continuing education programs should be 3037%, and by 2020 it should reach the level of 52-55%.

For the development of the economy at the present stage, it is of particular importance not only to resolve issues of staffing existing enterprises, but also to train specialists who are able to independently organize small innovative enterprises. The relevance of this task has increased significantly in connection with the adoption in 2009 of Federal Law No. 217-FZ on the creation of small innovative enterprises for the purpose of practical implementation of the results of intellectual activity of educational and research organizations.

In the theory of the “knowledge economy,” V. L. Inozemtsev called this type of organization a “creative corporation,” the main characteristics of which are the following:

Its activities primarily meet the internal value guidelines of the creators - their desire to realize their previously accumulated creative potential, to develop and organize the production of a fundamentally new service, product, information or knowledge;

It is built around a creative personality that guarantees its sustainable prosperity;

Such economic entities most often do not follow the current economic situation, but form it on the basis of introducing new innovative developments to the market;

They do not take the form of diversified firms, but retain the narrow specialization that was provided for when they were created;

Not only are they able to develop using internal sources, but they can also constantly transform themselves, creating new companies.

Thus, the formation of a personnel training system for the knowledge economy in terms of content should be considered in two directions. Firstly, the university carries out educational activities in close cooperation with employers. The latter take an active part in the formation of professional competencies of specialists; together with enterprises, individual educational trajectories for training students and systems for professional adaptation of graduates are developed. Secondly, since the basis of the economy is determined by companies operating, as a rule, in the field of high technology or in the service sector, the task of higher education is to train specialists who are able to search, evaluate, creatively synthesize information, penetrate to the essence of the problem, and make adjustments technological process, that is, to be not only subjects of production of existing innovative developments, but also initiators of the creation of new innovative products and technologies on the basis of newly organized enterprises.

The transition of the Russian economy to an innovative path of development required structural reforms aimed at positioning universities as full-fledged, competitive subjects of scientific, technical and innovation policy; defining a network of leading universities as “pivots for innovative development”, whose activities involve the integration of education, science and production at different levels.

The implementation of development programs for leading universities has already allowed them to create high educational, research and innovation potential. These universities have created world-class laboratories, developed an innovative infrastructure, introduced new educational programs, educational technologies, teachers and students are involved in research projects, and there is increased integration with academic institutions and enterprises in the real sector of the economy. Much attention is paid to the development of cooperation between universities and industry in the field of research, development of modern

new competitive technologies and products, creation of high-tech production. It is assumed that leading universities as “points of growth” will be the basis of an economy built on knowledge.

Of course, the ongoing changes in the higher education system as a result of the implementation of Federal target programs and projects, the inclusion of universities in the implementation of innovative development programs of large corporations, in the formation and development of regional clusters and technology platforms have had a significant impact on strengthening the role of universities in the development of the pace of structural restructuring of high-tech industries . A number of program documents note that in the future, most of the funding, as in most Western countries, will be aimed at solving problems related to increasing the volume of research in higher education and implementing the results obtained.

The list of directions for the development of higher education and problems inherent in domestic higher education can be continued. Only one thing remains obvious: without reforming the higher education system in Russia with an emphasis on developing the integration of education, science and production, it is impossible to create an economy based on knowledge. Harmonization of the economic interests of subjects of educational, research and production activities will eliminate the identified inconsistencies in the process of transition to a new stage of socio-economic development of society. Ensuring an advanced level of personnel training that meets the needs of the economy and developing mechanisms to support university fundamental and applied scientific research at all stages of the innovation cycle are not effective enough within the framework of traditional forms of integration. The level and scale of the set tasks of socio-economic transformation require the introduction of modern forms of integration based on a network approach, ensuring a synergistic effect, and the participants of such integrative complexes, when solving complex problems, are transformed into a new structural formation that has qualitatively and quantitatively different characteristics and capabilities. World and domestic experience shows that integrative complexes are able to ensure that training and retraining of personnel meet the requirements of the economy and increase the innovative activity of integration participants.

LITERATURE

1.Mikhneva S.G. Intellectualization of the economy: innovative production and human capital // Innovations. 2003. No. 1. P. 49-56.

2. Aitmukhametova I.R. Higher education as a factor in the economic development of Russia // Economics of Education. 2008. No. 4. P. 39-48.

3. Gokhberg L.M., Kitova G.V., Kuznetsova T.A. Strategy of integration processes in the field of science and education // Economics of Education.

2009. No. 1. P. 67-79.

4. Suldin GA. Integration processes in education as a factor in the development of the innovative potential of the regional economy // Scientists

notes of Kazan State University. 2010. T. 152, book. 4. pp. 247-256.

5. Monitoring of lifelong education: management tools and sociological aspects / scientific. hands A.E. Karpukhina; Ser. Monito-

boxing ring. Education. Personnel. M.: MAKS Press, 2006. 340 p.

6. Inozemtsev V.L. At the turn of the era. Economic trends and their non-economic consequences. M.: Economics, 2003. 776 p.

The education system of the Russian Federation currently represents a combination of:

federal state educational standards and federal state requirements, educational standards and requirements established by universities; educational programs of various types, levels and orientations, as well as vocational training programs;
organizations carrying out educational activities, their employees and students;
bodies of state power and local self-government exercising management in the field of education, advisory, advisory and other bodies created by them;
organizations providing scientific, methodological, methodological, resource, production and information technology support for educational activities and management of the education system, assessment of the quality of education;
associations of legal entities, public and state-public associations operating in the field of education.

In accordance with the Federal Law “On Education” (Article 15), the following levels of education are established in the education system:

preschool education;
general education: primary general education; basic general education; secondary general education;
secondary vocational education: training of skilled workers; training of mid-level specialists;
higher education: bachelor's degree; master's degree, specialist training; training of scientific and pedagogical personnel.

One of the basic principles of legal regulation of relations in the field of education is the democratic, state-public nature of education management; ensuring the right of employees, students and their parents (legal representatives) to participate in the management of an educational organization in the forms provided for by this Federal Law.

Educational activities can be carried out by the following organizations:

educational organizations;
scientific organizations and other organizations.

An educational organization is a non-profit organization whose main activity, in accordance with the purposes for which such an organization was created, is educational activity.

Within the scope of the main activity specified in the charter of an educational organization, an educational organization has the right to implement educational programs of various levels and directions and provide educational services, both free of charge and for a fee, as well as conduct scientific and other activities related to the provision of education and training in the prescribed manner. in accordance with the requirements established by the Federal Law “On Education” for educational organizations of a certain type, type (category).

In the Russian Federation, the following types of educational organizations are established that implement basic educational programs:

preschool educational organization;
general education organization;
professional educational organization;
educational organization of higher education.

Management of an educational organization, regardless of its type, type, category (if any), is built on the basis of a combination of the principles of unity of command, collegiality and self-government.

The sole executive body of an educational organization is the head of the educational organization (rector, director, head, chief or other leader (administrator)), who directly manages the educational organization.

Higher education in Russia is represented by a wide network of state and non-state educational institutions. Compared to the 1990/1991 academic year (in 1990/1991 - 514), the network of state universities increased annually and amounted to 607 institutions by the beginning of the 2000/2001 academic year, and by the beginning of the 2011/2012 academic year - 634 universities (Tables 1.2 and 1.3 ) .

o> Table 1.2

Higher educational institutions (at the beginning of the academic year)1

Indicators

2000/

2001/

2003/

2004/

2005/

2006/

2008/

2009/

2010/

2011/

Total number of universities

Including:

State | 607 | 621 | 655 | 652 | 662 | 655 | 660 | 658 | 755 | 662 | 653 | 634

including:

universities

academy

institutions

Non-state

Number of students - total, thousand people.

Including:

in government

in non-state

Total students accepted

Including to educational institutions:

state

non-state

Graduated specialists - total

Including educational institutions:

state

non-state

1 Russia 2012: Stat. Directory / Rosstat. - M., 2012. - 59 p.-S. 13-14

Russian statistical yearbook. 2011: Statistical collection/Rosstat. M, 2011. - 795 p. - pp. 237-247.

State and municipal educational institutions of higher professional education by type"

Table 1.3

All educational institutions of higher professional education