The main directions of the formation of Russian higher education. Higher education in Russia: recent trends and development prospects. Principles of education in higher education

The scope of human activity in modern society

On the reforms of national education systems

The main objectives of the Kazakh program for the development of education

The main functions of the theoretical position of the fundamentalization of education

Problems of humanitarization and humanization of education

The social role of education: the prospects for the development of mankind today largely depend on its orientation and effectiveness.

The essence of the humanization of education is the formation of a culture of thinking, the creative abilities of a student based on a deep understanding of the history of culture and civilization, everything cultural heritage. The university is designed to prepare a specialist capable of constant self-development, self-improvement, and the richer his nature is, the brighter it will manifest itself in professional activities.

The training of highly qualified professionals is always the most important task of higher education. At present, this task is no longer possible without the fundamentalization of education. This is due to the fact that scientific and technological progress has turned the fundamental sciences into a direct, permanent and most effective driving force production, which applies not only to the latest science-intensive technologies, but also to any modern production. It is the results of fundamental research that ensure a high rate of development of production, the emergence of completely new branches of technology, the saturation of production with measuring, research, control, modeling and automation tools that were previously used exclusively in specialized laboratories.

Fundamental knowledge is knowledge about nature contained in the fundamental sciences (and fundamental disciplines).

Fundamentalization higher education- systemic and comprehensive enrichment of the educational process with fundamental knowledge and methods creative thinking developed by the fundamental sciences. Since the vast majority of applied sciences arose and develops on the basis of the use of the laws of nature, almost all engineering disciplines have a fundamental component. The same can be said about many humanities. Therefore, almost all disciplines studied by a student during their studies at a university should be involved in the process of fundamentalization. A similar thought is true for humanitarization. The foregoing underlies the fundamental possibility and practical expediency of integrating the humanitarian, fundamental and professional components of an engineer's training.

Literature

1. Bordovskaya I.V., Rean L.A. Pedagogy: Textbook for universities. - St. Petersburg: Peter, 2000.

2. Vulfov B.Z., Ivanov V.D. Fundamentals of pedagogy in lectures, situations, primary sources. - M.: URAO, 2000.

3. Hessen SI. Fundamentals of pedagogy: an introduction to applied philosophy. - M.: School-Press, 1995.

4. Zhuravlev V.I. Pedagogy in the system of human sciences. - M.: Pedagogy, 1990.

5. Kodzhaspirova G.M. Pedagogy. - M.: Vlados, 2003.

Topic 3. Goals and objectives of higher education as a pedagogical process

1. Two subsystems of education: training and education

Essence of learning

Pedagogy reveals the essence of education, its goals and methods. Moreover, education, as a rule, is understood as a process that includes two subsystems: education and upbringing.

Thus, the concepts of "education" and "education" are the most important pedagogical categories that allow one to separate the interconnected, but not reducible to each other, subsystems of education as a purposeful, organized process of human socialization.

Education is a pedagogical process of moving towards a given goal through subjective-objective actions of teachers and trainees. The formation of a person as a person, his formation in accordance with the social ideal is unthinkable outside the pedagogical process (the concept of "educational process" is used as a synonym).

The pedagogical process is a specially organized interaction of teachers and pupils, aimed at solving educational, educational and developmental tasks. That is, the pedagogical process is understood as a holistic process of the implementation of education in the broadest sense by ensuring the unity of education and upbringing in its narrow special sense.

This distinction in the education system has already been highlighted by Plato, who in the dialogue "Sophist" called to distinguish "from the art of teaching the art of educating", and in the "Laws" argued that "we recognize the most important thing in training is proper education." Moreover, by upbringing, he understood the formation of a person’s positive attitude towards what he is taught, introducing not only knowledge, but also methods of activity.

Since then, many attempts have been made to define training and education, to separate these processes. In recent decades, very promising approaches to solving this problem have been proposed in domestic pedagogical science, primarily by such researchers as AND I. Lerner, V.V. Kraevsky, B.M. Bim-Bad and etc.

Moreover, their concepts were not mutually exclusive, but complemented each other and, from the point of view of their main content, boiled down to the following:

Training and education are subsystems of a single process of education;

Education and upbringing are the sides of an expediently organized process of human socialization;

The difference between education and upbringing is that the first is mainly addressed to the intellectual side of a person, and upbringing - to his emotional-practical, value side;

Education and upbringing are not only interconnected processes, but also mutually supporting, complementing each other.

By expression K.D. Ushinsky, education is construction, during which a building is erected, and knowledge is its foundation. This building has many floors: skills, abilities, abilities of trainees, but their strength depends primarily on the quality factor of the foundation laid in the form of knowledge.

The unity of training and education is determined by the very nature of the pedagogical process, which includes purposeful training and education as subsystems of education.

In the following presentation, the essence, content and methods of implementing both of these subsystems will be considered step by step and in close interconnection.

Essence of learning

As a rule, teaching in pedagogical literature is understood as a subsystem of education, which is a process of active, purposeful interaction between teachers and students, as a result of which the latter form certain knowledge, skills, experience, behavior, and personal qualities.

This definition contains the following sides of the learning process:

It is aimed primarily at mastering knowledge;

The learning subsystem does not exhaust its tasks only with the communication of knowledge, but also aims at the formation of certain qualities of the learner skills, habits, behavior, i.e. the learning process turns out to be somehow closely connected, intertwined with the subsystem of education;

The learning process is not only the sphere of activity of the teacher, but is attitude between two of its participants - the teacher and the student, in which the priority belongs to the teacher, but where the student does not remain passive at all.

Hence, a brief but sufficient definition of the subject of the theory of learning or didactics can be the following:

Didactics - component pedagogy, which studies the general principles and patterns of interaction between the teacher and students, during which the tasks of teaching are solved in close connection with the tasks of education.

And under teaching principles the basic requirements for the learning process are understood, allowing to optimize it. And under regularities the reflection in the theory of general, necessary, stable and recurring connections that determine the development of the learning process is implied. Among such patterns of the learning process, the following are usually distinguished:

The dependence of the content and goals of education on the needs of the individual, society and the state;

The dependence of each subsequent stage of training on the quality of the previous one, on the volume and nature of the already studied educational material;

The relationship between the effectiveness of training and the nature of its motivation among the participants in the process;

The active influence of the management of the educational process, its planning, organization, stimulation and control system on the overall learning outcomes, its quality.

The most important principles training, its initial settings, which ensure its high quality, are:

The objectivity of the material proposed for study, its correspondence to reality, its scientific nature;

Consistency, systematic, clear planning of the educational process;

Availability of the offered knowledge, their compliance with the level of development of students;

Visualization of training, variety of its methods;

Maintaining the activity of students in their learning;

Ensuring a solid assimilation of knowledge;

Maintaining a close connection between theory and practice.

Success in implementing these principles is largely determined by content of learning.

Under learning content understand certain information that is used in the learning process. The content of training includes four main elements: knowledge, skills, experience of creative activity and experience of emotional and valuable attitude to reality. The whole set educational information is determined by the social order of the education system on the part of the individual, society and the state and adapts, adapts to the conditions of this educational system. Each historical epoch, developing its own culture, creating its own pedagogical theories, restructures the learning content accordingly.

The main documents that determine the content of education in modern educational systems are standards, curricula, programs and textbooks.

The purpose of education is its defining, all-penetrating beginning, influencing all its aspects: content, methods, means.

Standards;

Programs;

Textbooks.

Let us briefly consider the features of each of these documents.

1. education standards, established, as a rule, by the state, determine the mandatory minimum of knowledge for a particular level or direction, the specialty of training, as well as for each of the subjects of teaching. They indicate the amount of time required for training, the list of disciplines studied, the list of didactic units that determine the minimum content of each of them.

At the same time, the list of disciplines is usually divided into cycles of social and humanitarian, natural sciences, special and other disciplines. By the ratio of the time allotted for the study of these cycles, one can judge the goals of this educational system. Thus, an increase in the time for the humanitarian cycle indicates a target setting for humanization, democratization, which characterizes Russian education at the present time.

The standard is the initial and most stable part of the content of training; all its content is based on it.

The state educational standard is a kind of guarantee of the quality of education. 2. Curricula are compiled on the basis of standards and specify their application in the real conditions of a given educational institution. To streamline this work, the state usually offers educational institutions of the same type model curriculum, on which they develop their work plans. Standard plans for each direction or level of training indicate the federal, regional and individual (for a particular university, school) components. On their basis, educational institutions of individual regions (republics, territories, regions), individual educational institutions are given the right to develop individual work plans, subject to compliance with educational standards. Thus, the dual task is solved, on the one hand, maintaining a single educational space in the country, and on the other hand, conditions are created for differentiated learning, taking into account the specific needs of individual contingents of students, i.e. the most important principle of social development is being implemented: unity in diversity.

The working curriculum is the main document of an educational institution that determines the total duration of training, the duration of the academic year, semesters, holidays, examination sessions, a complete list of subjects studied and the amount of time allocated to each of them, the structure and duration of workshops. The curriculum is the application of the state standard to the specific conditions of a given educational institution.

Training program- one of the main documents that determine the content of training. It is compiled for each of the subjects included in the curriculum, and on the basis of the state standard for the corresponding academic discipline. The curriculum, as a rule, contains an introduction outlining the objectives of studying this subject, basic requirements for the knowledge, skills and abilities of students, a thematic plan for studying the material with its distribution by time and types of training sessions, a list of necessary teaching aids, visual aids, recommended literature. The main part of the program is a list of topics to be studied, indicating the main concepts that make up the content of each topic. The programs also include data on the forms of studying the course (lectures, lessons, seminars, practical exercises), as well as information on the forms of control.

Programs are developed by departments of universities, subject associations of schools and are the main guiding documents for the work of a teacher.

Textbook- one of the main carriers of the content of training. The textbook reflects in detail the content of education in a particular subject. The textbook is created in accordance with the standard and the program for this discipline, which is usually certified by the appropriate stamp of the state supervisory authority. Today, the textbook can be presented not only in print, but also in electronic form.

To ensure high-quality assimilation of the content of educational subjects, other types of educational literature are also published: reference books, books for additional reading, atlases, collections of tasks and exercises, etc. Learning outcomes largely depend on the quality of educational literature. The need for the integrated use of various types of educational information, both on paper and on electronic media, is recognized, since each of them has its own advantages and disadvantages.

It should be emphasized that for all the importance of the content of training for the overall results of educational activities, this factor is still not the most important. It is recognized that of the three main factors affecting the quality of education - the quality of the teacher's work, the level of activity of the students and the content of the training - this last factor occupies only the third place in terms of its importance. In the first place is the effectiveness of the teacher. It is the teacher who is the central figure of the entire educational process.

“In education,” Ushinsky said, “everything should be based on the personality of the educator, because the educational power is poured out only from a living source. human personality. No statutes and programs, no artificial institution mechanism, no matter how cunningly invented, can replace personalities in education."

Literature:

1. Smirnov V.I. Pedagogy. - M.: Ped. Society of Russia, 2003.

2. Krol V.M. Psychology and pedagogy. - M.: Higher school, 2001.

3. Rational V.A. Education system at the turn of the third millennium. Experience of the philosophy of pedagogy. - M.: 1996.

4. Stolyarenko S.D., Samygin S.I. Psychology and pedagogy in questions and answers. - Rostov n / D .: Phoenix, 1999.

T.L. Klyachko, V.A. Mau

The article was accepted for publication in August 2007.

annotation

1. Some

trends

development

education

in the 1990s

TRENDS IN THE DEVELOPMENT OF HIGHER

OF VOCATIONAL EDUCATION IN THE RUSSIAN FEDERATION

The article evaluates the results of the transformation of the Russian higher education system in the 90s of the last century, and also examines the processes that are characteristic of its development at the present time. The priority of institutional reforms in this area in relation to the increase in budget financing of universities is substantiated. The reasons for the distrust of a significant part of the educational community in the ongoing reforms are identified.

Traditionally, it is considered that high level education - both general and vocational - is the most important advantage of the Soviet system. This statement was quite true for the conditions of an industrial society. The Soviet Union managed to solve at least two of the most difficult tasks: firstly, to quickly overcome illiteracy and ensure universal secondary education in the early 1970s, and secondly, to create a system of higher vocational education, which corresponds to the industrial model that has developed in the country and provides mainly the solution of defense tasks and the development of fundamental branches of science related to the military-industrial complex. In general, it can be argued that the level of education in the USSR was higher than in other countries at the same level. economic development(with the same per capita GDP), which was one of the very important advantages of the Soviet system.

After the collapse of communism and the beginning of the processes of liberalization of public life, it could be assumed that a relatively higher level of education would become an important factor economic growth - more precisely, solving the problems of catching up development, reducing the backlog from the most developed countries of the world. It was quite possible to ensure the “pulling up” of the level of economic development to the level of accumulated human capital,

T.L. Klyachko, V.A. Mau

that is, the use of existing potential for accelerated structural and economic transformation. However, there was another possibility - the degradation of human capital to the level of a moderately developed country.

The 1990s really became a period of rapid development of educational processes: the number of higher educational institutions and their branches, the number of students studying in them and the number of faculty members grew rapidly. At the same time, the liberalization of the higher professional education (HPE) sector took place: the denationalization of the education system, the emergence of state universities, admission of paid education in state universities. By 2000, the number of universities increased by 86%, the number of students in them - by 72%, and the faculty increased by 25% (Table 1).

Table 1 Development of higher education in the 1990s (1990=100%,

unless otherwise stated)

Year 1992 1998 1999 2000

Number of universities 103.3 176.1 180.8 185.9

Number of students 95.5 130.3 147.5 171.6

Graduation of specialists 104.4 123 136.1 156

Number of teaching staff 1993=100% 115.4 121.7 125.5

In 2000, the share of non-state universities was 37%, 10% of the total number of students studied in them. At present, the share of non-state universities has reached almost 40%, and students and teachers in them - about 17%.

However, this quantitative growth was not accompanied by an improvement in the quality of education. On the contrary, we should rather talk about its decline. This manifested itself in a number of ways. First, the fastest growing number of students was in part-time education, where the quality is obviously worse than in full-time (Fig. 1).

Rice. 1 Growth in the number of students in the period 1960-2003 in Russia

Number of students - total

Number of full-time students

■Number of part-time students1

Education policy

Secondly, the number of university branches increased: by 2005 there were 1,376 branches for 660 state universities, and 326 branches for 430 private universities. Thirdly, there was a sharp increase in the number of students in comparison with the number of faculty members, or an increase in the load per teacher. Thus, the very increase in the quantitative indicators of the development of the HPE system became the reason for the decline in the quality of education.

At the same time, it should be noted that the rapid growth of the non-state HPE sector and the branch network of universities solved a very non-trivial social problem: in the context of a sharp decrease in the territorial mobility of young people, higher education "went" to the consumer, creating or expanding a network of higher education in the regions.

In table. 2 shown place Russian Federation in ratings on certain parameters of economic and social development. In terms of education, Russia still looks quite decent, but in terms of health care, it is much worse. And the human development index1 in Russia more or less corresponds to its per capita GDP. However, according to some estimates, the level of education no longer fully corresponds to the level of economic development. In other words, there is no longer any significant advantage to speak of. And if serious measures are not taken in the near future, the existing advantage may come to naught.

Competitiveness Index 64th

World Economic Forum 79th

Per capita GDP (PPP) 55-60s

Human Development Index (UNDP) 60-62nd

Including:

life expectancy 115th

education 30s

It would be a mistake to think that the current crisis in the social sphere is simply the result of the collapse of the Soviet system. This is only partly true. The main thing is that the nature of social problems reflects the crisis of the entire industrial system. The current model of the social state (and, consequently, the model of human capital development) was based on the fundamental

Income determined by the indicator of gross domestic product (gross regional product) at purchasing power parity (PPP) in US dollars;

Education as measured by literacy (weighted at 2/3) and enrollment among children and youth aged 7 to 24 (weighted at 1/3);

Longevity, defined in terms of life expectancy at birth (life expectancy).

T.L. Klyachko, V.A. Mau

Trends in the development of higher professional education in the Russian Federation

but a different demographic and social situation (growing population, the predominance of the rural population not covered by the system social support) and does not meet the realities of today's world.

A country that can form a modern, efficient model for the development of human capital will gain a powerful advantage in the post-industrial world.

At the beginning of the second post-communist decade in society and the political elite of Russia, an understanding began to grow of the priority development of human capital in general and education in particular. Since 2000, the education sector has been recognized as a priority; this topic runs like a red thread through the key political documents of V. Putin's presidency. This is stated in:

the Development Program of the Russian Federation for the long term (for the period up to 2010), adopted in 2000;

Modernization concepts Russian education for the period up to 2010 (2001);

Decisions of the State Council in 2001 and 2005;

Presidential Address to the Federal Assembly in 2004 (in fact, the priority of education is determined working group under the leadership of I. Shuvalov in 2003-2004);

Thus, since 2000, attempts have been made to constitute Russia's transition to an information (post-industrial) society and to ensure the formation of a knowledge economy.

The announcement of education as one of the national priorities was of fundamental political importance. Throughout the entire post-communist development of Russia, public opinion and various interest groups demanded that the authorities determine the long-term priorities of the socio-economic development of the country. They implied a list of industries that the state would have to stimulate with the help of budget injections and tax incentives, support and protect from foreign competition. However, decisions of this kind were impossible for a number of reasons, both current and strategic.

Defining education, healthcare, affordable housing and rural development as priority projects actually means the beginning of a new stage in the Russian economy and politics. A stage that is no longer associated with solving the problems of overcoming the communist legacy, but is based on a positive agenda - on the need to solve new problems that reflect the realities of the modern world.

As emphasized in the 2004 Presidential Address, “the effectiveness of reforms in this area today should be measured by

2. Political recognition of education as a key factor in the development of the country,

national

priority

Education policy

indicators of the quality of education, its accessibility and its compliance with the needs of the labor market”. Quality, accessibility and efficiency are thus becoming the key guidelines for the relevant transformations, as was already laid down in the long-term program of the government of the Russian Federation in 2000, the decisions of the State Council in 2001 and the Concept for the Modernization of Russian Education for the period up to 2010. Firstly, Regardless of the financial status of their parents, secondary school graduates should be able to enter universities in accordance with their level of knowledge. Secondly, we must strive to optimize the relationship between the vocational education system and the labor market, which requires adequate forecasting of the market's needs for certain specialists. Thirdly, the content of education must meet the highest world requirements, which requires educational standards adequate to the time.

The task of ensuring the accessibility of higher education as such has now been solved: almost every graduate of a general education school enters a university. Moreover, enrollment in universities exceeds, and significantly, graduation from general education schools (Fig. 2).

Rice. 2 Graduation from schools and admission to universities

It's another matter which institution of higher education children from different social strata and population groups can apply for admission to. On fig. Figure 3 presents the data of a survey of respondents in the capital, in large, medium and small cities, as well as in villages, which indicate differences in the availability of higher education depending on the place of residence.

T.L. Klyachko, V.A. Mau

Trends in the development of higher professional education in the Russian Federation

Rice. 3 Distribution of answers to the question:

Is higher education available to you

□ Any available □ Except good

Not available

In addition, it should be borne in mind that the level of knowledge that a child will receive when graduating from school, unfortunately, now largely depends on the property status of his parents. This level of knowledge is already determined by which school or even which Kindergarten will be available to the family at the very beginning of the child's educational trajectory. Studies show that children from families with low resource potential, even after graduating from a university, as a rule, do not receive either the expected income or social status, because they had access to far from best universities countries and not the most prestigious specialties.

On the relationship between the higher education system and the labor market, specialists in last years are getting more and more attention. Usually these relations are described quite simply: a significant proportion of university graduates do not work in their specialty. This is seen as a sign of the inefficiency of the existing system of higher education, and accordingly the task is set to overcome this imbalance. Meanwhile, the problem is much more complicated. At present, there are more than 7.3 million students in Russia (for comparison: in 1992 there were 2.7 million). In fact, there was a transition to universal higher education. But general education can be only (or predominantly) general, and not vocational. It would be strange to demand that a graduate of a general education school who has completed a specialized training go on to study further exclusively according to the profile he has received, and even more so, go to work in this profile. In the new situation, studying at a university is primarily a choice of the profile of future activity. But this new situation

Education policy

they are trying to put the theory into the old mainstream of the established specialties. Given the reduced territorial and educational mobility of young people, it is unlikely that it will be possible to achieve any noticeable improvement in the situation with such a formulation of the issue. It is necessary to move to a fundamentally different model of higher education.

The issue of the relationship between the system of higher education and the labor market has another extremely important plane. sociological research of the mid- and late 1990s showed that the higher education of an employee is considered by the employer as an optional or even rather negative factor. But already in 2003-2004. employers in almost 80% of cases put forward it as an imperative requirement for the employee,

than even when occupying those positions that did not require such a level of education (Fig. 4)

Rice. 4 The attitude of managers to employees with a higher level of qualification than required (Overqualified)

Are you interested Qualities of an employee with a higher level of education % of those who agreed

an employee who has a higher level of education than is required for performance is accepted for work Has creative potential, flexible approach to work, quickly learns 79

work? Will look for the best place to work 66

Has a high cultural level (culture of communication) 71

[ 18 \ Ambitious, ready to take 47

73 in the leader's place

It will be difficult for him to fit into the existing team 24

□ Rather interested Non-executive, with low labor discipline 16

□ Rather not interested

□ Difficult to answer

At the same time, employers' dissatisfaction with the quality of higher education begins to grow rapidly. And here the main contradiction appears: the system of higher education, with a few exceptions, is guided in its activities by the demand of the state and the population, which are far from the demand of employers. It is the state and the population that mainly pay for education. The state, paying for the education of budget students, should first of all be interested in preparing

T.L. Klyachko, V.A. Mau

Trends in the development of higher professional education in the Russian Federation

ke specialists for the public sector: teachers, doctors, librarians, etc., as well as state and municipal employees, specialists who ensure the implementation of federal targeted programs, national security, and maintenance of basic infrastructures. Due to the fact that in many of these areas of activity wages are low (primarily in the public sector), the state is forced to order training more specialists than would be really required if the situation in the budgetary sectors were normalized. In addition, it should be taken into account that in many regions pedagogical universities have traditionally been the only higher education institutions until recently. Consequently, in the context of a decrease in the territorial mobility of young people, they went to study at the budget departments of these affordable universities. In 2005, more than 1,950,000 students were studying at higher education institutions specializing in education, while 1,594,000 teachers were employed in Russian schools.

The choice between higher education institutions, where tuition is paid, is made by the family, depending on the prestige of the higher education institution, faculty, specialty, and material resources of the family. An important factor in many cases is to minimize the costs associated with the child living in another city, so the nearest possible university is often chosen. With the increase in tuition fees in state universities in recent years, there has been an increase in enrollment in private universities, where tuition has become on average cheaper than in state universities (see below). The priorities of the population in choosing a specialty are little oriented towards the long-term needs of the economy and the social sphere, but rather are determined by the current situation (Fig. 5).

Rice. 5 The best occupation, profession for a young person

(answers of persons 15-35 years old)

Education policy

In the current conditions, two groups of tasks (or actions) should be singled out, the solution of which is necessary to achieve the goals of education modernization. On the one hand, the allocation of additional budgetary resources to increase wages and increase the effectiveness of incentives for workers in this area. On the other hand, the implementation of institutional (and structural) reforms. The two named groups of tasks are inseparable from each other. It was politically dangerous and economically inefficient to solve one problem while ignoring the other. However, the risks of such a development of events are very significant: in recent years, there has been a noticeable increase in financial injections with a deficit of institutional reforms.

Increasing funding without structural reforms can even have negative results. Higher salaries will lead not to staff renewal, but to the conservation of personnel, the retention of those teachers who have long lost their qualifications and will not be able to teach better, even if their salaries are raised a hundred times. An increase in the cost of equipment can result in the fact that it will be purchased at inflated prices and far from what is really needed for classrooms and laboratories.

Meanwhile, the risk of advancing the solution of financial tasks in relation to institutional reforms is very high. There are several reasons for this. First, the higher education sector is indeed underfunded, which is especially evident when compared with spending on higher education in countries of the Organization for Economic Co-operation and Development (OECD). Figure 6 shows that in relation to the average expenditures for these countries per student, expenditures in Russian higher education amount to just over 40% (purchasing power parity). To a large extent, increased funding for Russian higher education over the past six years has been of a compensatory nature. Secondly, the state has a large amount of free financial resources associated with a favorable external economic environment. Thirdly, in society and in the political elite there is a desire to spend this money, that is, there is a demand for financial injections, while the demand for institutional reforms is minimal.

At the same time, a positive result of the last eight years has been the formation of a kind of reformist consensus on the institutional changes needed for higher education. Intensive discussions that began in the late 1990s led to the development of a concept for the modernization of education, which is recognized by almost all supporters of reforms. In other words, the discussion is now polarized: it is not taking place within the reform community, but between supporters of serious institutional changes and supporters of maintaining the status quo on the grounds that the Russian (Soviet) education system is the best in the world.

T.L. Klyachko, V.A. Mau

Trends in the development of higher professional education in the Russian Federation

Of course, in the latter case, the need for some reforms is not denied, but while maintaining the basic principles of the existing model.

Rice. 6 Expenditure on higher education in OECD countries and Russia

(in comparable prices)

In this case, the significant difference between the situation in education and healthcare is obvious. In health care reform, there is an intense discussion within the reform community, the decision of many critical issues modernization of this industry is not found. And it is precisely the absence of a reformist consensus, and by no means the opposition to it by supporters of the traditional Soviet healthcare model, that is here the main obstacle to institutional reforms.

Such a striking difference in the situation in the modernization of education and healthcare is due to a number of factors. First, the demographic and social shifts characteristic of the post-industrial society have affected healthcare to a much greater extent. The traditional funding model for this sector has been based on budgetary redistribution of resources from the younger to the older (and thus from the healthier to those in need of medical care). Now, in the post-industrial world, the situation has changed, and the budgetary burden on the healthcare sector is growing rapidly, requiring non-standard decisions. On the contrary, budgetary pressure from traditional forms of education (school and university) is relatively reduced as a result of the demographic crisis, while rapidly growing

Education policy

we postgraduate education is based on corporate and private money and does not impose requirements on the budget. This somewhat facilitates the search for a new institutional model in education.

Secondly, if in relation to health care in the world there is no obviously successful model that could become an example to follow, then in education we can talk about the presence of a clearly competitive model. There is a fairly objective criterion for assessing the competitiveness of higher education - the demand for universities in a particular country, presented by students from abroad. According to this criterion, the Anglo-American model obviously dominates, accounting for about 40% of the international student flow. This applies not only to students from the developing world, but also to the flow of students from continental Europe. Moreover, this flow occurs even in those countries that are rightfully proud of their centuries-old traditions of university education. So, H. Siebert remarks about German higher education: “I would very much like to get the results of a survey on how many sons and daughters of German politicians, zealously defending the status quo of our higher education system, are enrolled in elite universities in the USA and Great Britain. Our university system is organized administratively and systematically... The structure of higher education leads directly to the past.

3. Financial problems of modernization of education

As can be seen from a comparison of data for Russia and OECD countries, education in our country is a heavily underfunded sector and, one can assume, will remain so for quite a long period of time. However, the lack of funding to a certain extent can be compensated by adequate institutional solutions. Therefore, the main question when discussing the financial problems of education is not "how much" (although this is also important), but "how" and "by whom": what should be the state-funded organizations and what should be the funding instruments used here.

Since 2001, Russia has seen a significant increase in budget spending on education. In 2001, the increase in federal budget expenditures was 43% compared to 2000 at current prices, in 2002 compared to 2001 - 49%, then there is a gradual decline, but in 2005 (after the President's Address) a new rise begins: the increase in expenditures in relation to 2004 reached 32%, in 2007 (in fact, the deployment of national projects) in relation to 2006 - 38%.

In the future, stable growth in budget financing of education is obviously not to be expected. In the draft federal budget for 2008 and 2009-2010. the priority of education is not economically visible: the pace of

T.L. Klyachko, V.A. Mau

Trends in the development of higher professional education in the Russian Federation

In 2008, the growth in spending on education decreases to 10%, in 2009 it drops to 1% (i.e., in any case, it turns out to be below the inflation rate), and in 2010 it slightly increases - up to 9.3%. Because of this, a rather unpleasant conclusion can be drawn: the announcement of education as a priority either ensured only a compensatory increase in spending after significant declines (1998-1999), or was a consequence of political decisions within the electoral cycle. Situation 2008-2010 is especially alarming, because it shows that the growth of spending on education is not actually a strategic priority and is largely opportunistic in nature (Fig. 7).

Dynamics of federal budget expenditures on education

Education Spending from Federal Spending Growth

education budget

However, the "decaying curve" of spending on education can be explained not only by the peculiarities of the phase of the political cycle. On the one hand, compensation payments for previous periods came to an end around 2004. On the other hand, there is an understanding among the political elite that it would be inexpedient to inflate budget payments without initiating clear institutional reforms.

In addition, the rapid growth of budget spending on education has created a number of new problems that were not previously predicted.

The growth of budget expenditures in recent years has begun to break the established model for the development of the university education system in the form of an accelerated growth of paid contingents, which made it possible to partially compensate for the acute shortage of budget funds at the expense of paid students and obtain economies of scale (Fig. 8).

Cost growth, %

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Admission to state universities on a budgetary and paid basis

In recent years, the rapid increase in budget expenditures per 1 state-funded student has begun to limit access to higher education for the population of those regions where per capita expenditures are growing at a much slower rate compared to the growth of these expenditures. On average in the Russian Federation, the level of tuition fees available to the population in 2007, according to our calculations, is 45 thousand rubles, and the average price of paid education should exceed 54.5 thousand rubles. (Fig. 9).

Rice. 9 Budgetary expenses for 1 state-funded student and tuition fees

in state and non-state universities

Budget expenditures per student (average per year, thousand rubles) Tuition fees in state universities (average per year, thousand rubles) Tuition fees in non-state universities (average per year, thousand rubles) .)

T.L. Klyachko, V.A. Mau

Trends in the development of higher professional education in the Russian Federation

Thus, subsidizing the education of state-funded students at the expense of a paid contingent has actually ceased (this conclusion is true only in relation to average indicators). In addition, in the context of a massive (universal) desire for higher education and a weak ability of citizens to identify quality education (preference for a diploma over education), one can expect a significant part of the demand to switch to cheaper and lower quality programs of non-state universities (in which tuition fees on average are almost 20% lower than in public universities). Thus, the growth of budget funding may have the reverse side of a decrease in the quality of higher education for a significant number of university students.

The way out of this situation can be either a decrease in the availability of higher education (which will primarily affect low- and middle-income groups of the population and is politically unacceptable), or the accelerated development of educational lending.

A serious problem is the lack of clear and logically interrelated principles for financing state universities. The program documents for the modernization of education declare the need for a transition to the normative per capita principle of financing educational institutions. In practice, four financing models are currently intertwined, and the per capita principle is not visible among them. First, there are the traditional enrollment targets set by institutions of higher education, with appropriate funding, as well as the estimated funding for educational institution development programs. Secondly, special funding for federal universities, which are subject to increased standards without transparent, clearly established principles for determining them, so far neither their development programs nor their functions in the higher education system have been determined. Thirdly, a special case is the targeted funding of the Graduate School of Management at St. Petersburg University, for the development of which in the three-year budget for 2008-2010. 8 billion rubles were allocated. Fourth, competitive funding innovative projects universities, which has been practiced since 2006. It turns out that federal universities (and, possibly, backbone universities) should be funded according to the standard depending on the number of students, and innovative universities - depending on the results of the implementation of the innovative program, i.e. quantity”, and others “for the quality” of programs.

From what has been said, it also follows that new educational institutions are still new only in form, since they do not carry really new institutional solutions. The only exception is the Moscow School of Management, which was originally built as a private one, not involving any budget

Education policy

4. Institutional problems of modernization of education

injections, as well as innovative universities, but the latter are funded in a new way only within the innovation program. This situation sends conflicting signals to the educational community and only provokes elementary lobbying. Meanwhile, the principles of funding should be transparent and understandable to the university community, as well as the main consumers of university services, including employers.

Over the past few years, laws have been adopted that form the basic institutional structure for the modernization of education. First of all, these are laws on autonomous institutions, on endowment, on a unified state examination, and on universal secondary education. In the near future, apparently, a law will be adopted on the transition to a tiered model of higher education.

However, the fundamental problem in the field of education is the same as in other areas of economic and social life - the gap between the adoption of a normative act and its practical implementation. The laws that have been adopted so far remain mostly on paper, and the educational community is extremely skeptical about the prospects and the very feasibility of using new legal and organizational forms.

A typical example is the transition to the form of autonomous institutions (AIs). The extremely cautious attitude towards them on the part of most of the educational community is connected not only with its, so to speak, natural conservatism, unwillingness to change anything in the usual way of life. The latter is only partly true. The main problem remains the existing distrust of the government and its decisions.

One of the most serious reasons for doubt is the fear of losing the property complex, which is in the operational management of the university. According to the letter of the law - see Art. 5, part 11 of the Law "On Autonomous Institutions" - this is impossible. But there is a law, and there are its interpretations. And now the state (founder) has the right to seize property from the university that is used inefficiently or for other purposes. Until this is done. The transition of universities to the form of AC, the allocation of especially valuable property is fraught with hidden risks and questions, problematizing, exposing the inconsistency of the current situation. After the transition of universities to the form of AU, budgetary institutions will exclusively perform state functions and be financed strictly according to the estimate for the performance of these functions. All extra-budgetary revenues of budgetary institutions, which, according to the Budget Code, are non-tax revenues of the budget, will be withdrawn to the budget, and the legislator will dispose of them, i.e., these revenues will not necessarily be returned to those who earned this money. At the same time, those who consider it expedient to transfer extrabudgetary funds to the budget, especially from paid

T.L. Klyachko, V.A. Mau

Trends in the development of higher professional education in the Russian Federation

educational activities, there is a "weighty" argument that they are earned on the basis of the use of state property. But then the question arises: what will change with the transition of the university to the form of an AU - after all, the property here remains state-owned? Thus, after some time, the state may demand rent for what it considers excess property, and such, most likely, will be everything that allows the university to receive additional income by teaching paying students. With a significant reduction in the student body (and this process is not far off due to demographic reasons), such fears can become a very tangible reality. At the same time, strong universities, where the share of extrabudgetary funds is significantly higher, may especially suffer (Fig. 10).

Rice. 10 Budgetary and non-budgetary funds in various Russian universities

Share in % 100 90 80 70 60 50 40 30 20 10 0

Strong universities Medium universities Weak universities

I I Budgetary funds □ Extrabudgetary funds

Many problems in this transformation could be solved if the state could convincingly dispel these concerns of the educational community.

No less acute is the issue of transition to a tiered model of education (the “Bologna model”). In university public opinion, the idea of the new model as a tribute to Western European fashion absolutely dominates. The decision to join the Bologna process was taken at a time when relations between Russia and the EU were developing steadily and there was even talk of forming a common economic space, which would naturally be supplemented by a single educational space. Now these hopes are gone, and many sincerely do not understand why we should start with the division of the usual five-year education into two levels. At the same time, joining the Bologna process is perceived precisely as an obligation to switch to

Education policy

two-level system of bachelor's + master's degree. The solution of this problem, if we consider it separately, is rightly perceived as extremely difficult in the conditions of the five-year preparation that prevails in our country. However, and this must be emphasized, in principle this problem can be solved, and it is not specific to Russia: such developed systems of higher education as in France and Germany are very different from the two-level scheme of bachelor's + master's, and there the resistance to unification processes is also quite strong.

At the same time, the most important thing for the European Union is not so much the unity of the structure for preparing students under the bachelor's + master's program, but the introduction of uniform strict requirements for the quality of education, the transparency of quality criteria for all participating countries and ensuring it. effective control. The EU countries are well aware of the benefits of integration associated with ensuring the mobility of students and teachers, the concentration of resources, and increasing the efficiency of their use. In this context, two elements of the Bologna process play a leading role: the development of a modular structure of the educational process and the creation of a unified system of credits (credits), which should provide both the possibility of flexible alignment of educational trajectories and unified means of measuring the quality of the knowledge gained.

In Russia, university leaders do not see any particular benefits in the Bologna process and believe that the costs of transformation will not pay off in the short term: student mobility, even at the domestic Russian level, will be constrained by economic reasons, as well as the education of Russian citizens in European universities. The small influx of students that is currently formed will increase slightly, and the influx of students from European countries will be constrained primarily by language problems and living conditions in the dormitories of Russian universities. Accordingly, the majority of universities have no special incentives to implement the requirements of the Bologna Convention, except for administrative pressure.

Indeed, if we are talking just about the mechanical division of the traditional specialty into two levels, then this is not worth even starting with. The transition to a new model makes sense only if it is accompanied by a serious change in the programs and principles of organization of undergraduate and graduate programs. Undergraduate education is becoming an element of universal and general higher education, the demand for which in the country is currently obvious (this is quite convincingly evidenced by the steady excess of the number of university entrants over secondary school graduates, see Fig. 2).

The bachelor's degree program assumes the presence of broad specialties with the dominance of budget funding. On the contrary, in the magistracy we are talking about narrow specialization and targeted financing (private, corporate, state). Purpose-

T.L. Klyachko, V.A. Mau

Trends in the development of higher professional education in the Russian Federation

The unique nature of the magistracy makes it possible to solve the notorious task of “graduate work in the specialty”: a 17-year-old applicant or student cannot accurately choose the field of his activity 5-6 years before graduation, but an adult entering the two-year master’s program can do this.

Desirable period between Bachelor's and Master's programs practical work, which implies further reform of the conditions of military conscription. The specialties at the first and second stages do not have to coincide at all, the main condition for admission to the magistracy should not be the specialty in the bachelor's degree, but the applicant's ability to pass the necessary exams. The programs of both levels should be reorganized accordingly: they should not be fragmentary and artificially divided, but should be complete. In particular, already a bachelor's program should include adequate practice in the specialty received.

Only with such an approach to the two-tier model will it cease to be perceived as a “concession to the EU”. After all, in fact, this model is predetermined by our internal needs, the need to dramatically increase the flexibility of higher education, its ability to respond to the social and technological challenges of the post-industrial era.

At the same time, one cannot ignore the very serious problems that are associated with the transition to a new model for many universities. Often, the main argument against the transition to a two-tier model is that the general limitation of budgetary admission to master's programs compared to graduates from bachelor's programs will hit the financial well-being of universities. It appears, however, that this is far from main reason: even the preservation of income (with the growth of budget funding, this is quite realistic) would force universities to resist, since the division of all higher educational institutions into those that have a master's degree and those that lack it, would lead to a reformatting of the entire space of higher education in Russia and to a clear decline in the status of many universities. The open differentiation of universities can also negatively affect the perception of the reform by the population. Therefore, the main problem is political and social in nature. In addition, the transition to a two-level system requires serious methodological work, revision of almost all programs and curricula, for which the teaching corps of the Russian school for the most part is not ready, not least due to the fact that average age Russian professorship is close to retirement, and this is already a social reason.

Thus, in order to further reform higher education in the context of growing financial well-being in this area, it is necessary to look not so much for economic (although they are also needed!), but for social compensatory measures.

Education policy

Literature

1. Avraamova E. Accessibility of higher education and prospects for positive social dynamics / In: Accessibility of higher education in Russia. M., NISP, 2004.

2. Gaidar E. Anomalies of economic growth. Moscow: Eurasia, 1997.

3. Dubin B.V., Gudkov L.D., Levinson A.G., Leonova A.S., Stuchevskaya O.I. Accessibility of higher education: social and institutional aspects / In: Accessibility of higher education in Russia. M., NISP, 2004.

4. Siebert H. Cobra effect. St. Petersburg: St. Petersburg State University of Economics and Finance, 2003.

5. Survey of recruiting agencies in Moscow. SU-HSE, 1999.

6. Requirements of employers to the system of vocational education. M., MAKS Press, 2006.

Keywords

ECONOMY OF KNOWLEDGE / 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 scientific work - Makoveeva Viktoria Vladimirovna

Revealed character traits knowledge economy that 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 indicated that the development of this system should include the use of a market mechanism for the 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 the implementation of 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; attain 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 disbalance 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 participating it into education process. Second, the higher school objective is to develop specialists who can initiate the creation of new innovation products and technologies based on the enterprises established by them. The conducting 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.

The text of the scientific work on the topic "Modern trends in the development of higher education in Russia"

Bulletin of Tomsk State University. 2013. No. 368. S. 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 system "education - science - production". The position is indicated that the development of this system should include the use of a market mechanism for the 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 structural and substantive changes.

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 in the development of society, 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 building human resources that meet the dynamically changing needs of the economy. This 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 of foreign and domestic authors D. Bell, M. Castells, E. Toffler, V.A. Inozemtseva, B.Z. Milner made it possible to identify the characteristic features of the modern economy.

First, 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, on 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 is human capital, which is knowledge, skills, practical experience, inspired by intellectual activity, which is a form of realization of the intellectual, morally and culturally oriented abilities of a person to create new knowledge.

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

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

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

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

Thus, as we move towards a new paradigm of the development of society, economic capital gives way to the dominant position of 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 growth of the 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 that defines them as centers of education and science, the 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 the functions of teaching, conducting research, and generating points of economic and social growth on their own research and entrepreneurial base in the process of interaction with the subjects of the external environment. As a result of the integration of education, science and production, a synergistic effect is created

a defect 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 training system capable of introducing innovative development and carrying out its further production. When integrating education and production, a disadvantage may be the inconsistency of innovative activity and the structure of personnel training with the requirements of the economy. Personnel training is carried out under the existing obsolete technologies. Also, when integrating science and education, a significant drawback is the discrepancy between scientific and research

telskoy activity, substantive and structural components of personnel training to the needs of enterprises. Thus, the "integrative complexes" formed in the process of integrating the subjects of educational, research and production activities are the engines of economic development at the regional and national levels.

Over the past decade, a set of measures has been taken to meaningfully modernize higher education, 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, about 80% of HPE programs in Russia are not based on fundamental and applied research, innovative developments, i.e. on new knowledge. Employers impose requirements not only on the level of knowledge gained, but also on the degree of responsibility, the level of professional competence of a potential employee, which he can demonstrate in the performance of his functional duties. As practice shows, more than 60% of employers prefer to retrain and retrain their employees on the basis of their own educational centers;

The system of continuing professional education has not been properly developed, which hinders the technological renewal of the economy and does not allow for the effective implementation of modernization processes;

The lack of a strategic partnership between higher education and industry leads to inconsistency in the training and retraining of personnel, fundamental and applied research, and weak innovation 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 system of higher education was its focus on the mass training of specialists in an extensive narrowly specialized list of specialties, ready for employment in pre-planned places. In the knowledge economy, a new paradigm of education

Learning involves not just the transfer of knowledge to students, but the formation of their ability to adapt to qualitatively different conditions of management and life in general, to integrate into a dynamically developing socio-economic environment. Therefore, the main tasks facing higher education should be defined as: the reproduction of knowledge, the generation and transmission of new knowledge, the formation of an intellectually active personality, the creation of conditions for self-determination and development of the individual, providing the maximum opportunity for choosing and implementing individual educational trajectories. The solution of the tasks set 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 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 the sectors of the economy in the professional and personnel structure and the quality of training of specialists are changing. 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, reproduces specialists who are able to work effectively in a competitive economic environment”, ensure the expansion of 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 changing them.

Overproduction of specialists for one species economic activity leads, on the one hand, to their overabundance 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 higher education is a rather prolonged process (46 years). The current lack of the required number of highly qualified specialists jeopardizes the expansion of the production of high-tech products and the development of new technologies within the identified priority areas for the development of science, technology and technology. In particular, at present, there is an increase in the labor market demand for engineering personnel and specialists in the natural sciences, which is reflected in a number of policy documents for 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 staffing 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 instruments of 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 of personnel, technologies for the implementation of educational programs in line 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 take a leading position in the market of educational services is largely determined by the effectiveness of activities, including constant monitoring and forecasting of the dynamics of the labor market, building interaction with potential employers on a long-term basis. In addition, attention should be paid to the experience of the UK in this direction. It consists in the creation at the national level of 25 Sectoral Councils, united in 2008 into a single Alliance. The tasks of the Sectoral Councils are: formation of a personnel strategy for the development of individual sectors of the economy on the basis of applications received from the regions on the needs for personnel with a specification of qualifications and professional skills; search for ways to solve the problems of educational institutions to achieve quantitative and qualitative compliance of training with the real needs of economic sectors, individual regions; development of national professional standards; organizing the participation of employers in the development of curricula and the development of mutual exchange of personnel between companies and universities. The practical experience of the Sectoral Councils is currently used by the Ministry of Labor and Social Protection of the Russian Federation in the formation of a network of Sectoral Councils.

The introduction of a system for monitoring and forecasting the labor market and the educational services market, and determining the personnel needs of enterprises in the real sector of the economy will ensure the implementation of the advanced training approach. Education should not only provide enterprises with the necessary personnel, but set directions 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 determines the new paradigm of education “not for life, but throughout life”. Modern man should not only have a certain amount of knowledge and competencies, but also be able to choose and build their own educational trajectory, taking into account the place of work and career growth, as well as the possibility of constantly updating the acquired knowledge and acquiring professional competencies. This explains the need to develop a system of continuous education, the purpose of which

torii is holistic development a person as a person 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, his aspirations on the basis of a flexibly organized variable form of education.

Continuity of professional education throughout the entire capable 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 increasing at an increasing pace, requiring appropriate professional retraining and advanced training. For example, in Sweden, adult education was legislated back in 1923; in Norway, in 1976, legislation was adopted that reflects many aspects of adult education; in Japan, in 1990, the law “On the Development of Lifelong Education » . As a result, as studies of world experience show, this system is quite successfully implemented in a number of countries that have developed the necessary legal and regulatory framework that ensures the mass participation of the adult population in education and training programs: in Sweden, the share of the population participating in lifelong education is 72 %, in Switzerland - 58%, in the USA and Great Britain - 49%, in Germany - 46%, in the EU countries the average value is 38%. In Russia, the share of the economically active population participating in continuous education does not currently exceed 22.4%. According to the tasks stipulated 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, not only the solution of issues of staffing existing enterprises, but also the training of specialists capable of independently organizing small innovative enterprises is of particular importance. 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 practical implementation of the results of intellectual activity of educational and research organizations.

In the theory of "knowledge economy" V. L. Inozemtsev called this type of organization a "creative corporation", the main characteristics of which are as follows:

Its activities primarily meet the internal value orientations of the creators - their desire to realize their creative potential, accumulated earlier, 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 formations most often do not follow the current economic situation, but form it on the basis of introducing new innovative developments to the market;

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

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

Thus, the formation of a 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 training of students, system of professional adaptation of graduates. Secondly, since the basis of the economy is determined by companies operating, as a rule, in the field of high technologies or in the service sector, the task of higher education is to train specialists who are able to search, evaluate, creatively synthesize information, penetrate into the essence of the problem, and correct technological process, that is, to be not only the subjects of production of existing innovative developments, but also the initiators of the creation of new innovative products and technologies on the basis of newly organized enterprises.

Transition Russian economy on the innovative path of development, it also required structural changes aimed at positioning universities as full-fledged, competitive subjects of scientific, technical and innovation policy; defining a network of leading universities as "reference points for innovative development", whose activities provide for the integration of education, science and production at different levels.

The implementation of development programs of leading universities has already allowed them to form a high educational, research and innovation potential. World-class laboratories have been created at these universities, innovative infrastructure is being developed, new educational programs are being introduced, educational technologies are being introduced, teachers and students are involved in research projects, integration with academic institutions and enterprises of the real sector of the economy is being strengthened. Much attention is paid to the development of cooperation between universities and industry in the field of research, development of modern

changing competitive technologies and products, creating high-tech production. It is assumed that the leading universities as "points of growth" will be the basis of the economy built on knowledge.

Undoubtedly, the ongoing changes in the higher education system as a result of the implementation of federal targeted programs and projects, the inclusion of universities in the implementation of programs for the innovative development 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 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 directed to 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 the problems inherent in domestic higher education can be continued. Only one thing remains obvious: without reforming the system of higher education in Russia with an emphasis on developing the integration of education, science and production, it is impossible to create a knowledge-based economy. Harmonization of the economic interests of the subjects of educational, research and production activities will eliminate the identified inconsistencies in the process of transition to a new stage in the socio-economic development of society. Ensuring an advanced level of 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 traditional forms of integration. The level and scale of the tasks of socio-economic transformation require the introduction of modern forms of integration based on a network approach that provide a synergistic effect, and the participants in such integrative complexes, when solving complex problems, are transformed into a new structural entity that has qualitatively and quantitatively different characteristics and capabilities. World and domestic experience shows that integrative complexes are able to ensure that the training and retraining of personnel meet the requirements of the economy, to 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. S. 49-56.

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

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

2009. No. 1. S. 67-79.

4. Suldina 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. Vol. 152, book. 4. S. 247-256.

5. Monitoring of continuous education: management tools and sociological aspects / scientific. hands A.E. Karpukhin; 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.

STATE BUDGET EDUCATIONAL INSTITUTION OF HIGHER EDUCATION OF THE REPUBLIC OF CRIMEA

"Crimean Engineering and Pedagogical University"

Faculty of Psychology and Education

Department of Preschool Pedagogy

abstract

by discipline : Contemporary Issues science and education

on the topic : Modern tendencies higher education development

Performed:

Group student: MZDO- 15

Verbitskaya Anastasia

Simferopol-2015

Content

Educational policy in the field of higher education in modern realities

Modern trends in the development of higher education

CONCLUSION

LIST OF USED LITERATURE

INTRODUCTION

In the past few years, in the speeches and publications of Russian philosophers, sociologists, psychologists and educators, as well as scientists, writers, politicians and other representatives of the domestic intelligentsia, the problem of education has become very topical. This can hardly be considered a mere accident or a new intellectual fashion: rather, there are some new trends in the global civilizational process behind this. At the same time, special attention in any discussions on the topic of education is paid both to a rather tough critical assessment of classical educational paradigms, concepts, models, institutions, and to the search for their new images, more adequate to the modern cultural situation.

In recent years, the controversy has not subsided among specialists regarding the strategy in accordance with which education should develop in the 21st century, what criteria for the quality of education are the most optimal and capable of providing the expected high score what methods and means should be used in the process of managing the quality of education.

One of the main tasks facing modern education is formulated as the upbringing and training of a diversified personality. In this regard, there is a discrepancy between the real requirements of society and the potential of the student, the level of his special training for the implementation of creative activity.

Technology development trends, increasing uncertainty in predicting the structure of consumers of scientific and technical specialists determine the growing importance of improving and updating knowledge, the need to move to continuous and two-level education with a predominance of the fundamental, general scientific component.

1. Educational policy in the field of higher education in modern realities

1.1. Priorities of the educational policy of the leading countries of the world

Activity in one or another type of activity is directly related to independence. Hence the priorities that are becoming more and more obvious in world pedagogy at the end of the 20th century. These priorities are due to two social and economic factors: an avalanche-like flow of information in all fields of knowledge; the conscious need of a modern civilized society for flexible, adaptive education systems that provide for the possibility of fairly quick professional reorientation, advanced training, self-development at any stage life path person.

Therefore, in almost all developed countries of the world, a turn in development pedagogical technologies in the course of reforming education systems, it is focused on teaching the ability to independently obtain the necessary information, isolate problems and look for ways to rationally solve them, be able to critically analyze the knowledge gained and apply it to solve new problems. The assimilation and generalization of ready-made knowledge becomes not a goal, but one of the auxiliary means of human intellectual development. Pedagogical systems in modern conditions, as at the dawn of our century, cannot afford to build education mainly on the assimilation of the sum of ready-made knowledge obtained by mankind, on the transfusion of the experience of civilizations from an old vessel into a new one. The goal of the education system in modern societies is the intellectual and moral development of a person, so that a person is not a thoughtless cog in this or that political, ideological, or any other machine. Modern society needs a person who is independent, critical thinker, able to see and creatively solve emerging problems.

Thus, the strategic directions for the development of educational systems in modern society are obvious: intellectual and moral development of a person on the basis of his involvement in a variety of independent expedient activities in various fields knowledge. In the course of education reforms in the leading countries of the world (USA, Great Britain, France, Germany, Canada, etc.), it is this direction that is recognized as the main one.

The American educator Reigeluth rightly notes: As we enter a highly developed, technological, rapidly changing, information society, the existing school system will increasingly become inadequate. We are on the verge of a technological explosion that will make significant changes in the way people communicate and, accordingly, will affect the way of life of many peoples in general.

According to foreign experts, in the 21st century, higher education will become the minimum level of education for every working person. The internationalization of education is taking place in the world not only in terms of content, but also in terms of teaching methods and organizational forms. Education is becoming an instrument of interpenetration not only of knowledge and technology, but also of capital, an instrument of struggle for the market, solving geopolitical problems. At the same time, remote technologies, having a high degree of coverage and long-range action, play a major role. For example, in the United States, about 1 million people are currently studying through distance learning programs. The training courses, transmitted through four educational channels, are available throughout the country, and via satellite to other countries of the world. E-learning programs are being developed in more than 30 countries. In Europe, the example of the National University distance education in Spain, celebrating its 20th anniversary. The university includes 58 educational centers in the country and 9 abroad (Bonn, Brussels, London, Geneva, Paris, etc.)

Recently, distance learning is beginning to be widely introduced in Russia, Kazakhstan, Ukraine and other CIS countries. A positive example in the field of application of the latest information and telecommunication technologies in education is the Modern Humanitarian Academy (more than 200 training centers in Russia, training centers in the CIS countries - Ukraine, Kazakhstan, Belarus, Moldova, Armenia, Tajikistan, Kyrgyzstan, more than 145 thousand students).

Distinctive features of the educational process are flexibility, adaptability, modularity, economic efficiency, consumer orientation, reliance on advanced communication and information technologies.

It is generally accepted that education based on information technology represents the third global revolution in the development of mankind: the first is associated with the advent of writing, the second with the invention of printing.

New information technologies in education have significant advantages. These technologies help eliminate the backlog of the peripheral regions of states from the capital and other university centers in the context of free access to education, information and cultural achievements of human civilization.

They create conditions for the development of the world educational space, export and import of education, unification of the world's intellectual, creative, informational and scientific and pedagogical potentials.

1.2. New requirements for higher education

Today it is already obvious that classical universities are going through a critical state, caused, first of all, by the processes of globalization and informatization, large-scale practice of narrowly functional education. The world in which classical universities arose is a thing of the past, therefore, they must adapt to new qualities, but still remain a scientific educational center that trains highly qualified specialists who can think ahead and be responsible for the future. And it is no coincidence that the Magna Carta of European Universities, adopted in Bologna, gives this university a central place in society. Universities, along with the modernization of university education, will play a major role in large-scale and constructive integration processes in the scientific, educational and cultural spheres.

The content of university and non-university higher education programs is changing.

The key problem of the policy of the leading countries of the world in relation to higher education is the maintenance of the quality of education. To solve this problem, the mechanism of state control over the activities of higher education is being reformed. Thus, in England, since 1993, there has been a system for assessing the quality of higher schools, carried out by the Council for Higher Education. The amount of state subsidies for individual educational institutions depends on the results of such an assessment. A similar system operates in the USA. In some states, such an assessment is carried out by special educational quality assurance agencies.

The intensified competition of states in the field of higher education is, in fact, economic competition, since education in modern conditions has become the main source of economic growth. According to American scientists who study the problems of the economics of education, the share of the latter accounts for 15–20% of the growth in national income. In addition, from 20 to 40% of growth comes from improvement scientific knowledge and their application is a process in which the leading role belongs to higher educational institutions, and it is there that the vast majority of fundamental research is concentrated in all Western countries.

The significance of the contribution of higher education to the reform of society is confirmed by world experience. It shows that all countries that successfully overcame the transition to modern market relations considered the field of higher education as a priority and proceeded from this in their investment policy.

The political elite in Great Britain, Germany and the United States formed a kind of cult of education, supported by regular meetings of heads of state with the best students, graduate students, teachers and presenting them to the public as the “intellectual value of the country”.

Such meetings emphasize that education is the main indicator of the quality of life, the core of economic power and the creative potential of each person.

The influence of the various trends brought about by globalization on higher education institutions and policies is universal and profound, but also specific, depending on the location of these trends. There is a danger of over-generalization and simplification when it comes to globalization; all manifestations of significant diversity must be recognized. However, an attempt can be made to identify several general trends in higher education that are in one way or another related to globalization. Globalization and the transition to a knowledge society place new and significant demands on universities as knowledge centers. Research and development of technologies is an essential activity in a society governed by knowledge and information. Scientific research has long been international in nature, and its internationalization has accelerated significantly in recent years.

This educational policy, based on an international regulatory mechanism, should include, as a minimum:

international glossary of generally accepted concepts, definitions and terms;

several basic rules and requirements, the fulfillment of which guarantees educational structures the receipt of educational

licenses;

an international standardized registration procedure, including problem solving, control and enforcement;

rules regarding the correct use of such basic concepts as "university", "doctorate", "professor", "master's degree", "accredited", etc.

International relations, due to the presence of communications in the form of publications, conferences, the placement of electronic networks within the scientific community, as well as the quality of scientists, assessed in accordance with international standards, should be developed by universities.

2. Current trends in the development of higher education

The most important trends and features of the development of the higher education system in the world are:

1. The rapid pace of development of higher education, the mass character of higher education. Thus, the number of school graduates entering higher educational institutions in 1995 in developed countries amounted to 60%, in North America- 84%, in developing countries the number of people enrolled in higher education has increased 11 times in recent years. Currently, there are 460 students per 10,000 population in the Republic of Belarus, which is a high figure for European countries.

2. Expansion of the sphere of educational needs of students, which contributes to the diversification (increase in diversity) of curricula and programs, the emergence of new specializations and specialties that are at the junction of two or more scientific fields or academic disciplines. Such an interrelation of knowledge from various subjects is called interdisciplinarity, which is an important characteristic of the educational process in a modern university. Scientific practice confirms that new knowledge, a new scientific branch arise at the intersection of knowledge from different scientific fields. Education in modern world, as noted by the Director-General of UNESCO, Frederico Mayor, is formed in the image and likeness of an infinite universe, where the processes of incessant creation intersect and mutually enrich each other.

3. Creation of a single educational space in the context of its internationalization. In accordance with the Bologna Declaration, adopted by the Ministers of Education of 29 European countries on June 19, 1999, by 2010 it is planned to create a single European educational space in order to expand employment opportunities for university graduates, increase the mobility of specialists and their competitiveness. The creation of a unified educational space involves:

– recognition of diplomas degrees and qualifications

– implementation of a two-stage structure of higher education,

– the use of a unified system of credit (credit) units in the development of educational programs,

– development of European standards for the quality of education using comparable criteria and methods for their assessment.

4. A qualitative change in the requirements for the training of a specialist for production. In the modern industrial sphere, there is a combination of several forms of activity: production, research and design. This contributes to the creation of experimental industries aimed at developing new, more efficient technologies that improve product quality. The intellectual potential of modern society is determined by the development of new types of thinking, the development of new activities, the creation of new technologies.

In this regard, the role of university science and practice is changing: in the process of preparing future specialists, they must ensure the combination of educational, research, design and development forms of activity into a single process of improving existing and creating new technologies and systems of activity.

This determines the need to update the content of education in a modern university: it should be not only “knowledge-based”, but also “active” and ensure the formation of students' experience in mastering and creating new types of activities. The problem of reorganization of the educational process of the university is put forward, in which the educational and cognitive work of students should turn into research and design activities. The experience of mastering new types of activities, ways of thinking, technologies should be the subject of study by students. At the same time, future specialists should learn to put forward and justify the target settings of the activity, develop and implement scientific, industrial and technological projects.

5. Increasing the role of continuous self-education. Currently, in higher education, for 4-6 years, in the conditions of intensive development of science and the production sector, specialists are being trained, the term of professional suitability of which is estimated at 3-5 years. In conditions of rapid "aging" of knowledge, a specialist needs to improve his skills or professional retraining. According to some estimates of foreign researchers, a specialist is forced to spend up to a third of his working time in institutions of postgraduate education during the year. In this regard, the most important task in the process of professional training of specialists is the formation of a system of autodidactic skills (the ability to teach oneself) and the need for constant self-education.

6. Changing the ways of organizing and managing the educational process at the university, which involves the transfer of the student from the passive position of the object of educational and cognitive activity to the active, reflexive and research position of the subject. This approach determines the need to create conditions in the educational process for students to master the skills of self-determination, self-education and professional self-improvement. The most important conditions are the implementation of developing or student-oriented technologies based on active, research forms and teaching methods; share increase independent work, using INTERNET. This implies a serious intensification of the educational and research work of future specialists, an increase in its density and saturation, the number of reporting and control activities.

7. Education has become a major component of the educational services market and, according to experts, may become one of the most profitable exports in the 21st century. According to the WTO, the world market of educational services in 1995 amounted to 27 billion US dollars. It is expected that by 2025 the total number of students studying abroad will grow to 4.9 million, and financial indicators will reach 90 billion US dollars. The World Trade Organization (WTO) has included education in the list of activities that, if the relevant General Agreement is concluded, will be governed by its provisions.

Thus, the system of higher professional education should not only correspond to socio-economic and political change in the country, but also to carry out their activities on the basis of short-term and long-term forecasts, taking into account world socio-cultural and educational trends.

CONCLUSION

It can be concluded that the state of education in the modern world is complex and contradictory. On the one hand, education in the 20th century has become one of the most important areas of human activity; Enormous achievements in this area formed the basis for the grandiose social, scientific and technological transformations characteristic of the outgoing century. On the other hand, the expansion of the sphere of education and the change in its status are accompanied by exacerbation of problems in this area, which testify to the crisis of education. And, finally, in recent decades, in the process of searching for ways to overcome the crisis in education, radical changes have taken place in this area and the formation of a new educational system.

Summing up, it should be said that modern trends in the field of higher education have negative consequences both for Russia and for other CIS countries:

classical values of higher education are pushed to the periphery;

the labor market is deformed;

the quality of education is noticeably deteriorating;

fundamental science is being destroyed due to underfunding.

In conclusion, it should be emphasized that the rapid scientific and technological progress, the development of the latest technologies, the high level of market relations, the democratization of social relations are the factors that determine the needs and form the prerequisites for improving the content of higher education.

List of used literature

Dmitriev G.D. Multicultural education. / G. D. Dmitriev. - M .: "Public education, 2014. - 208 p.

Onoprienko A. V. Trends in the development of higher education in Russia in modern conditions//Modern science: current problems and ways to solve them. - No. 12. - 2014. - S. 12-17

Tkach G.F. Trends in the development and reform of education in the world: Proc. allowance G.F. Tkach, V.M. Filippov, V.N. Chistokhvalov. - M.: RUDN, 2008. - 303 p.

Kharlamov I. F. Pedagogy. – M.: ASM, 2006. – 348 p.

Korostelkin B.G. Leading development trends modern system higher education [Electronic resource] / B.G. Korostelkin. - Access mode:

The education system of the Russian Federation is currently 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 directions, as well as vocational training programs;
organizations engaged in educational activities, their employees and students;
bodies state power and local self-government, exercising management in the field of education, advisory, advisory and other bodies created by them;
organizations that carry out scientific, methodological, methodological, resource, production and information technology support of 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; magistracy, specialist training; training of scientific and pedagogical personnel.

One of the main principles of the 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, the main activity of which, in accordance with the goals for which such an organization was created, is educational activity.

Within the scope of the subject of the main activity defined in the charter of the educational organization, the 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 the main educational programs:

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

The management of an educational organization, regardless of its type, type, category (if any), is based on 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, head or other head (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 with 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 634 universities by the beginning of the 2011/2012 academic year (Tables 1.2 and 1.3 ) .

o> Table 1.2

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

Indicators

2000/

2001/

2003/

2004/

2005/

2006/

2008/

2009/

2010/

2011/

Number of universities in total

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 public

in non-state

Accepted students total

Including educational institutions:

state

non-state

Graduated specialists - total

Including educational institutions:

state n m and

non-state

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

Russian statistical yearbook. 2011: Stat.sb./Rosstat. M, 2011. - 795 p. - S. 237-247.

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

Table 1.3

All educational institutions of higher professional education

they include students, thousand people

Universities

number of educational institutions

they include students, thousand people

accepted students, thousand people

trained specialists, thousand people

academies

number of educational institutions

they include students, thousand people

accepted students, thousand people

trained specialists, thousand people

Institutes

number of educational institutions

they include students, thousand people

accepted students, thousand people

trained specialists, thousand people

Federal universities

number of educational institutions

they include students, thousand people

accepted students, thousand people

trained specialists, thousand people

1 Russian Statistical Yearbook. 2011: Stat.sb./Rosstat. M., 2012. - 786 p. - S. 254.

At the beginning of the 2000/2001 academic year, there were 358 non-state institutions of higher education (37% of the total) with 471,000 students (10% of all students).

The number of branches of higher education institutions at the beginning of the 2009/2010 academic year was 1637 institutions, including 571 branches of non-state universities, which is 35%.

The number of students studying in higher educational institutions compared to the 1993/1994 academic year (2613 thousand people) increased by 2009/2010 academic year almost 3 times and amounted to 7419 thousand people.

Russian higher education institutions are represented in 2011 by universities (334 institutions), academies (169 institutions) and institutes (123 institutions).

The first federal universities were established in 2007 in the Southern and Siberian Federal Districts as part of a priority national project on the basis of existing universities and academic centers in Rostov-on-Don and Krasnoyarsk. Each university received about 6 billion rubles for the implementation of its development programs in 2007-2009. In addition, in addition to federal funding, the projects provide for the active participation of business and regional authorities.

On October 21, 2009, Russian President Dmitry Medvedev signed the Decree "On the Creation of Federal Universities in the Northwestern, Volga, Urals and Far Eastern Federal Districts". Five new federal universities have been created in these districts: Northern (Arctic), Kazan (Volga), Ural, Far East and Northeast.

In 2010, by the Decrees of the Government of the Russian Federation, federal universities, through reorganization, change their type to federal state autonomous educational institutions of higher professional education. Decree of the Government of the Russian Federation of December 30, 2010 N 2483-r decided to create a federal state autonomous educational institution of higher professional education "Immanuel Kant Baltic Federal University".

Thus, in 2012 there are 8 federal universities in Russia.

Order of the Ministry of Education and Science of Russia dated July 29, 2009 N 276 approved a list of indicators, criteria and frequency for evaluating the effectiveness of the implementation of university development programs, for which the category "national research university 1" is established:

1. Indicators of the success of educational activities.
2. Performance indicators of scientific and innovative activities.

Order of the Ministry of Education and Science of Russia dated July 29, 2009 N 276 "On the list of indicators, criteria and frequency for evaluating the effectiveness of the implementation of development programs for universities, in respect of which the category "national research university" is established." Electronic resource: Access mode: http://mon.gov.ru/pro/niu/

3. Indicators of the development of human resources.
4. Indicators of international recognition.
5. Indicators of financial stability.

Evaluation of the effectiveness of the implementation of development programs of national research universities is carried out by the Ministry of Education and Science of the Russian Federation once a year based on the reports of national research universities on the implementation of their development programs, submitted to the Ministry of Education and Science of the Russian Federation before March 1 of the year following the reporting one.

In 2009, 12 educational institutions from eight regions of the Russian Federation, including 4 from Moscow and 2 from St. Petersburg, became the winners of the competitive selection of university development programs for which the category "national research university" is established:

1. State University - Higher School of Economics
2. Kazan State Technical University them. A.N. Tupolev
3. Moscow Aviation Institute (State Technical University)
4. Moscow State Technical University. N.E. Bauman
5. Moscow Institute of Physics and Technology (State University)
6. Nizhny Novgorod State University. N. I. Lobachevsky
7. Novosibirsk State University
8. Perm State Technical University
9. Samara State aerospace university them. acad. S. P. Koroleva
10. St. Petersburg State Mining Institute. G.V. Plekhanov (Technical University)
11. St. Petersburg State University information technologies, mechanics and optics
12. Tomsk Polytechnic University

In 2010, the status of a national research university was assigned to another 15 state educational institutions of higher professional education from 10 constituent entities of Russia:

1. Belgorod State University
2. Irkutsk State Technical University
3. Kazan State Technological University
4. Mordovian State University. N.P. Ogaryova
5. Moscow state institute electronic engineering
6. Moscow State construction university(MGSU)
7. Moscow Power Engineering Institute (Technical University)
8. Perm State University
9. Russian State Medical University of the Federal Agency for Health and Social Development
10. Russian State University of Oil and Gas named after I.M. Gubkin
11. St. Petersburg State Polytechnic University
12. Saratov State University

named after N.G. Chernyshevsky

13. Tomsk State University
14. Institution Russian Academy St. Petersburg Academic University - Scientific and Educational Center for Nanotechnology RAS
15. South Ural State University

At present, the activities of higher educational institutions are conditioned by new socio-economic conditions and are characterized by:

the impossibility of ensuring the effective operation of universities without taking into account the external environment, the growing need to strengthen the interaction of universities with enterprises and organizations - employers, local and federal authorities;
the need to solve the problems of financial support and extrabudgetary financing of the activities of the university, the formation and development of commercial and other income-generating activities of universities;
lack of centralized distribution of graduates;
an increase in the number of teachers and staff of universities in connection with the intensive growth of student education on a paid basis observed in recent years;
the emergence of a large number of new universities, faculties and departments, the massive opening of new specialties;
intensive computerization of the educational process, the development of information and innovative technologies, equipping universities with a variety of technical means, computer technology, the need for their use and maintenance;
the growing importance of scientific research in universities, the increasing requirements for their quality, the increasing role of scientific activity of teachers and students in assessing the activities of higher educational institutions;
a significant tightening of the procedure for licensing and accreditation of universities;
integration of education into international level;
increasing role of innovative technologies in educational process and scientific activity;
far from always positive influence of modern media on students (violence, sex, pop culture);
increasing importance patriotic education youth; fight against bad habits harmful to the health of students - alcohol, drug addiction, smoking;
more active participation of teachers and students in real business;
demographic decline and increased competition between universities in the implementation of their services.

The new conditions of the market economy also determine new priorities for the activities of heads of educational institutions. Among them:

1. The need for such training of specialists so that they can be in demand by employers, i.e. labor market.
2. The need for adaptation in the international economic space.
http://mon.gov.ru/pro/niu/7168/

The main directions of the formation of Russian higher education. Higher education in Russia: recent trends and development prospects. Principles of education in higher education

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