The main directions and trends in the development of higher education. Modern trends in the development of higher education in the Russian Federation. Ways and directions of development of education in the Russian Federation

The education system is a very flexible structure, which is influenced by various factors (such as external and domestic politics states, interaction with other countries, economic reforms) and is constantly changing. In this article, we will consider the directions of development of the higher education system in Russia and in some foreign countries, and also talk about the possibilities of studying Russian students abroad.

and his influence

Speaking about and in our country, it is impossible not to mention the Bologna process - a movement aimed at unifying the systems of education in European countries ah and in Russia (our country became a part of it in 2003, after the signing of the agreement). Prior to this, citizens of the Russian Federation, after five years of study at universities, received a diploma and got a job. But for last years The system of higher education in our country, as in other countries, has changed a lot. Abroad, HPE consists of three stages, in the Russian Federation - two stages: bachelor's and master's degrees, in European countries there is a doctoral degree, in our country it is called a postgraduate degree. The first stage of study at a Russian university lasts four years, the second - two. Abroad, these periods are different in duration (depending on the country), for example, in England, one year is required to study for a master's degree.

The duration of education in the Russian school is eleven years, in other countries of the world - twelve. For this reason, for admission to a foreign university, a certificate of completion of the school program, most likely, will not be enough.

Why does the Russian higher education system need reforms?

So, transformations in the field of education in universities have been actively carried out both in the Russian Federation and abroad for several decades now. These changes are both superficial and deep, both positive and negative. Nevertheless, higher education in Russia and abroad faces certain difficulties in its development.

In order to understand how to work on the system further, it is necessary to identify both its goals and opportunities for further reform. The development of the system of higher education and science plays an important role both in education and in the research activities of the country. In Russia, the education sector is in a difficult situation. Once it was considered a reference, but now it has to focus on economic and social innovations. The education system in Russian universities should be aimed at high-quality training of future specialists, cooperation with foreign universities, making higher education less difficult to access, and, if possible, adopting the advantages of foreign institutions.

The history of the formation of the training system. England

If we talk about the development of higher education abroad, we can identify four main types. These are English, French, German and American systems.

In the UK, there are two of the oldest institutions of higher education - Oxford and Cambridge, which have hardly undergone any reforms throughout their history.

Although in the seventies of the twentieth century, the University of Cambridge adopted some of the traditions of other universities.

The system is selective at all its levels. Already from the age of eleven, children are divided into groups according to the development and type of their inclinations. Also, the training system is distinguished by its strict sequence - without passing the program of any stage of training, the student cannot proceed to the next one.

Since the sixties of the 20th century in the UK, there has been a division of schools and classes into more or less elite ones, depending on the plans of study and the possibilities of entering a particular university, as well as on education fees.

Development of the VPO system in France

So, we continue to talk about higher education abroad. Let's move on to the history of the formation of the French education system.

In this country, they are not distinguished by selectivity, since schools are inextricably linked with universities.

To enter a university, a French citizen needs a certificate of graduation from a general education institution. You can even call and apply to the institute. It is important that there are vacancies in the educational institution. In France, in recent years, there has been a tendency to reorganize the education system with a focus on a generally recognized model. The main disadvantage of the French HPE is the high percentage of deductions. Up to seventy percent of students who enter institutions do not graduate.

History of the German higher education system

The field of study in German universities began to change actively in the 90s of the 20th century after the reunification of the republic. Transformations in the German education system are carried out according to the type of American reforms in this area. Education is becoming more accessible and its programs are being shortened. Unfortunately, with these changes, there is no unification of scientific and teaching activities, which was an undoubted advantage of the best universities in Germany.

German schools may lose their true advantage by adopting too much American innovation.

Development of the field of education in America

The formation of the American system of higher education was significantly influenced by British universities e.g. Cambridge. By the 20th century, it was heterogeneous, university education was not available to everyone, as it was expensive. But the industry in the country developed at a rapid pace, and many professions became in demand on the labor market. Therefore, the question of personnel training was acute. For this, the education system was reformed, and new institutions arose - junior colleges, where people who did not have the opportunity to study at a university could acquire any skills. Today the education system in America is multi-stage.

In general, it implies a specific focus of study, so students who graduated from an American university find it difficult to adapt to another, even similar, professional field.

Formation of the sphere of education in Russia

Before the revolution, the HPE system in our country was mostly religious in nature, and much of it was borrowed from Germany, since this country was considered the legislator of educational innovations. After the events of 1917, the goal of the authorities was to form a new approach to this area, based on accessibility, lack of gender discrimination, raising the level of culture of the country's population, forming a developed structure of educational institutions, defining and establishing the stages of the process itself.

By the early 1980s, the HPE system fully met all of the above criteria. After the collapse Soviet Union the party no longer controlled the education system, but they did not create any special innovations in the field of education. In 2007, the USE system was formed in order to simplify the procedure for entering higher educational institutions. Now Russia is oriented towards higher education systems abroad, and in this regard, a two-stage education system has been adopted (training for a bachelor's degree and a master's degree).

Directions for the development of the field of study abroad today

Higher education institutions in European countries are changing in accordance with the requirements of the labor market.

What are the general trends in the development of higher education abroad?

Higher education institutions are becoming more accessible. This means that each student can choose a profession, and the type and level of educational institution in which he would like to enter.

A strong connection between research activities and universities is being formed (through the creation of specialized centers on the basis of universities). Work in such organizations contributes to the improvement of the qualification level of teachers, as well as the development of many useful skills and abilities of students.

Careful selection of the content of educational programs, their correction, reduction of the course of lectures in some general education subjects.

The trend of HPE orientation towards the student (taking into account his psychological characteristics, inclinations, wishes; creation more optional classes, additional disciplines; courses of lectures at the university are reduced in time, the student studies more at home, on an individual basis).

An increase in the number of humanitarian disciplines, work on general and aesthetic development students, the formation of positive personal and social characteristics through the use of new forms of interaction in the classroom.

Increasing the computer literacy of students through the increasing introduction of PCs in the education system.

Increasing the financial investments of the state in the field of education.

Transition of higher educational institutions to autonomous management.

An increase in the number of selection criteria for teaching staff (more and more qualified specialists are required).

General methods of evaluating the activities of higher educational institutions are being formed.

Directions for the development of education in Russia

So, we found out what reforms of higher education abroad are being carried out today. As for our country, the following changes are taking place in the education system:

Increasing the number of commercial universities.

Reforming the field of education on the basis of modern trends in the development of higher education abroad.

Orientation of the HPE system to the individual characteristics of students, the upbringing of positive personal qualities.

Creation a large number various curricula and training options for certain specialties.

Transition to a multilevel system (bachelor - specialist - master).

"Learning through life" (the possibility of continuous professional improvement).

The main difficulties in the development of the field of education in Russia

The system of higher education in our country today is characterized by flexibility, adaptation to the constantly changing situation in the international labor market. But at the same time, it retains its best features.

However, on the way to transformation, the Russian education system faces the following difficulties:

The level of professional training of specialists is not high enough to meet the rapidly changing requirements of the global economy.

Wrong ratio between professional level university graduates and staff selection criteria. For example, a shortage of working specialties with an urgent need for qualified personnel in the technological field.

Low performance of non-profit educational institutions.

Study abroad. Higher education: where and how to get?

Most often, citizens of our country enter the universities of the following countries: Canada, Australia, New Zealand, England, America.

Some applicants immediately submit documents to higher educational institutions, others prefer to first attend special classes for preparation.

When choosing an institution for higher education abroad, first of all, it is necessary to pay attention to such criteria as:

The demand for specialty in the labor market.

Further opportunities for professional development.

Education fee.

Not all educational institutions abroad accept applicants with a Russian school leaving document, so applicants need to take special courses (including linguistic ones).

Also, in order to get higher education abroad, it is necessary to prepare the following documentation:

graduation document high school.

Diploma of a Russian university.

Autobiography (resume).

Photocopy of diploma insert.

Document on successful delivery linguistic testing.

A completed and printed form (it is usually posted on the website of the educational institution).

Motivation letter (with an explanation of the desire to study at this university in this specialty)

If your goal is higher education abroad, you need to carefully consider the preparation of all necessary documents.

So, at the present time there are significant changes in the field of education both in our country and abroad. But the reforms of higher education abroad are generally more effective, so many Russian applicants are trying to study in other countries for subsequent work in international companies.

Education is a strategic resource for the socio-economic and cultural development of society, ensuring national interests, strengthening the authority and competitiveness of the state in all spheres of activity in the international arena. cultural, educational and scientific and technical areas is to introduce modern norms and standards in education, science and technology, dissemination of their own cultural and scientific and technological achievements. A particularly important task is the implementation of joint scientific, cultural, educational and other projects, the involvement of scientists and specialists in programs scientific research.

Definition and implementation of national educational standards

The definition and implementation of national educational standards are the main trends in the development of education in modern Russia. The integration of education concerns all its levels, but most often it is used in the formation of the content of basic education. National educational standards are the sum of well-defined normative requirements for the content of curricula. The attitude of teachers to the standardization of education is ambiguous. Some of the experts believe that unification is based on rigid standards that bind all children to a single cultural and intellectual model without sufficient consideration of their individual characteristics. Increasingly, one can hear thoughts that the standardization of the content of education should not mean the standardization of the personality of the student. So, in training, it is advisable to fix the minimum necessary knowledge and skills, while maintaining a wide space for variable training programs. This is what determines the need for standardization of education with further improvement of systems

Adapting curricula to the conditions and needs of a multicultural and multiethnic student body

Responsible tasks are assigned to the new curricula: to ensure that children from different cultures and ethnic communities master the language minimum basic knowledge as the basis for constructive social integration. Solving this problem requires significant efforts at the level of society - organizational, financial, political and, above all, directly educational. Therefore, in recent years, the development of education on the basis of multiculturalism has been singled out as a special direction for the modernization of programs and, in particular, the content of basic knowledge.

Careful, respectful attitude to different cultures, dialogues, mutual enrichment and mutual knowledge of different peoples and ethnic groups as priority principles of multicultural education are receiving increasing trends in the development of school disciplines. To this end, in school programs, includes knowledge about modern and former civilizations, about various geopolitical regions of the world and individual countries, as well as religious studies courses. A special trend in the development of the education system is acquiring local and regional educational initiatives. In the process of studying some educational topics (clothes, food, entertainment, hygiene products), children are taught to understand and respect the right of everyone to be different. Religious studies courses in schools are of great importance in the context of multicultural education. Teaching religious studies is designed to acquaint students with various beliefs, world religions, the activities of universal churches and contribute to the formation of a rationalistic worldview in young people, instill moral virtues, ensure tolerance and pluralistic thoughts in relations between people of different faiths.

Humanization and humanitarization of the content of basic education

Humanity and humanitarianism are immanent characteristics of the trend in the development of children's education. And the role and importance of these components of school education has a clear upward trend. The tasks that the modern school is called upon to solve require not only taking into account the humanistic and humanitarian aspects of the formation of the content of knowledge, but also engaging in their strengthening and development. Ensuring complete literacy, preventing functional illiteracy, professional self-determination and self-realization of the individual, socialization of young people - this is not a complete list of truly humanistic and humanitarian tasks, in the solution of which trends in the development of the modern education system occur.

However, the problems of humanization and humanitarization continue to be urgent and relevant for high school today. The movement continues to ensure the safety of this school from manifestations of violence, for the establishment of the principles of tolerance and cooperation in pedagogical relations. In the process of teaching humanitarian subjects, it is recommended to study not only wars and political events, but also to provide students with knowledge about the most diverse types and aspects of human activity - trade relations, economic activity, religion, art and the like. As already noted, all varieties of basic knowledge, now natural-technical and mathematical, are subject to the tendencies of humanization and humanitarization. These trends in the development of education are implemented in pedagogical practice in several ways. The value-semantic aspect of the natural-mathematical block of knowledge is also of considerable importance, although it is equally inherent in humanitarian knowledge. Human life is the highest value.

Trends in the development of education in China

Using the experience of the developed countries of the world in the field of higher pedagogical organization is, of course, a positive trend of recent decades. In China, there are many universities that cooperate with foreign institutions, in April 2006 there were 1100 of them. 20th century a one-party policy was chosen. This has its drawbacks: one-sided views, constant control, following the ideas of Mao Zedong. In Chinese pedagogical universities, as well as in non-pedagogical ones, the main subjects include: ideological and moral education, the foundations of law, the principles of the philosophy of Marxism, the principles of political science of Marxism, entry into the teachings of Mao Zedong, entry into the teachings of

Historically, as early as the beginning of the twentieth century. Six districts of the PRC were identified where educational institutions that trained teachers were located: Beijing District, Northeast Province District, Hubei District, Xi Chuan District, Gong Dong and Jiang Su. China - big country, and the successful and wealthy provinces are those that border the ocean. In the west of the country (where the desert) the worst conditions for the development of higher education. Not all graduates of pedagogical universities want to travel to remote corners of their country, especially to villages. Therefore, the state is pursuing a policy of encouraging young people to do this in the spirit of patriotism and devotion to communist ideas. In China, as in many countries around the world, technical universities more resources and financial support are provided for development and improvement. Special laboratories, research institutes, sites for experiments and the like are being created. For example, Beijing politechnical University is included in the list of the state plan "Project 211", that is, it is focused on the world level of development. Pedagogical universities lag behind technical ones in this respect. Positive Development Trends modern education prevail, and therefore it can be argued that the process of modernization of teacher education in the PRC is gaining new momentum.

Development of higher education in Ukraine in the context of European integration

The role and importance of the training potential in ensuring social progress is increasing. Education is a strategic resource for the socio-economic and cultural development of mankind, ensuring national interests, strengthening the authority and competitiveness of the state in all spheres of activity in the international arena. Trends in the development of modern education in Ukraine are determined by the strategy The introduction of its principles is a factor in the European integration of Ukraine and a means of increasing citizens' access to quality education, it needs a deep reform of the structure and content of education, learning technologies, their material and methodological support.

Reforming education, both structurally and substantively, is an urgent social need of today. Entry into the Bologna space for the Ukrainian society has become important and necessary because of the need to solve the problem of recognition of Ukrainian diplomas abroad, improve the efficiency and quality of education and, accordingly, the competitiveness of Ukrainian higher education institutions and their graduates in the European and global labor market. At the same time, there is uncertainty about the prospects and principles of relations between Ukraine and the European Union. This is one of the objective restrictions on the integration of Ukrainian higher education into the European space. The way out of this situation is the answer to the question: which trend in the development of education in Ukraine is correct, depending on the level of readiness of Ukrainian higher education for this.

Modern higher education in Poland

An experience for our country can be the experience of the Republic of Poland, which is the first post-socialist country that signed the "Bologna Declaration" on June 19, 1999. The end of the 20th - the beginning of the 21st centuries is characterized as a period of signing by the ministers of education of the leading European countries of documents on reforming higher education in accordance with the conditions of the modern world. The Magna Carta of the Universities was signed on September 18, 1988.

Now Poland has the best trends in the development of education in the world (from secondary education to doctoral programs) by young people aged 15 to 24 years. These achievements of Polish teachers coexist with a deep decentralization of management with the country's top leadership. The Central Council for Higher Education (established in 1947), which consists of 50 elected representatives of universities and the scientific community (of which 35 are doctors of science, 10 teachers without degree doctor, as well as 5 representatives from the student body).

The law gave the Council considerable oversight rights, because without consent, budget funds are not distributed and ministerial orders are not issued. State higher education institutions receive funds from the state treasury to solve problems related to the education of students enrolled in programs, graduate students and researchers; for the maintenance of universities, including the repair of premises, etc. These funds are allocated from a part of the state budget, which is managed by the Ministry of Science and Higher Education. Public universities do not charge tuition fees, but students must give money in the event of a repeat year of study due to poor performance, for courses at foreign language and courses that are not included in the program. Public universities also accept payment upon admission, and public colleges may charge fees for entrance exams.

Trends in the development of higher education in Russia

Higher education, as one of the leading public institutions, is undergoing constant changes in accordance with the dynamics of social processes - economic, political, cultural, social. However, the response of training systems to social challenges occurs with a certain inertia. For this reason, there is an urgent and constant need to purposefully bring the main parameters of disciplines in line with social changes. Such an element as content is subject to the modernization trend in the development of education. The process of constitution has two main aspects - social and pedagogical, because they are interconnected. Therefore, change is not always social aspect automatically causes a change in pedagogy. However, sooner or later their coordination becomes an objective necessity and requires purposeful pedagogical actions. This need reveals itself in the permanent process of reforming the content. Rapid scientific and technological advancement, development 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.

Contradictions in the improvement of the education system

Today, the improvement of student training programs occupies one of the leading places in the general context of the modernization of the content of higher education. Characterizing the development of the content of teaching at the university and institute, it is possible to identify such dialectically important contradictory aspects of this process as:

The contradiction between the unlimited volume of knowledge accumulated by mankind and the limited training programs. There are no full opportunities to display this knowledge in sufficient volume and with proper depth.
- The contradiction between the integrity of the spiritual and practical experience of mankind and the predominantly fragmentary or disciplinary way of teaching it to students.
- The contradiction between the objective content of knowledge and the objectivity of the forms and ways of their translation and assimilation.
- The contradiction between the social conditionality of the content of knowledge and the individual-subjective characteristics of student needs and dispositions before its assimilation.

Modernization of education in Russia

As far as possible, teachers strive to mitigate or smooth over these contradictions. In particular, the directions of modern modernization activities in the field of shaping the content of higher education are largely subordinated to this very goal. Accordingly, the following trends in the development of education in Russia can be considered as priority areas:

1. Reducing the gaps between the achievements of modern sciences and the content of disciplines.

2. Enrichment and modernization of the invariant component of the content of higher education.

3. Optimization of proportions between blocks of humanitarian and natural-mathematical knowledge.

4. Humanization and humanization of the content of higher education.

5. Consolidation of curricula through the formation of interdisciplinary integrated blocks of knowledge content.

6. Introduction academic disciplines socio-practical direction, the latest information technologies.

7. Adaptation of curricula and their methodological support in accordance with the conditions and needs of a multicultural and multiethnic student body.

8. Improving the organizational mechanisms and methodological foundations of teaching program knowledge in order to ensure their assimilation by the absolute majority of students.

1.3.1. Graduate School of Industrialized Countries after World War II

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Control questions and task

1. List the facts and patterns of socio-economic and scientific and technological development civilizations that define the basic requirements for modern higher education.

2. What industries are classified as science-intensive?

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

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

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

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.

It is traditionally believed that a high level of education - both general and professional - 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 stage of 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 in economic growth - more precisely, in solving the problems of catching up development, reducing the gap with 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% studied in them total number students. 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 shows the place of the Russian Federation in the ratings for 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).

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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;

Concepts for the modernization of 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 was determined by a working group led by 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 thus become 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.

In recent years, specialists have been paying more and more attention to the relationship between the higher education system and the labor market. Usually these relationships 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 profile 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 towards employees with a higher level of qualification than required (Overqualified)

Are you interested Qualities employee with more high level education % 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, 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 the training of more specialists than would be really required if the situation in the public sector 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 face 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 distinguished, 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 required 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 there is no obviously successful model in the world of healthcare 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 European countries. 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, %

Education policy

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. some "for the 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 adopted laws so far mostly remain 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 higher education institutions 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 flow of students that is currently formed will increase slightly, and the influx of students from European countries to Russia will be constrained primarily by language problems and living conditions in hostels 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.

Between bachelor's and master's programs, a period of practical work is desirable, which implies further reform of the conditions for 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”. Indeed, 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 seems, however, that this is far from the 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 education institutions into those that have a master's degree and those that lack it would lead to to reformatting the entire space of higher education in Russia and to a clear decline in the status of many universities. The open differentiation of higher education institutions 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-tier system requires serious methodical work, reworking almost all programs and curricula, for which the teaching corps of the Russian school for the most part is not ready, not least because the average age of Russian professors 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

Characteristic features revealed 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 in the process of interaction with subjects external environment the functions of training, conducting research, as well as generating points of economic and social growth on its own research and entrepreneurial base. 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 train and retrain their employees on the basis of their own educational centers;

The system of continuing professional education has not received proper development, which hinders the technological renewal of the economy, 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 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.

The overproduction of specialists for one type of economic activity leads, on the one hand, to their oversupply in the labor market, and on the other hand, this process causes a shortage of specialists for certain types 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.

Experience 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

which lies in the holistic development of 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 training programs and trainings: 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. First, the university carries out educational activities in close cooperation with employers. The latter take an active part in the formation of professional competencies of specialists; together with enterprises, individual educational trajectories for preparing students and systems for professional adaptation of graduates are developed. Secondly, since the basis of the economy is determined by companies operating, as a rule, in the field of high 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.

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