The new role of higher education in the era of the development of an innovative economy, globalization and depopulation. The role of higher education in human life The role of higher education in modern society

In pedagogy, education is usually understood as the process and result of the assimilation of a certain system of knowledge, skills, attitudes and beliefs, that is, their ordered set based on predetermined principles and tasks. A person's education is manifested in the results of his activity, creative development abilities, forms of communication and behavior. An educated person is a cultured person who possesses not only professional competence, but also many other forms of culture.

Higher education performs two types of interrelated functions in society:

a) reproduction function aimed at the reproduction of culture, social experience and methods of activity in new generations of people; b) development function aimed at developing both the personality of a person and

and society as a whole.

- Education- this is one of the ways a person enters the world of culture. - Education is a means of socialization, formation and development of a person as a person.

- Education is a factor influencing the social status of the individual, the process of its professionalization and self-affirmation.

- Education- it is a factor in the reproduction of the socio-professional structure of society and social progress.

The world today is joining forces in education to address not only local, but also global human problems:

1. Intersocial problems- containment of the spread of nuclear weapons and the prevention of a new world war, the harmonization of economic relations between developed and lagging countries, the fight against terrorism, etc.

2. Problems generated by the interaction of society and nature dy - prevention of degradation natural environment, providing food for the rapidly growing population of the planet, etc.

3. Problems of the relationship between man and society– overcoming the health crisis caused by both economic and socio-cultural factors (drug addiction, alcoholism, stress); reducing the growth in the number of physically and mentally handicapped people that pose a threat to the human gene pool.

The reason for these problems is, first of all, the person himself with his insufficient level of education, with his undeveloped abilities to navigate in contemporary issues. And also responsibly participate in their resolution.

The normal existence of any society is impossible without the full functioning and development of the system higher education. The place of education in the life of society is largely determined by the role played in the social development of people's knowledge, their experience, skills, abilities, opportunities for developing their professional and personal qualities.

The ongoing informatization of the world community is scientific and real fact. The most profoundly growing role of knowledge and information in social development was reflected in the concept of the information society, the formation of an information civilization. Information, knowledge become the “fundamental social factor” that underlies economic development. The fact that knowledge occupies key positions in economic development, turning into the main source of value in the post-industrial, information society, radically changes the place of education in the structure of social life, the relationship between such spheres as education and the economy. The acquisition of new knowledge, information, skills, the need for their permanent renewal and development becomes the fundamental characteristics of workers in the post-industrial economy.

new type economic development, which is taking hold in the information society, makes it necessary for workers to change their profession throughout their lives, constantly improve their skills.

The sphere of education significantly intersects in the information society with the economic sphere of society. Educational activity is becoming an important component of economic development. A person in the information society receives new opportunities for self-realization and development, but in order to use these opportunities, active work is needed to educate citizens. In the social structure of the post-industrial society, the sphere of education is closely intertwined with all the elements of this structure, and the course of social development largely depends on the state of this sphere.

The social significance of education is also determined by the following factors:

Understanding by an increasing part of society that today higher education is becoming, as it were, basic, the minimum necessary for creative activity that brings the greatest satisfaction to a person;

· Increasing in the eyes of many people the value of education for self-development, gaining self-esteem and self-respect, expanding the circle of human communication through understanding people of a different cultural mentality.

AT last years The role of higher education is changing, it is becoming more accessible to a wide range of people, and the number of holders of diplomas is constantly growing. An increase in the supply of skilled labor and its surplus enable the employer to choose from a huge mass of specialists, and, therefore, raise claims to the level of employee training.

Education is an important part of the reproduction of the labor force. There is an increasing proportion of the active population employed in services, education, research, communication, social work and other activities where the percentage of university graduates is higher than, for example, in agriculture and in traditional industries. Therefore, the role of higher education is increasing because the demand has become greater. Higher education is designed to transfer knowledge, skills and develop qualities that will allow graduates to explore various professional situations and adapt to unexpected turns in the course of changes in technological processes, in the organization of work and in the structure of the profession. Higher education plays an important role in any university faculty, as it performs an important social task: it is one of the means of implementing social justice in society. Obtaining higher education on the job opens the way to knowledge, professional and cultural growth of a large number of people who do not have the opportunity to learn full-time education. These reasons are very different, often they do not depend on the personal characteristics of a person (marital status, material conditions, remoteness of a teacher training university from the place of residence, etc.).

The formation and effective functioning of the higher education system plays an important role, since it fulfills the most important condition for the socio-economic development of the country, the comprehensive development of the individual, and this is one of the main areas of higher education. Higher education plays an important role, and especially university education, acts simultaneously as an innovator, contributing to the process of increasing knowledge as a result of the ongoing research activities, and as a conservative in terms of educational activities.

Today, many people already understand that getting a certain set of knowledge does not mean getting an excellent career in the future. The awareness of this fact is connected, first of all, with the fact that it is necessary to learn how to apply the acquired knowledge. A man-encyclopedia in life can achieve nothing just because he does not know where and how to apply the knowledge he has. The ability to organize yourself, the competent distribution of your time (time management), the ability to manage a team and set the right tasks, as well as knowing how to bring them to life - this is the guarantee that you will be called educated.

Golubev Viktor Vadimovich competitor

Head of Department Rosobrnadzor E-mail: [email protected]

Higher education and some problems modern civilization

Abstract: It is shown that the modern education system is experiencing a global systemic crisis. To get the system out of the crisis, both practical steps and new theoretical developments are required. A classification of the education system is proposed that distinguishes six levels of educational systems: personal, family, level educational institution, regional, state, interstate. The necessity of the transition of the methodology of the modern education system to the educological principles of the formation of theoretical foundations is substantiated.

Key words: Educology, level of education, education crisis, personality,

educational institution, region, state.

In modern society, education is one of the vast areas of human activity (in the first place it is considered that the production sector comes). AT modern system education at the beginning of the new millennium employed more than a billion students and almost 50 million teachers. The social role of education is extremely high. The prospects for the development of mankind today largely depend on the direction and effectiveness of pedagogical technologies. In the last decade, the world has changed its attitude towards all types of education. Education, especially higher education, is regarded as the main, leading factor in social and economic progress. The reason for such attention lies in the understanding that the most important value and fixed capital of modern society is a person capable of searching for and mastering new knowledge and making non-standard decisions.

In the mid 60s. industrially advanced countries have come to the conclusion that scientific and technological progress is not capable of solving the most acute problems of society and the individual. The colossal development of the productive forces does not ensure the minimum necessary level of well-being, the quality of life of hundreds of millions of people; has become global ecological crisis, creating a real threat of total destruction of the habitat of all earthlings; ruthlessness in relation to the plant and animal world turns a person into a cruel, spiritless creature.

In recent years, the limitations and the danger of further development of mankind through purely economic growth and an increase in technical power have become more and more real. Today it is necessary to take into account the following circumstance - the future development of society as a whole and of each country individually is more determined by the level of culture and wisdom of a person than by technological progress.

All this makes it absolutely obvious that in overcoming the crisis of civilization, in solving the most acute global problems of mankind, a huge role should be played by education. “It is now generally recognized,” says one of the documents of UNESCO back in the last millennium, “that policies aimed at combating poverty, reducing child mortality and improving the health of society, protect environment, strengthening human rights, improving international understanding and the enrichment of national culture will have no effect without an appropriate educational strategy. Efforts to ensure and maintain competitiveness in the development of advanced technology will be futile.”

It should be emphasized that almost all developed countries carried out reforms of national education systems of various depths and scales, investing huge financial resources in them. Higher education reforms have acquired the status of state policy, because states have begun to realize that the level of higher education in a country determines its future development. In line with this policy, first of all, issues related to the growth of the contingent of students and the number of universities were resolved. In this regard, it is also said about the quality of knowledge, new functions high school, the quantitative growth of information and the spread of new information technologies. However, this is more of a declaration than a methodically supported search. In the last 10-15 years, problems that cannot be resolved within the framework of quantitative reforms have been increasingly persistently making themselves felt in the world. It becomes clear that within the framework of traditional methodological approaches it is impossible to move to a new paradigm of education. Today, more and more people talk about the global crisis of education. The existing educational systems do not fulfill their function - to form a creative force, the creative forces of society. Back in 1968, the American scientist and educator F.G. But its internal springs show through to the same extent in all countries - developed and developing, rich and poor, which have long been famous for their educational institutions or create them now with great difficulty. Almost 20 years later, in his new book “A View from the 80s,” he also concludes that the crisis in education has worsened and that general situation in the field of education has become even more alarming.

Today, a statement of the crisis of education from scientific literature passed into official documents and statements of statesmen.

A gloomy picture is painted by the report of the US National Commission on Educational Quality: “We have committed an act of insane educational disarmament. We are raising a generation of Americans illiterate in science and technology.” It is very important that since then new approaches to solving urgent problems have not been found. In this regard, the opinion of former French President Giscard d'Estaing is not without interest: "I think that the main failure of the Fifth Republic is that it was unable to satisfactorily solve the problem of education and upbringing of young people."

In domestic science, right up to the collapse of the USSR, the very concept of “global education crisis” was rejected. According to Soviet scientists, the educational crisis seemed possible only abroad. It was believed that we can only talk about the "difficulties of growth" even at the turn of the century. Today, the existence of a crisis in both foreign and domestic education systems is no longer disputed by anyone. On the contrary, there is a tendency to analyze and define its symptoms and ways out of a crisis situation.

Currently, various researchers distinguish six levels of the education system:

1) Personal level or self-education. The process of self-education begins in a person in early childhood and continues throughout his life. Self-education is a system of internal self-organization for the assimilation of the experience of generations, aimed at one's own development. It is a means of self-education, since it contributes to the development of purposefulness, perseverance in achieving goals, internal organization, diligence and other moral qualities. In a broad sense, self-education is understood as all types of acquiring knowledge. Separately, it is worth noting that self-education is a powerful factor that fulfills and enriches education organized by society.

2) Family level (household) education. As a rule, the family level of education means Family education, which is a systematic, purposeful impact on the child of adult family members and family life. The main and general task of family education is to prepare children for life in existing social conditions; narrower, more specific - their assimilation of knowledge, skills and abilities necessary for the normal formation of personality in a family. The goals and means of family education are determined by the socio-economic system, the level of cultural development. Usually it is built on the basis of the ideology, morality and system of relationships of the social stratum to which the family belongs, and is inextricably linked with self-education and self-education of adults,

the formation of their qualities and traits of character, providing an effective pedagogical impact on children.

3) Level of educational institution (OU). When people talk about education, they most often think of education at the primary, secondary, general, special and higher levels of education. Indeed, in a technical sense, education is the process by which a society, through schools, colleges, universities and other institutions, purposefully transmits its cultural heritage - accumulated knowledge, values and skills - from one generation to another.

4) Regional level of education. The concept of “regionalization of education” is a recognized scientific and pedagogical principle of the development of world education and is not a reflection of the current political situation. The relevance of the idea of regionalization is determined by global trends in the socio-cultural development of mankind, aimed at recognizing the intrinsic value, uniqueness of national and regional variants of cultures, their unity, integrity and significance as an integral part of human culture.

Development regional systems education, adequate to the peculiarities of the educational needs and interests of students and the specifics of the region represents a step forward in the development Russian education, his movement towards democratization and modernization. Education, built on the basis of the priority of a person’s personal educational interests, functioning as a system that provides educational services, the consumer of which is a specific person, and not as a system for training personnel, where production, the economy, the state act as a consumer, cannot respond to specific features, including regional, consumer interests.

This specificity of the educational interests and needs of each person is a consequence of differences not only in his personal abilities, but also in the conditions in which a particular person carries out his individual education.

The regional educational space is understood as a set of scientific, educational, cultural and educational, economic institutions (state and non-state, official and unofficial), mass media focused on education, the public involved in solving educational problems, as well as socio-psychological stereotypes that regulate people's behavior in relation to education, functioning in a particular region.

The regional educational space is a kind of complex social system that develops according to its own laws, which are both subjective and objective. Each region of the Russian Federation has an educational space that uniquely reflects the characteristics and specifics of a particular region, its traditions, culture, national and religious composition of the population, the level of economic development, etc. The unity of the federal educational space is determined by those common elements which are inherent in the entire educational space of the country, take place in each of the regional educational spaces.

Researchers note that the educational system is promising, focusing not on momentary demand in the labor market, but on educational needs citizens of the region. These needs determine the location of the network of educational institutions, preferred educational programs, the ratio of state and non-state educational institutions, types and types of schools and educational institutions, etc. up to an acceptable level of quality of educational training. Economic development region, its financial situation, income level, national and religious composition of the population, cultural traditions and preferences, climatic and geographical conditions - these factors of the educational space largely regulate the educational needs of a particular individual. The choice of a future profession, the direction of advanced training, retraining, the level of education depends not only on the abilities and interests of the individual, but also on those opportunities for professional and personal socialization that exist in a particular region.

For example, it seems unlikely that a student with an interest and ability in botany, but living in a major city, would choose agronomy as a future profession. Rather, it will be a different way of realizing interests and abilities. At the same time, a person living in a rural area, a small town, an agricultural region is more likely to choose agronomy as the direction of his future professional activity and the realization of personal interests and abilities.

5) Educational system at the state level. Speaking about the state level of education, it is necessary to mention the educational space. It is understood as the whole set of educational institutions of various types and public and social institutions interacting with them. government organizations, as well as ongoing educational and educational processes in a particular country. All together they create an environment for the socialization of a person, turning him into a person, provide a certain level of education, intelligence and culture of society, interpersonal, political, economic, social, military, ethical and all other relations.

Educational space is multidimensional. It includes the living environment, the living environment, educational and developmental production and other indicators. At the same time, the harmonious development of the inhabitants of this space can only occur in conjunction with the state of the surrounding social and natural environment, with the living conditions in the family, on the street. The leading factor of social life in this space is culture, which acts as the organizing and regulating beginning of the way of life, ensures the preservation and reproduction of human resources, the culture of health and the culture of a healthy lifestyle, the culture of awareness and resolution of the contradictions of being.

The educational space forms a single nation with a common name, a single state language, a common culture, a common understanding of what is happening, with common goals and common actions to achieve them. The spirit of statehood is born in it, national values, national interests and national landmarks are formed, the skills of self-organization and self-government of the people, their way of life are laid, and generations are connected and new results of life are generated.

6) Educational system at the interstate level. With the globalization of the economy, the competitive advantages of any country are provided by the development of education and science. In the Declaration of the Fifth International Conference of UNESCO (1997), it was emphasized that in modern conditions an educational policy is needed, the implementation of which will make it possible in the 21st century to “learn to know and do, learn to be”. At present, in the world integration processes, the most important strategic objective is the creation of a common educational space based on an agreed system of recognition of documents on education (from elementary to higher and postgraduate), allowing you to freely receive education in educational institutions partner states. A unified educational space can be created only with the commonality of the principles of state policy in the field of education, only if equal opportunities and rights of citizens to receive education and uniform approaches to the development of state educational standards and programs. Its creation, at the same time, should accelerate the formation of a common scientific, technological, economic and information space, expand the opportunities for training qualified specialists for various sectors of the economy, science, culture, education and the social sphere, create conditions for improving relations between national and interstate communication.

Starting from the level of an educational institution and ending with the interstate level, the following main elements can be distinguished:

■ resources (economy);

■ personnel (personology);

■ process (educology).

The economic component of education can be characterized as the preparation of young people for future professional activities in accordance with the society's need for a labor force with a certain level of qualification. At the same time, the economic efficiency of education is determined depending on the degree of satisfaction of this demand, as well as the funds spent for these purposes. The following trends related to the economic aspect can be distinguished educational process:

Increase in injections into the economy;

State security (free of charge);

Charity;

Paid education;

Shadow money;

National projects;

System of state educational crediting;

Changing the system of remuneration of teachers;

Stimulation of co-founding;

Strengthening state support and incentives for the work of pedagogical and managerial education workers

Development of differentiated standards for budget financing of institutions (organizations) of higher education.

In recent years, the economic component of the educational process has been dominant. Under these conditions, the key aspect of the educational process was lost sight of - personnel and the educational process itself.

Speaking about personnel, it is necessary to mention the trends that have developed in recent years, connected not only with the teaching staff, but also directly with the students themselves:

Gender (change in the number of men and women);

Cyclicity (for students)

Tutoring;

Rotation (updating);

Improving the professionalism of teaching staff;

Civilization (level of development of information technologies);

Raising the status of a teacher;

Weak motivation of young people to choose teaching profession;

Insufficient connection of the higher education system with the changing labor market;

Inconsistency of the majority of trained specialists with the needs of enterprises;

Low percentage of employment of graduates in the field of training.

Recently, when speaking about trends related to the educational process, researchers are increasingly mentioning the term "educology". Educology is one of the educational sciences that studies general patterns organization, functioning and development of the education sector.

Educology (from Latin educo - I teach + logos - teaching, science) is a science that seeks to comprehend the patterns of functioning and development of the education sector as a whole. It is in its infancy and does not yet have a generally recognized status, as, indeed,

well-established, clearly defined and recognized by all scientists of the subject. The famous Argentine scientist Carlos Olivera proposes to practically integrate all the sciences of education into it. Other scientists, in particular, Lithuanian, Swedish, also consider it as an integration science, but rather investigating the process of both learning and the formation of a person throughout his life. In their interpretation, educology gravitates towards a sociological and philosophical understanding of the process of human learning. The majority of scientists (Australian, Croatian, as well as a number of domestic ones, for example, G. Bordovsky and V. A. Izvozchikov) assign educology the role of a scientific discipline that studies the patterns of organization, functioning and development of the entire field of education.

Gennady Bordovsky and Dmitry Medvedev at the Opening of the Year of the Teacher in Russia

So even K.E. Oliver in the last century proposed to make the term "educology" generally accepted, since it brings clarity and accuracy to the science of education, covering all knowledge about society, about a person, about education, in a word, the entire branch of education in which each element of research has its place. With this approach, educology also involves the development of modern information technologies for teaching in their theoretical, applied and practical aspects.

As a complex of sciences, educology includes: the actual study of educational issues - the philosophy of education, the history of education, comparative pedagogy; a cycle of applied scientific disciplines - anthropology, psychology, sociology, economics, geography, politics, management; cycle of educational sciences - theory of education, structure, planning, goals, content, study of users and personnel of systems, methodology, problems of counseling, resources and funding.

LITERATURE

1. Bordovsky G. A., Quality management of the educational process: monograph

/ St. Petersburg: Ed. RGPU them. Herzen, 2001.

2. Bordovsky G.A., Izvozchikov V.A. New teaching technologies: questions of terminology // Pedagogy. 1993. No. 5.

3. State of World Education Report 1991 Paris, 1991

4. V.A. Infonoospheric educology: New information technologies of education. St. Petersburg: RGPU, 1991.

5. Kirinyuk A.A. Kirsanov K. A. Global problems of education. In 2 volumes - National Institute of Business. 2005.

6. Kirinyuk A.A., Kirsanov K.A. Difficulties in growth // Higher education in Russia. 1999. No. 1. - pp. 37 - 42

7. Coombs, G Philip. Crisis of education in modern world: System Analysis/ F. G

Coombs; per. from English. S. L. Volodina, V. A. Kuznetsov, S. P. Romanova; ed. G. E. Skorova;

post-last V. A. ZHAMINA - Moscow: Progress, 1970. - 261 p.:

8. Oliver K.E. On the theory of comparative pedagogy // Prospects. Questions of education. 1989. No. 2 (66).

Part 1 PEDAGOGY OF HIGHER EDUCATION

Chapter 1. Modern development of education in Russia and abroad

1. The role of higher education in modern civilization

2nd place technical university in the Russian educational space.

3. Fundamentalization of education in higher education

4. Humanization and humanization of education in higher education

5. Integration processes in modern education

6. Educational component in vocational education

7. Informatization of the educational process

Chapter 2. Pedagogy as a science

1. The subject of pedagogical science. Its main categories

2. System pedagogical sciences and the connection of pedagogy with other sciences

Chapter 3

1. General concept about didactics

2. Essence, structure and driving forces learning

3. Principles of teaching as the main guideline in teaching

4. Teaching methods in higher education

Chapter 4 Structure pedagogical activity

1. Pedagogical act as an organizational and managerial activity

2. Self-awareness of the teacher and the structure of pedagogical activity

3. Pedagogical abilities and pedagogical skills of a teacher of higher education

4. Didactics and pedagogical skills of a teacher of higher education

Chapter 5. Forms of organization educational process in high school

2. Seminars and practical classes at the Higher School

3. Independent work students as the development and self-organization of the personality of students

4. Fundamentals of pedagogical control in higher education

Chapter 6 pedagogical technologies

1. Stages and forms of pedagogical design

2. Classification of technologies for teaching higher education

3. Modular construction of the content of the discipline and rating control

4. Intensification of learning and problem learning

5. Active learning

6. business game like shape active learning

7. Heuristic learning technologies

8. Technology of sign-context learning

9. Developmental learning technologies

10. Information technology education

11. Technologies of distance education

Chapter 7

Chapter 8

Chapter 9

Part 2. PSYCHOLOGY OF THE HIGHER SCHOOL

Chapter 1. Features of the development of the student's personality

Chapter 2. Typology of student and teacher personality

Chapter 3. Psychological and pedagogical study of the student's personality

Appendix 1. Psychological schemes "Individual psychological characteristics of the personality"

Appendix 2. Psychological schemes "Communication and socio-psychological impact"

Chapter 4. Psychology of vocational education

1. Psychological foundations professional self-determination

2. Psychological correction of the student's personality with a compromise choice of profession

3. Psychology of professional development of personality

4. Psychological features student learning

5. Problems of improving academic performance and reducing student dropout

6. Psychological foundations for the formation of professional systems thinking

7. Psychological features of education of students and the role of student groups

Application. Psychological schemes" Social phenomena and team building

Bibliography

Pedagogy and psychology of higher education

Part 1. PEDAGOGY OF HIGHER EDUCATION

Chapter 1. MODERN DEVELOPMENT OF EDUCATION IN RUSSIA AND

ABROAD

The role of higher education in modern civilization

In modern society, education has become one of the most extensive areas of human activity. It employs more than a billion students and almost 50 million teachers. The social role of education has noticeably increased: the prospects for the development of mankind today largely depend on its orientation and effectiveness. In the last decade, the world has changed its attitude towards all types of education.

Education, especially higher education, is regarded as the main, leading factor in social and economic progress. The reason for such attention lies in the understanding that the most important value and the main capital of modern society is a person capable of searching for and mastering new knowledge and making non-standard decisions.

In the mid 60s. advanced countries have come to the conclusion that scientific and technological progress is not capable of solving the most acute problems of society and the individual, a deep contradiction is revealed between them. Thus, for example, the colossal development of the productive forces does not ensure the minimum necessary level of well-being for hundreds of millions of people; the ecological crisis has acquired a global character, creating a real threat of total destruction of the habitat of all earthlings; ruthlessness in relation to the plant and animal world turns a person into a cruel, spiritless creature.

In recent years, the limitations and dangers of the further development of mankind through purely economic growth and an increase in technical power, as well as the fact that future development is more determined by the level of culture and wisdom of man, have become more and more real in recent years. According to Erich Fromm, development will be determined not so much by what a person has, but by who he is, what he can do with what he has.

All this makes it absolutely obvious that in overcoming the crisis of civilization, in solving the most acute global problems of mankind, a huge role should be played by education. "Now it is generally recognized," says one of the documents of UNESCO (State of World Education Report 1991, Paris, 1991), "that policies aimed at combating poverty, reducing child mortality and improving the health of society, protecting the environment, strengthening human rights, improving international understanding and enriching national culture will not work without an appropriate education strategy.

But at the same time, in the last 10-15 years, problems that cannot be resolved within the framework of reforms, i.e. within the framework of traditional methodological approaches, and more and more often they talk about the global crisis of education. The existing educational systems do not fulfill their function - to form a creative force, the creative forces of society.

In 1968, the American scientist and educator F. G. Coombs, perhaps for the first time, gave an analysis of the unresolved problems of education: show through to the same extent in all countries - developed and developing, rich and poor, who have long been famous for their educational institutions or create them now with great difficulty. Almost 20 years later, in his new book "A View from the 80s," he also concludes that the crisis in education has worsened and that the general situation in the field of education has become even more alarming.

The statement of the crisis in education has moved from scientific literature to official documents and statements of statesmen.

A report from the US National Commission on Educational Quality paints a bleak picture: "We have committed an act of insane educational disarmament. We are raising a generation of Americans illiterate in science and technology." The opinion of former French President Giscard d'Estaing is also interesting: "I think that the main failure of the Fifth Republic is that it was unable to satisfactorily solve the problem of education and upbringing of young people."

The crisis of Western European and American education has also become a topic fiction. Examples include a series of novels about Wilt by the English satirist Tom Sharp, or the novel The Fourth Vertebra by the Finnish writer Marty Larney.

In domestic science, until recently, the very concept of "global education crisis" was rejected. According to Soviet scientists, the educational crisis seemed possible only abroad, "with them." It was believed that "in our country" we can only talk about "difficulties of growth." Today, no one disputes the existence of a crisis in the domestic education system. On the contrary, there is a tendency to analyze and define its symptoms and ways out of a crisis situation.

Gershunskip B. S. Russia: education and the future. The Crisis of Education in Russia on the Threshold of the 21st Century. M., 1993; Shukshunov V. E., Taken to the neck V. F., Romanova L. I. Through the development of education to the new Russia. M., 1993; and etc.

Analyzing the complex and capacious concept of the "crisis of education", the authors emphasize that it is by no means identical to the absolute decline. Russian higher education objectively occupied one of the leading positions, it has a number of advantages, which will be highlighted below.

The essence of the global crisis is seen primarily in the orientation of the current system of education (the so-called supportive education) to the past, its orientation to past experience, in the absence of orientation to the future. This idea is clearly seen in the brochure by V.E. Shukshunova, V.F. Vzyatysheva, L.I. Romankova and in the article by O.V. Dolzhenko "Useless thoughts, or once again about education".

The modern development of society requires a new system of education - "innovative education", which would form in students the ability to projectively determine the future, responsibility for it, faith in themselves and their professional abilities to influence this future.

In our country, the education crisis has a dual nature:

Firstly, it is a manifestation of the global crisis in education;

Secondly, it takes place in an environment and under the powerful influence of the crisis of the state, the entire socio-economic and socio-political system.

Many are wondering whether it is right to start reforms in education, in particular higher education, right now, in the conditions of such a difficult historical situation in Russia? The question arises whether they are needed at all, because the higher school in Russia, no doubt, has a number of advantages in comparison with higher schools in the USA and Europe? Before answering this question, let's list the positive "developments" of the Russian higher education:

It is capable of training personnel in almost all areas of science, technology and production;

occupies one of the leading places in the world in terms of the scale of training of specialists and the availability of personnel;

· has a high level of fundamental training, in particular in the natural sciences;

· traditionally focused on professional activity and has a close relationship with practice.

These are the advantages of the Russian educational system(high school).

However, it is also clearly recognized that the reform of higher education in our country is an urgent need. The changes taking place in society are increasingly objectifying the shortcomings of domestic higher education, which we once considered as its advantages:

· in modern conditions, the country needs such specialists who not only are not "graduating" today, but for the training of which our educational system has not yet created a scientific and methodological basis;

· free training of specialists and incredibly low wages for their work have devalued the value of higher education, its elitism in terms of the development of the intellectual level of the individual; its status, which should provide the individual with a certain social role and material support;

· Excessive enthusiasm for professional training was to the detriment of the general spiritual and cultural development of the individual;

· The average approach to the individual, the gross output of "engineering products", the lack of demand for decades of intelligence, talent, morality, and professionalism have led to the degradation of moral values, to the de-intellectualization of society, and the decline in the prestige of a highly educated person. This fall materialized in a galaxy of Moscow and other janitors with a university education, as a rule, extraordinary personalities;

· totalitarian management of education, over-centralization, unification of requirements suppressed the initiative and responsibility of the teaching corps;

· due to the militarization of society, economy and education, a technocratic idea of social role specialists, disrespect for nature and man;

isolation from the world community, on the one hand, and the work of many industries based on foreign models, import purchases of entire plants and technologies, on the other hand, distorted the main function of an engineer - the creative development of fundamentally new equipment and technology;

· economic stagnation, the crisis of the transitional period led to a sharp decline in both financial and material support for education, higher education in particular.

Today, these negative characteristics have become especially aggravated and supplemented by a number of other quantitative ones, emphasizing the crisis state of higher education in Russia:

· there is a steady downward trend in the number of students (for 10 years the number of students has decreased by 200 thousand);

· the existing system of higher education does not provide the population of the country with the same opportunities to study at universities;

· There has been a sharp reduction in the number of higher education teaching staff (most of them leave to work in other countries) and much more.

It should be emphasized that the Government of Russia is making considerable efforts aimed at the successful reform of higher education. In particular, the main attention is paid to the restructuring of the higher education management system, namely:

wide development of forms of self-government;

· direct participation of universities in the development and implementation of the state educational policy;

· providing universities with broader rights in all areas of their activities;

· expansion of academic freedoms for teachers and students.

Russian intellectual circles are becoming more and more aware of possible consequences gradually curtailing education and reducing the social security of students and teachers. There comes an understanding that the unlawful spread of market forms of activity to the sphere of education, ignoring the specific nature of the educational process can lead to the loss of the most vulnerable components of social wealth - scientific and methodological experience and traditions of creative activity.

So, the main tasks of reforming the system of higher education are reduced to solving the problem of both a substantive and organizational and managerial nature, the development of a balanced state policy, its orientation towards the ideals and interests of a renewed Russia. And yet, what is the main link, the core, the basis for bringing Russian education out of the crisis?

Obviously, the problem of the long-term development of higher education cannot be solved only through reforms of an organizational, managerial and substantive nature.

In this regard, the question of the need to change the paradigm of education is becoming more and more persistent.

We focused our attention on the concept developed by the scientists of the International Academy of Sciences of Higher Education (ANHS) V.E. Shukshunov, V.F. Vzyatyshev and others. In their opinion, the scientific origins of the new educational policy should be sought in three areas: the philosophy of education, the sciences of man and society, and the "theory of practice" (Scheme 1.2).

Philosophy of education should give a new idea about the place of a person in the modern world, about the meaning of his being, about the social role of education in solving the key problems of mankind.

The sciences of man and society (psychology of education, sociology, etc.) are needed in order to have a modern scientific presentation about the patterns of human behavior and development, as well as a model of interactions between people within the educational system and the education system itself - with society.

"Theory of practice", including modern pedagogy, social design, management of the education system, etc., will provide an opportunity to present in the aggregate new system education: determine the goals, structure of the system, the principles of its organization and management. It will also be a tool for reforming and adapting the education system to the changing conditions of life.

So, the fundamental foundations of the development of education are indicated. What are the directions of development of the proposed paradigm of education?

In table. 1.1 presents possible options for the development of education.

Table 1.1.

Options for the development of education

Elements / Paradigms	Existing paradigm	Possible development
The main task of man	Knowledge of the existing world	Purposeful change of the world
Scientific basis of activity	natural scientific method	The theory of transformative practice
A typical task has	Only one right decision	The set of admissible solutions
Decision Evaluation Criteria	Only one: "right - wrong"	Many criteria: usefulness, efficiency, harmlessness
The role of ethics, morality and morality	They have no place, they have no need	Necessary for making decisions
The main task of education	To give knowledge about the existing world and its laws	To equip the methodology of creative transformation of the world
Possibility of spiritual formation of personality	Only separately through liberal education	It is quite possible and desirable in the course of activity

The proposed methodology can be called humanistic, since it is centered on a person, his spiritual development, and a system of values. In addition, the new methodology, which is the basis of the educational process, sets the task of forming moral and volitional qualities, creative freedom of the individual.

In this regard, the problem of humanization and humanitarization of education is quite clearly realized, which, with the new methodology, acquires a much deeper meaning than just introducing a person to humanitarian culture.

The point is that it is necessary to humanize the activities of professionals. And for this you need:

· Firstly, to reconsider the meaning of the concept of "fundamentalization of education", giving it a new meaning and including the science of man and society in the main knowledge base. In Russia, this is far from an easy problem;

· secondly, the formation of systemic thinking, a unified vision of the world without division into "physicists" and "lyricists" will require a counter movement and rapprochement of the parties.

Technical activity needs to be humanized. But the humanities should also take steps towards mastering the universal values accumulated in the scientific and technical sphere. It was the gap in technical and humanitarian training that led to the impoverishment of the humanitarian content of the educational process, the decrease in the creative and cultural level of a specialist, economic and legal nihilism, and ultimately to a decrease in the potential of science and production.

The well-known psychologist V.P. Zinchenko defined the devastating impact of technocratic thinking on human culture as follows: "For technocratic thinking, there are no categories of morality, conscience, human experience and dignity." Usually, when talking about the humanization of engineering education, they mean only an increase in the share of humanitarian disciplines in the curricula of the university. At the same time, students are offered various art history and other humanitarian disciplines, which is rarely directly related to the future activity of an engineer. But this is the so-called "external humanitarianization."

We emphasize that among the scientific and technical intelligentsia, the technocratic style of thinking dominates, which students "absorb" into themselves from the very beginning of their studies at the university. Therefore, they treat the study of the humanities as something secondary, sometimes showing outright nihilism.

Recall once again that the essence of the humanitarization of education is seen primarily in the formation of a culture of thinking, creativity student based on a deep understanding of the history of culture and civilization, the entire cultural heritage. The university is designed to prepare a specialist capable of constant self-development, self-improvement, and the richer his nature is, the brighter it will manifest itself in professional activities. If this problem is not solved, then, as the Russian philosopher G. P. Fedotov wrote in 1938, “... there is the prospect of an industrial, powerful, but soulless and soulless Russia ... Naked soulless power is the most consistent expression of Cain's God-damned civilization."

So, the main directions of the reform of Russian education should be a turn towards a person, an appeal to his spirituality, the fight against scientism, technocratic snobbery, and the integration of private sciences (Table 1.2).

Table 1.2

The main directions of reform in the field of science:

Turn towards the person.

· Combat technocratic snobbery.

· Integrate private sciences.

The necessary conditions:

· Revival of the prestige of education.

· Active perception of the sciences of man and society.

· Democratization, demilitarization, de-ideologization.

· Focus on post-industrial development technologies.

Main federal interests

· Harmonious and free development of society members.

· Raising and enriching the moral and intellectual potential of the nation.

· Provision of a market mixed economy with high-level professionals.

At the same time, the Russian program for the development of education should contain mechanisms that guarantee:

unity of the federal educational space;

· open perception and understanding of the entire palette of world cultural, historical and educational experience.

The main lines for the withdrawal of Russian education from the crisis have been determined; possible options for implementing the education reform have been developed. It remains only to bring education to a level that will give a new vision of the world, new creative thinking.

Dear colleagues, I really like the name of our conference. The fact is that higher education is fundamentally different from other types of education, say, from primary and secondary. Higher education is addressed to adults. This sets special requirements for didactics, and for education, and for everything else that relates to pedagogy.

In addition, higher education is a productive sector of the economy, while primary and secondary education are dependent industries. That is, there should be completely different approaches in economic terms.

The new role of higher education. I will try to raise the following topics in my post. What exactly do we see new roles?

First, the development innovative economy depends on higher education. Second, increase human capital. Thirdly, the positive restructuring of the person himself, in the biological sense, the person.

It must be said that our entire system of higher education in Russia ignores the individual. We do not see the person. We do not notice the one we teach. We do not study it, we do not adapt to it, but we learn some kind of conditional abstraction, we are engaged in its education.

At the same time, we cannot fail to note that just in recent years great changes have been taking place with humanity. A few decades ago, they began to notice such a phenomenon as human acceleration, that is, early maturation, enlargement, etc. There is a sharp increase in the average life expectancy of people. Moreover, all these changes occur in a developed civilization. We call civilization developed because it consists of so-called developed countries. There are developing countries and there are developed countries. We are talking here about a developed civilization, to which, by the way, Russia also belongs.

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An increase in the IQ has been observed in countries of advanced civilization. And quite significant. Over the past 15 years, on average, intelligence has grown by about 10%. There is a demographic transition in developed countries. If earlier the population of developed countries increased, now, thanks to the demographic transition, the population of developed countries has begun to decline.

There is debate as to why such changes occur in human biology. Nutrition, physical education, etc. Confidently disagreed, scientists did not choose any reason for the changes in the person himself.

We have found this reason. This is our hypothesis. So far, besides us, it is also supported by the Institute of the Brain under the direction of N. P. Bekhtereva in St. Petersburg. We think that the trigger for such changes is the transition to mass higher education in developed countries. This transition affects the change of the person himself.
Such an era, as the title of my report says, is the era of depopulation. Yes, Russia is now living in an era of depopulation. The population of a country is always expressed by a hyperbolic law. This was proved by S. P. Kapitsa. He has some very solid research on this. Apparently, all countries, he allocates 100-120 years for this, will make a demographic transition, i.e., they will change from hyperbolic population growth to hyperbolic population decline.

However, it is very important at what point in time this transition will occur. Here we have drawn two curves. First they go together - these are developed countries and developing countries. But first, at some point in time, a developed country made the transition. That is, they had the same population. And in a developed country, the population began to decrease. In the developing one, it continued to increase according to the hyperbolic law. And at some point, later in time, they also made a demographic transition. But note that now their numbers have become completely different. The population was the same, but due to the different times of the demographic transition, it became different.

We've done the calculations. Now developed countries account for approximately 1/6-1/5 of the total population of the globe. After the demographic transitions are completed, they will be 1/25 in number. That is, their significance, developed countries, including Russia, in the future life of the Earth's population (I'm talking about the very near future, we are talking about this century) will be dramatically complicated.

What about Russia? Let us assume so, the facts show that Russia has already lost the competition in terms of its population. It remains only to give last Stand", so as not to lose oneself as an ethnic group, is to "give battle" in terms of the quality of this population, in terms of the quantity of a product of high consumer properties produced by it.

The most valuable is the so-called middle class, which includes all vigoros - people with an excess amount of biochemical energy. The production of just such people, the reproduction in an ethnos of just such people elevates the ethnos and makes it a leader among other ethnic groups inhabiting Earth. We have a shortage, of course, of such people.

The government is taking measures, say, to increase the population. Money is given to giving birth to mothers. But the middle class just, you can’t tempt it with money for this business. He has completely different criteria, and life criteria, and life goals. Here I digress a little from the topic of my report, but just as a citizen I am worried. The life of an ethnic group depends on a very small layer of people - on young women of reproductive age. There are only 21 million of them in Russia now. This is five times less than the electorate, i.е. their voice is not heard when we go to vote. They are one and a half times less than pensioners. If pensioners begin to express their needs, then we hear them much more clearly and better than these women of reproductive age.

I don't think it's about money. Here it is more about the attitude, the prestige of such women. Need to do something! We have made the calculations. We were interested in our future clients - students. Calculations show absolutely terrible figures. For example, in 40 years the number of the Russian ethnic group should be reduced to 60 million, and the number of women of reproductive age - to 9 million. And in 100 years, if we look, the number of Russia will be 16 million, and the number of women of reproductive age - 2.5 million. In 100 years, if we keep the current trends, if we don't do anything extraordinary, the entire population of Russia will fit in Moscow, we won't even need St. Petersburg.

How to preserve the vast territories that Russia has with a declining population is a mystery to me. We are working a lot on the periphery now. We are a distance university, we have many training centers for access to education, as we now call them. Everywhere the population is declining, everywhere the number of young people is declining. In Russia, 700,000 people die every year. Moreover, pensioners are not decreasing. Every year, 700,000 young people drop out of our country. Half of them are women of reproductive age. I do not know what to do? Maybe like boys have conscription maybe we need to introduce "women's duty"? Give birth to two children, and then exist for your own pleasure.
In any case, every woman of reproductive age is precious to our society. Every year of reproductive age is precious! Both for women and for our society. Unfortunately, we don’t understand this: we don’t glorify them in films, we don’t award them, we don’t raise them to the podium of honor and respect of the entire society of those
people on whom our ethnic group depends, depends entirely. It does not depend on the government and not on the army, and not on scientists. He depends on young women. We just don't get it! Still!

I recently gave birth to a daughter. It is terrible that she tells what kind of humiliation young women experience in these maternity hospitals, in consultations, etc., what a bad attitude towards them. I digress a little.

Now globalization. What does globalization bring to us in the field of education? Firstly, we have an international market of educational services in Russia. Borders are being opened, and powerful Western universities are coming to us. There is a question here: will we be able to compete with powerful universities in developed countries? For now, we are focusing on MSU. Moscow State University with 33,000 students would be considered in the West as a very mediocre, rather weak university. I gave a report in Brazil, in Rio de Janeiro at a conference and lightly gave figures for our universities. They started laughing. In Brazil itself, a city university similar to Moscow State University has 95,000 students; in Sao Paulo, 130,000 students; and in New Mexico, 270,000 students. These are the figures and, accordingly, such capacities, such scales are now accepted in the world. In principle, we have very small and weak universities.

I think that in order to withstand the competition of powerful Western universities, we inevitably need to unite, we inevitably need to legally allow (unfortunately, Shudegov left, and I wanted to tell him this) cooperation of universities. This is not provided for by law. At the same time, the university requires a license for both the building and educational programs. It is practically impossible to combine two universities: one provides educational programs, the other is a building.

We also have an international labor market, educated people. Our graduates will have to compete, to withstand the international competition of graduates. Are we ready to tell them that they will have to compete with foreigners? There is a brain drain issue here. There is no need to complain about the "brain drain". "Brain drain" means the existence of an international labor market. Everywhere: where "brains leak", where that. I'll see how our football players, basketball players play: a significant proportion of blacks. This is already a "brain drain", legs or arms, so to speak, from the other side to us. This is an inevitable condition for the existence of our civilization. You have to be ready for it, you have to endure it. Here I have a small slide on what modern knowledge and new technologies give us. I will not comment on what you already know very well. Knowledge storage, volumes have increased millions of times in comparison with paper technologies. The speed of transfer of knowledge, information, too: millions of times compared to oral speech, and 300 thousand times compared to reading to oneself. New technologies, of course, should dictate new methods of work to us.

We live, Shudegov said, in a growing stream of innovations. He said that the number of technology cycles change in 100 years. We now have 5 shifts, 20 shifts of technology change cycles - about 5 years, 3 years. It turns out that if we teach a student, then the graduate that he taught in his first year is already outdated. The cycles of knowledge change so quickly. Specialties branch very quickly, new specialties are created. According to our calculations, there are already more than 100 thousand specialties in the world, and their number is growing and growing. In principle, in the limit we can reach the point that each person can have his own specialty.

Where does this lead? This inevitably dictates to us the continuity of education. We often confuse continuity with continuity, that is, school, then university, then postgraduate. But succession is different. Continuity means that you need to improve your qualifications all the time, you need to increase the level of your education all the time. That's what continuity is. Naturally, campus methods of education cannot be used in this case, because it is impossible to move all people to campuses forever. People should be educated at their place of residence, outside of campuses. Some already understand this. For example, Peter Drucker, an American management theorist, wrote about five years ago that in 30 years the campuses of American universities will turn into wastelands. Indeed, there is no need to live on campus while getting an education at any university.

A very sore subject, and everyone is talking about it: the quality of education. Quality is the last stronghold of retrogrades. How something new, natural, modern, is started all at once: what about the quality? How to understand the quality of education? We used American research. Unlike our universities, they conduct research there. It turns out that the quality of a graduate is 68% dependent on his genetic factors. And only 32% depends on the educational environment that the educational institution creates for him.
Thus, we can outline two ways to achieve a high quality of graduate training. One way is to use the abilities of students, i.e., selection. Not to let everyone in, not to give to everyone, but to educate only the most capable, and weed out the rest. True, this does not fit in with the constitutional principle (Article 46 of the Constitution), according to which education is available to any citizen of Russia.

But by weeding out the talented, arranging a high competition, of course, you can achieve a high quality of graduates. A gifted person - he is a gifted one, teach him, do not teach - he will learn. In particular, when our President V.V. Putin studied at Leningrad University, he had a free schedule, i.e. he did not attend lectures and in general he did not use the infrastructure of Leningrad University, but he only came and took exams. And he learned well. As you can see, a capable, gifted person is able to study even without a university. Another way is to create an educational environment, to create such a perfect educational environment in which even the less gifted could learn. Here today, Professor Davydov gave figures: in Russia, 21% of the economically active population already has a higher education. And at the last conference, I cited our studies of psychologists: 5.2% of the population is quite gifted in our country. Thus, it turns out that 16% of our population of average ability has a higher education. It would be nice, of course, from the point of view of the guardians of quality, to deprive them of their diplomas and kick everyone out. On the other hand, how then to work? I think the conclusion here is inevitable. Our system of higher education must adapt to educate students of average ability. In general, the selection, in our opinion, is not at all constitutional, the selection of the most gifted. They will pick themselves up.

On this slide, we have summarized our research on the historical rise in demand for higher education. Once again I will say that we are now in a post-industrial society, where approximately 20% of the population must have a higher education. Professor Davydov in front of me called the figure for an innovative economy - 60%. We also confirm this figure. Approximately 60% should receive higher education in the society to which we are inevitably moving.

Here we have tried to reveal these 60%. We have a post-industrial economy, an innovative economy. Post-industrial - we took the example of the large country of the United States and the small country of the Netherlands. Agriculture employs 4% of the population, industry (including transport and communications) - 15% of the population and 81% in the service sector, of which about half are in management, finance, culture, education, science - where higher education is in great demand .

What will happen in an innovative economy? In this service sector, its share will slightly increase from 81% to 85%, but just in these areas more than 90% will be required for people with higher education. And as we look at very advanced economies like Japan, many job positions require higher education. All of us are concerned: vocational schools, technical schools. There are no technical schools in the world. Immediately eat elementary education and higher professional. Almost no one uses mid-level specialists. We brought our methods from the socialist economy and consider them the only correct ones. The whole world is walking out of step, we alone are stepping in step. It doesn't happen! Let's look at those countries that have significant achievements in building innovative economies, let's compare with them: how they have built their education system. In our opinion, there are no technical schools there, and we do not need technical schools.

What is the future of the Russian educational system? As the population shrinks, do we need to shrink our universities? By simple arithmetic logic - it is necessary. Indeed, if there are only 16 million of us left, then we will need only a couple of million to teach. Where can we put such an army of teachers?

We have a different opinion. We believe that the future of the higher education system in Russia is not in Russia, but lies in the export of educational services. We have considerable experience in this matter. Our university has about 30 thousand students of cross-border education, whom we teach through satellite technology at their place of residence. We operate in 10 countries. The needs are enormous! Look, if in Russia 20.6% of the economically active population have higher education, we took the average for 15 developed countries - 22%, in the USA - 31%. We know 60% - this is where we are going in the knowledge technology society. Now in developing countries - 1-3%. The shortage of higher education is enormous! Numbered in tens of millions of people.

As recently as yesterday, we held a very interesting conference at the President Hotel Russia, Turkey, Azerbaijan. Russians, not a single person came, of course, from the Ministry of Education. True, there were both ambassadors: both Turkey and Azerbaijan. There were very respectable people from them, there were ministers, etc. I give you data on Turkey. There is no fresh data, this is last year. 1.5 million applications were submitted for admission to universities for the first year, and 120 thousand people were accepted. This means that 1 million 380 thousand applications were not satisfied. There, the average price (they live a little richer than us) of higher education per year is 3-4 thousand dollars. There are still unsatisfied applications that our universities could satisfy, about 3-4 billion dollars annually. Annual!

If we compare the needs of such countries as: Turkey, Indonesia, Pakistan, India, China, etc., and manage to penetrate the educational space of these countries, we are talking about the earnings of our higher education higher than the gas and oil industries earn together taken. And what is higher education? We are environmentally friendly, we do not emit carbon dioxide, if we allocate, then quite a bit. We don't have cows, we basically have one professorship. We don't damage roads. We do not occupy arable land. We do not deplete the subsoil. Our earnings are the cleanest that can only be in nanotechnology.

What I have told you is confirmed on this slide. 597 state universities of the Russian Federation have a total of 68 thousand students on the methods of academic mobility, that is, students come and live on our campuses. And one of our academies has 30,000 students, but we are going to dramatically increase this number.

How is higher education used? Examples were given, and in Shudegov's report it was said that in Tatarstan only 31% work in their specialty, and, therefore, 69% work outside their specialty. known to teachers. Only 15% of those graduating from pedagogical universities work in the specialty received at the university.

There are two concepts in the world: academic education and professional education. We, relying on the needs of the socialist economy, where each person is presented as a cog in the economic

machine, emphasized vocational education. We even have a law called: on higher and semi-university vocational education. That is, the academic use of education is not provided at all. We look employers in the mouth, what employers will tell us. And I must tell you from the experience of our academy: 14% of our graduates are self-employed, they do not need employers, they are employers themselves. It means that a person is educated. It rises to a new level of human or, if you like, human capital. That's what's valuable! And we all continue to listen to employers who can't see beyond their noses. We call them “pigs under the oak”: they see acorns, but where acorns come from they don’t understand. For those in power now, the main thing is the word of these business structures and employers, as if they understand better than professors what needs to be prepared. All the same, everyone will come to the professors.

We analyzed how education is used. In technical areas, this is the middle square. On average - 9 years. No more than 18 years old. A person studied at a university, which means academic use. He received a new quality in this university. If we take other specialties (military, medical), even less: an average of 6.5, a maximum of 13 years. In just 12 man-years of his field career, he has put his knowledge to work. In humanitarian areas, the situation is somewhat better. In general, most people, graduating from universities, acquire new qualities and use their education in an academic way. That's what we wanted to convince everyone.

By the way, breaking society through the knee and imposing your point of view on it, which is what everyone is doing now, both the Government and all the critics of the education system, is useless. I am an older person, five different states have changed over me, starting with Stalin, then Khrushchev, etc., but the people have remained the same. The state changes, but the people remain. It is necessary, first of all, to think about what society needs, what society needs before imposing any schemes.

Here the question is very interesting: what is education? We all say education. What is education? Suppose we have a linguist and a chemist. Both of them graduated from high school, they are educated people. But they do not understand each other, they have different professional slang, they various systems knowledge, i.e. they basically cannot talk to each other. However, they have some common features, due to which society considers them both to be educated people. We have tried to formulate the criteria of an educated person. Firstly, this is studying at a university, that is, what they have in common is that they studied at a university. Secondly, they both have a diploma of higher education. This also brings them together. Thirdly, they know the terminology of an educated person, that is, they have a cultural speech that is not accessible to uneducated people. Fourth, they communicate with educated people. These are the people we call educated. Or you can say in other words that they received and academically use the education they received, whatever it may be: medical, military, linguistic, chemical, technical, etc. This is approximately what Professor Davydov was talking about when he called general higher education. One can accept such a term, although in the world there is a term no worse: academic education. The word "academic" is generally a pleasant word.

There is a terrible fear among the guardians of the reduction in the number of those receiving higher education: where are we going to put these educated people? What to do with the uneducated, everyone knows. But what to do with educated people? We will bake them now, we have created a bunch of universities, we are baking lawyers, economists that no one needs, although they just turn out to be needed. Then these military and technicians move on to management and to the legal use of their education. VTsIOM conducted a very interesting study. Most recently, in June, they published. Shown here is employment at working age, depending on where people live. Cities with a million population are shown, cities with 100-500 thousand up to 50 thousand and villages are shown. The smaller the settlement, the higher the employment of people with higher education. Let's take a village. 54% on average and 76% in villages. That is, people with higher education are much more employed, economically more active than people without higher education.

Very interested in professional training. Here we have shown the years after schooling. 2 years is a technical school, and 5 years is a university. The more education a person has, the more often he passes vocational training. Here's an interesting dependency. Although it would seem that it should be the other way around.

The impact of higher education on labor productivity, measured by the amount of GDP, created by people. We made calculations and obtained using a system of equations in production that the productivity of a person with a higher education is 15 times higher than a person without a higher education. If we take together the manufacturing industries and the humanitarian industries, then about 7 times higher. Compared with US data. According to them, five times higher. But, in general, these are numbers of the same order.

For wages. In the United States, a person with a higher education is paid 2.5 times higher. According to VTsIOM - 1.5. According to our data (we spent on our students) - twice as high. A person with a higher education earns twice as much as a person without a higher education. That's the reason why people go to study. On the surface lies: their salary is doubled. Calculations for 2004 prove the data I have cited.

There are industry interests. Including the branches of higher education. And there are national interests. Why are the laws that Viktor Evgrafovich spoke about not being passed? They seem obvious enough, but nevertheless they are not being pushed through either the State Duma or the Government. Why? There is a powerful industry lobby here, the education industry.

Here we are not in relation to education, but in general we looked at the divergence of sectoral interests and national interests. The industry is interested in making it a dependent, i.e., budgetary industry. And the national interest is to make the industry productive. The interest of the industry is to close the data on the activity of the industry, and the national interest is to publish all the data. For example, we cannot obtain any data on accreditation from Rosobranadzor. The industry's interest is to benefit society: they are such benefactors that one cannot live without them. The national interest is to have fair prices for goods and services. The sectoral interest is to create a shortage of services, and the nationwide interest is to create an abundance. Sectoral interest - hierarchical management of the feudal type, nationwide - self-government. There - monopoly, here - the market environment.

We understand that since the interests of the industry and the national interests diverge, we need the people, the public, the scientific community to understand that our leaders do not reflect the interests of the national.

We made a calculation of the economic effect of training a university graduate. This is the first such calculation. Until now, it has never been published anywhere. In general, no one dealt with this extremely important issue, since everyone dressed up in white clothes and did good deeds and took money from the budget. All you hear is: we need to give more money from the budget. I can tell you that the industry where public money is scattered never flourishes if it does not stand on its own feet.

What effect does the national economy receive from the preparation of a university graduate? First, it is produced capital such as factories, buildings, etc. Second, human capital. In the national wealth, human capital occupies a leading role. If you read now the articles of economists on human capital, the average world capital is 65%, in developed countries - 78%, according to Academician Lvov, now deceased, in Russia - 7%, in total. That is, we are an order of magnitude behind the developed countries. We don't quite agree with this. According to our calculations, it turns out about 17%. But still, many times less than in developed countries.

We don't take it all. From a university graduate, the state receives additional income in the form of an increase in tax revenues. We have done only tax revenue calculation. We calculated how much VAT increases, how much income tax increases, how much income tax increases, since a person with higher education earns more, and how much the unified social tax (UST) increases also because he earns more. We summed it all up for 9 years - the average period of work of a specialist in the specialty received at the university. It turned out that more than a million rubles a year for the issue. The fair share of universities, since there is a share of the employee himself in the form of genetic factors, the fair share of universities, we believe, is 30%.

Thus, according to our calculation, 310,000 rubles should be received by a university for a trained graduate. You can, of course, make a more accurate calculation for various specialties. And it must be done. But so far this is a common figure for the whole of Russia. 310 thousand for a graduate, we must pay the university. I don't know about other universities. We made a calculation for ourselves. This year we have graduated 27,000 graduates. We gave the state more than a billion dollars of taxes in increments, and we would like to receive 335 million dollars from the state without any national projects due to the increment of taxes received by the state.

All this leads us to the idea of creating new formations of universities in Russia. What are the demands of society that lead to this need? First, we need to ensure the continuity of education. We have infrastructure continuing education not in Russia at all. Only a few examples can be given. For example, our university is prepared for continuous education. In order to switch to lifelong education technologies, it is necessary to abandon the campus structure of universities.

Finally, the second requirement. Mass character of higher and superhigher education. We like “superhigher” more than postgraduate. More logical. Once there is the highest, then the next after it is the superhighest.

Third. It is necessary to achieve education in the habitat, abandoning campus structures again.

Fourth. International character of education. The society wants our diplomas to be ranked on a par with the diplomas of all Western universities. This is the path through the Bologna process.

In response to these challenges, it is necessary to create universities of a new formation. What will it give us? First, the development of the economy. Secondly, the development of human capital. Finally, thirdly, the development of the person himself, the increase in the life expectancy of a person, the strengthening of his health, the development of IQ - the human intellect. That's what it will give us.

Here is a sequence, as we understand it, of creating a new formation university. It is necessary to start from the new technology of education. We must then move on to constructing a new teaching didactics. Further on the basis of didactics and technology to a new organization of the educational process. For example, individual curricula, mediated classes, etc. Finally, after this, a new material embodiment of universities. And not the way it is done now: the university has a building - the university begins to think about how to adapt it for new processes.

Vladivostok State University economy and service

Krivoshapova Svetlana Valerievna, Candidate of Economic Sciences, Associate Professor of the Department of International Business and Finance, Vladivostok State University of Economics and Service

Annotation:

This article discusses the issue of the impact of higher education on the country's economy, as well as the changes and improvements necessary for the higher education system.

This article examines the impact of higher education on the national economy, and the need for the higher education system changes and improvements.

Keywords:

human development index; competitiveness of the economy; higher education; professional standards; human resources; analysis; observation; self-realization of the individual.

human development index; competitiveness of the economy; higher education; professional standards; human resources; analysis; surveillance; personal fulfillment.

One of the key indicators for assessing the development of a country is currently the human development index, which, in addition to the standard of living and longevity, also takes into account the level of literacy and education of the population of the country under study. These indicators are certainly influenced by the system of higher education in the country, the normal development of which determines the level of development of society. More recently, education was seen as the sum of knowledge, skills and abilities acquired as a result of studying in educational institutions and less often - independently. Today, education is a branch of the economy, the country's economy, which includes organizations, institutions, enterprises that provide training, knowledge transfer, educational literature. So how valuable is the education system today for our country?

The relevance of this problem lies in the fact that higher education has a direct impact on the competitiveness of the country's economy as a whole through the training of qualified personnel, as well as the development of a holistic, creative personality, which is one of the main factors for the normal functioning of the country's economy. On the this moment, the assessment of the level of development of the country is also determined by the education of its citizens. Improving the system of higher education is a direct path to positive changes in society, as well as to its normal functioning.

The purpose of the work is to prove the need for higher education in modern Russia, to show the tasks that the Russian education system faces and to determine the vector of development of the influence of Russian education on the current economic situation.

The study sets the following objectives: firstly, to study the impact of higher education on the country's economy; secondly, to determine the degree of influence of higher education on the social sphere and various branches of people's activities; thirdly, to find the main ways of transformations needed in the system of national education.

Research methods that were used in the work - analysis, observation.

To ensure the competitiveness of the country, it is necessary to form a strong competitive education system for the production of qualified personnel. Indeed, at present, the determining factor for the successful functioning of the economy is nothing more than the human factor. The more a country has active, creatively developed and educated specialists, bachelors, masters, the higher the country's ability to compete in the international arena with the economies of other countries. Undoubtedly, the importance of education for the country is increasing. As of 2014, Russia ranks 57th in the Human Development Index (hereinafter, HDI) and is among the countries with a high HDI level. Russia ranks 36th in the HDI education index. Russia also has a rather high proportion of people with a higher education diploma, which is over 50%. This suggests that education has a significant impact on the economy of the country.

In recent years, the role and value of higher education has changed significantly, it has become more accessible, in particular through the development paid education, as well as ubiquitous. At the same time, there is no real connection between the needs of the Russian economy and the most popular specialties among students. In order to achieve the goals of providing the country's economy with specialists who meet the current needs of the country, correspond to the time, universities need to have contact and establish cooperation with the country's leading employers. Today, universities and businesses are striving to increase integration through the participation of the employer in determining the competencies of the graduate, organizing practice and internships for students. Therefore, this relationship is useful in terms of ensuring the effectiveness of higher education.

The social role of higher education is that, in general, the direction of human development depends on the direction of its development, therefore, education is the engine of social progress. Higher education helps the individual to satisfy his natural needs in obtaining new knowledge and information. higher education helps the individual: firstly, in obtaining a profession. Higher education helps the graduate to realize himself in the field of management. Also, education in general makes it possible to use knowledge for intellectual work. Secondly, higher education assists in the intellectual development of the individual, which is expressed in the self-realization of a person, improving the ability to analyze and synthesize what is happening in the world around him. Thirdly, also in the change of social status, in particular, raising the social status and improving the financial situation, which is a consequence of the first two directions of the impact of education on the individual.

Modernity does not stand still: technologies are developing, the speed of information processing and decision-making is changing. Under the influence of these factors, there are real changes in the economy. Higher education should contribute to the preparedness of a person for the changing conditions of the economy. To do this, a person needs to be capable of self-learning, have faster and better adaptation based on the base of academic knowledge laid down by higher education.

The basis of transformations in the field of higher education is the orientation towards the needs of the real sector of the economy with a perspective of 10-15 years. To do this, it is necessary to build a system for forecasting the needs of business in certain types of work, specialties, the basis for which can be such fundamental documents as the Concept for the long-term socio-economic development of the Russian Federation in the period up to 2020. According to the amendments proposed by the government of the Russian Federation, in the Labor Code The Russian Federation plans to introduce Article 195.2, which regulates the use by employers professional standards- requirements for the level of education, work experience, etc. for a particular profession. The introduction of professional standards is a natural and expected innovation. As one of the components of the professional standard, there can be not only a section of knowledge, but also a section "Skills", "Skills" and "Personal characteristics". Those. higher education should be strengthened through the practical development of knowledge and its translation into the category of skills and abilities. This is possible in the case of the formation by the higher education system of a profile of competencies for each of the specialties, the redistribution of training programs towards practice-oriented programs, including through the organization of practice and employers, the creation of modular and simulated training systems.

One of the main tasks of any institution of higher education is to increase and maintain the quality of education at an appropriate level. Quality is one of the criteria that allows us to believe that educational services will be provided in full, satisfy the student's need for self-development and contribute to self-realization. To improve the quality of education, a university needs to have a developed material and technical base that allows it to implement curricula; improvements in quality curricula; Information Support which involves the use of computer networks.

After analyzing the information about the places of Russia in international rankings, such as the assessment of the human development index, the level of education, the number of citizens with higher education, it can be assumed, based on the results of the study, that domestic higher education is capable of strengthening the country's position in the world, however, at the same time, Significant reforms are needed in the field of higher education, which will entail transformations in both the economy and the social sphere, and will also have an impact on the standard of living in the country.In general, in the course of the analysis, it was possible to find out that higher education in Russia is on the right track in development, significant changes and transformations are being carried out for the country's economy. Higher education is gaining more and more popularity and is becoming more and more valuable for our country.

Bibliographic list:

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2. General agreement between Russian associations of trade unions, all-Russian associations of employers and the government of the Russian Federation for 2014-2016 / chapter III. Development of the labor market and promotion of employment, 3.2, 3.3
3. The concept of modernization of Russian education for 2010 ch.1 “1. The role of education in development Russian society": Appendix to the Order of the Ministry of Education of Russia dated February 11, 2002 No. 393. M., 2002.
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