1. Functions of the university

Classical University - a higher educational institution that trains specialists in various fields and areas of education at two levels higher education, conducts fundamental and applied scientific research and performs the functions of a scientific and methodological center for the profiles of the ongoing training of specialists with higher education.

Karl Jaspers is a German scientist who wrote the book The Idea of ​​a University in 1949. He singled out the main functions of the university:

1. Educational.

2. Research.

3. Educational.

The university performs educational, intellectual, cultural and social functions aimed at meeting the needs and interests of the individual, society and the state.

Educational process in higher educational institution should meet the needs of society in qualified specialists.

Higher educational institutions carry out scientific, scientific, technical and innovative activities in accordance with the profile of training specialists and priority areas state scientific and technical policy.

Training scientists higher qualification in higher educational institutions is carried out in graduate school (adjuncture) and doctoral studies.

International cooperation is carried out with international organizations, foreign individuals and legal entities, international and national projects and programs in the field of higher education.

The main tasks of the university are:

· training of specialists with higher education in accordance with the needs of society and the state;

organization and conduction of research works;

activities for the most topical issues science, technology and production, the development of an appropriate material and technical and experimental production base of the educational process and scientific research;

education of students in the spirit of patriotism, high citizenship, humanism, for the benefit of man and society;

· Satisfying the needs of the individual in intellectual, cultural, physical and moral development through higher and postgraduate education.

Rise of universities

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Informatization of education

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Campus as the center of university and cultural life

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The educational process in the higher educational institution of Moscow State University. G.I. Nevelskoy

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Oxford University and its alumni

Among the teachers and graduates of Oxford - 40 Nobel laureates, 25 British prime ministers, 6 kings, 12 saints, about 50 Olympic medalists, about 20 managers of the 100 largest businesses in the world, thousands of leading politicians, scientists ...

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Organization of academic mobility within the Altai State University

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Problems of higher education in the Russian Federation and ways to solve them

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Modern classical university education in Russia and France (on the example of Cubgu and the University of Bordeaux-III named after Michel Montaigne)

The University of Bordeaux (Universite de Bordeaux) is one of the largest institutions of higher education in France. The university is located in the suburbs of Bordeaux Talence. Like many French and European universities, Bordeaux begins its history in the Middle Ages...

Conditions for the development of intellectually gifted children in the field of physical and mathematical disciplines

The purpose of the creation of the TFMS is the selection and education of talented young students by training and involving them in participating in scientific activities...

Let us consider in more detail the functions performed in modern society institute of education. There are quite a lot of them, and different authors focus on various aspects of the activities of the institution of education. But the following four functions of the institution of education have the greatest cultural and social significance.

1. Transmission and dissemination of culture in society is the first and most essential of the functions. Its essence lies in the fact that through the institution of education, the values ​​of culture are transmitted from generation to generation, understood in the broadest sense of the word (scientific knowledge, achievements in the field of art and literature, moral values ​​and norms of behavior, experience and skills inherent in various professions and etc.). Throughout the history of mankind, education has been the main source of knowledge, the most important tool for enlightening society. Let's also not forget that the culture of each nation has its own national and ethnic characteristics, and therefore the education system plays an extremely important role in maintaining and preserving the national culture, its inimitable and unique features, joining which the individual becomes the bearer of national psychology and national consciousness. of this people.

2. The function of socialization, or the formation of attitudes, value orientations, and life ideals among the younger generation that dominate society. Thanks to this, young people join the life of society, socialize and integrate into the social system. Teaching the native language, the history of the fatherland, the principles of morality and morality serve as a prerequisite for the formation of a generally shared system of values ​​among the younger generation, accepted in a given society and culture. The younger generation learns to understand other people and themselves, becomes a conscious participant in public life. The content of the process of socialization and upbringing of children carried out by the education system largely depends on the value standards prevailing in society, morality, religion and ideology. In pre-industrial societies, religious education was an integral part of schooling. In a modern industrialized society, religion (church) is separated from the state, which controls the formal education system, so religious education and upbringing is carried out either within the family or in special non-state educational institutions.

If we recognize that moral education and the formation of a worldview is an essential component of the socialization process carried out by the modern school, then it is legitimate to talk about the need to instill in young people, first of all, universal human values ​​and humanistic morality. This is achieved to a large extent in the course of studying the disciplines of the humanities cycle (literature, history, world art culture, philosophy, etc.), which are beginning to play an increasingly important role in the system of not only school, but also university education, at the same time have a positive impact for teaching natural science and technical disciplines.

3. The social network is one of the most important functions of the institution of formal education. The structure of the educational process is arranged in such a way that it makes it possible, already at the very initial stages, to carry out a differentiated approach to students in order to select the most capable and talented, to give young people the educational status that corresponds to individual interests and capabilities. In our country, after a compulsory eight-year education, a significant part of young people go to study at technical schools and colleges, others continue their studies at high school, and then some of them continue their studies at universities, others go to colleges and schools. After graduating from a university, some begin working in the national economy, others enter graduate school, make a scientific career, and so on.

Literature

1. Osik Yu.I., Nadyrov A.I., Osik L.G., Network structures and problems of higher education // Proceedings of the international scientific conference "Science and Education" - the leading factor in the strategy "Kazakhstan-2030", dedicated to 10- anniversary of independent Kazakhstan, Karaganda, 2001, Issue 1.

5. According to official materials Ministry of Education of the Republic of Kazakhstan

Questions for boundary control

Subject field of modern sociology

The theoretical significance of sociology

Features of the development of Kazakhstani society

The development of a sociological worldview

The Practical Importance of Sociology

The religious situation in Kazakhstan

Development of Kazakhstan sociology

Formation of personality in society

Education as a social institution

social structure

Politics and political parties in modern world

Socialization and life cycle

Theories of stratification in modern sociology

Social thinking: ways and difficulties of formation

Kinship, marriage and family

Factors of social mobility in modern Kazakhstani society

Globalism, Regionalism and the Modern Transformation Process

Interethnic processes

Social institution: the content of the concept, its features and functions

social change

Media globalization

The theory of modernization and the difference in the ways of social development

Classes and layers in sociological theory

Communication and mass media in the modern world

Social stratification in Kazakhstan

Modern states and democracy

Migration processes in the modern world

The state as a social institution

Globalization as the interdependence of the world community

Revolutions and social movements.

Sociology of international relations: traditions and modernity.

Sociology of political realism: power and strength in interstate relations.

Political relations between nations: the struggle for power and peace.

Man, state and war: a sociological analysis.

Achieving global peace through global law: social reality.

Neo-Marxism and the sociology of international relations

Transnationalism in the Science of International Relations

Contribution to the systematic study of international relations.

System and process in international politics.

International cooperation: positions of political realism.

Conflicts and cooperation in world society: a sociological aspect.

Moral and social legal possibilities of regulation of the order in the international society.

World community: sociological analysis

Forms of relationship between the state and society in the process of performing their functions.

Economic function of the state

Social function of the state

Ecological function of the state

Cultural development function

The function of ensuring the defense of the country

The function of ensuring peace and cooperation with other countries

The function of establishing good neighborly relations with neighboring states

Participation of Kazakhstan in international treaties in the field of human rights

Priority directions for the development of the human rights system

On the activities of justice bodies to ensure the constitutional rights and legitimate interests of citizens of the Republic of Kazakhstan.

Development of the judicial system in Kazakhstan

The role and significance of international legal documents in the formation of the legal policy of Kazakhstan in the field of human rights protection

Questions for 1 boundary control

1.Object and subject of sociology. Sociology of international relations.

2. The structure of sociological knowledge

3. The concept of method in sociology

4. Functions and methods of sociology

5. Correlation of sociology with other social sciences.

6. What does sociology study?

7.basic paradigms of sociology

7. Correlation between theoretical and empirical sociology.

8. The role of social laws in obtaining knowledge about society.

9. The emergence of sociology as a science

10. Classical Western sociology of the 19th - early 20th centuries.

12.Modern Western sociology.

13.Sociology in Russia and Kazakhstan.

14.Osnovnye prerequisites for the emergence of sociology as a science.

15. Classical stage in the development of sociology.

16.Modern sociology: empirical and theoretical sociology.

17.Main directions and schools in Russian sociology.

17. Modern state of Kazakhstani sociology.

18. Program of sociological research

20.Methods of sociological research

21. Analysis of empirical data.

22. The concept of a social problem

23. Sociological research and its types

24. The concept of sampling

25. Stages of sociological research

26.Public opinion as a subject of research.

27. Concept and structure of society.

27. Approaches to the definition of society in modern science.

28.Social institutions

30.Civil society and the rule of law

Development of society: types of social changes.

31. World community and global problems modern civilization.

Questions for the 2nd boundary control

The social structure of society and its elements.

Social relations and types of social structures.

social groups. social mobility.

Actual problems of development of the social structure of modern Kazakhstani society.

Basic concepts of the theory of stratification.

Causes of social inequality: approaches in science.

Types of stratification systems.

Social mobility: concept and varieties.

Social groups and social community: concept and signs.

Classification of social groups.

Personality and society. Theories of personality development.

Purpose and meaning of human life.

Socialization of the individual: the meaning of the term and purpose.

Agents and institutions of socialization.

Social roles and personality.

Social typology of personality.

Essence social behavior personality.

Conscious and unconscious in the behavior of the individual.

Personality and society in transition.

Marriage and family as social institutions.

The main functions of the family.

Trends in the development of family and marriage relations.

The concept and purpose of the family as a social institution.

The main forms of the modern family.

Forms of marriage.

The concept of culture, its structure and functions.

Sociological classification of culture and patterns of its development.

Mass culture and subculture.

Cultural conflict and cultural dynamics.

Elements of cultural dynamics.

The nature of cultural change.

Module description form

Module name and code	Sociology. Sociology of international relations
Responsible for the module	Ayazbayeva A.T.,
Module type
Module level
Number of hours per week
Amount of credits
Form of study
Number of students
Module Prerequisites	Sociology of law, Sociology of power, Sociology of the state, Political sociology. Related disciplines: General sociology, History of sociology.
	Sociology. The sociology of international relations is a relatively new course, and at the same time it is rapidly spreading in the curricula of the Ministry of Education and Science of the Republic of Kazakhstan. The theoretical basis is the basis on which the understanding of specific political events in the field of international relations takes place. International politics, like politics in general, is a struggle for power. Politicians and nations may have freedom, security, prosperity or power as their ultimate goal. Speaking of power, we mean the control of one person over the thoughts and actions of another. By political power, we mean a relationship of mutual control between people in positions of power, and between them and society as a whole. In this special course, we will draw your attention to those problems that were not studied enough in the undergraduate system.
Learning Outcomes
Form of final control	1.2 boundary control, exam
Conditions for obtaining loans
Module duration	13-14 weeks
Literature	1.K.Gabdullina. Workshop on sociology of law. Tutorial. Almaty 2004 2. Sociology. Textbook for university students. M.: 1995 3.K.Gabdullina, E. Raisov. Sociology. Textbook. Almaty: 2005 4. Functions of the state in the conditions of the modern world. Almaty: 2005 Development of mechanisms for the protection of human rights in Kazakhstan. Astana: 2004 5.L.M. Romanenko. Civil society (sociological dictionary-reference). M: 1995 6.V.V. Kasyanov, V.N. Nechipurenko. Sociology of law. Tutorial. Rostov-on-Don: 2002
Update date

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

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

Functions are inherent in various institutions of society. So, the first and most important mission of any social institution is to satisfy the most important vital needs of society, i.e. without which society cannot exist as a current one. Indeed, if we want to understand what the essence of the function of this or that institution is, we must directly connect it with the satisfaction of needs. E. Durkheim was one of the first to point out this connection: "To ask what is the function of the division of labor means to investigate what needs it corresponds to."

List of universal, i.e. functions inherent in all institutions can be continued by including in it the function of consolidating and reproducing social relations, regulatory, integrative, broadcasting and communicative functions. But these are functions inherent in all institutions.

In the available scientific literature there are different points of view regarding the content of the functions of education and their systematization. Some researchers take as a basis the result of the influence of the education system on the individual and therefore they call such types as the socialization of the individual, the provision of appropriate knowledge and skills, and many others. So, for example, L.M. Kogan singles out the transmission of knowledge and social experience from generation to generation (translational), value-oriented, humanistic (human-forming), adaptive. Other researchers, in their view, cover the role of education in the structure of society and therefore single out functions aimed at the implementation of social programs within communities and society. ON. Kenkmann distinguishes the following functions: social (reproduction of the social structure of society), professional (preparation of members of society for the implementation of a certain professional activity), humanistic (the transfer of knowledge and culture to new generations), ideological (the formation of an ideological orientation and life position in the younger generation). V.T. Lisovsky, in addition to those just mentioned, also highlights the moral one, aimed at mastering the norms of morality, and the political one, which consists in the education of political culture, the ability to analyze. The third cohort of researchers names the functions that affect the economy, social structure, spiritual culture, etc. society as a whole. Basically, they distinguish between economic, which is also called vocational-economic or vocational-educational, and social. Many researchers identify many functions, and as a rule, new ones are attributed to the existing ones, in their vision, but in fact old ones, but combined or named differently. For example, A.V. Koop, in addition to economic and social, also distinguishes cultural and humanistic, and F.R. Phillipov - humanistic, political and educational and cultural and educational functions. In this example, the humanistic (human-forming) function is integrating. But not only in this example, but in many others, since all other functions of education follow from it or act as its modifications.

In general, the main functions of education can be divided into

socio-cultural, aimed at developing the spiritual life of society, where high school plays a decisive role, because it not only directly affects the formation of the personality, but also lays down a sense of social responsibility, allows you to preserve, develop, broadcast the spiritual heritage.

socio-economic, associated with the formation and development of the intellectual, scientific, technical and human potential of society, with social stratification;

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

At the same time, it should be noted that the interaction and interweaving of the above functions is quite high.

Socio-cultural functions of the institute of education

The humanistic (human-forming) function is manifested in the unity of opposite, but organically related processes: the socialization and individualization of the personality. In the process of socialization, a person assimilates social relations, turns them into the inner essence of his own personality, into his own social qualities. However, this happens individually for each person. Therefore, education is a special social institution that ensures socialization and, at the same time, the acquisition of individual qualities by a person.

The connection of education with all spheres of public life is realized directly through a person included in economic, political, spiritual, and other social ties. Education is the only specialized subsystem of society, the target function of which coincides with the goal of society.

If various spheres and branches of the economy produce certain material and spiritual products, as well as services for a person, then the education system "produces" the person himself, influencing his intellectual, moral, aesthetic and physical development.

Humanization is an objective need for social development, the main vector of which is a focus on a person. Global technocracy as a method of thinking and principle of activity of an industrial society dehumanizes social relations, in such a society a person turns into a working machine, and in old age is no longer needed.

Unfortunately, at present the situation in this regard has not improved, we have to talk about the growing dehumanization of society as a real process, where the value of labor has already been lost. Considering the humanistic function, it should be said that with the greatest completeness the humanistic function is called upon to be realized in the system of preschool education and in general education school, and to the greatest extent - in the lower grades. It is here that the foundations of the intellectual, moral, physical potential of the individual are laid. As recent studies by psychologists and geneticists show, a person's intelligence is 90% formed by the age of 9. Alas, just these links in the education system itself are considered as not the main ones, and professional, secondary and higher education come to the fore (in terms of importance, funding, etc.).

social control. Education ultimately determines a person's position in society, his capabilities, goals achieved in society and ways of remuneration for work, work itself, worldview, etc.

Transmission and dissemination of culture in society. It lies in the fact that through the institution of education, the values ​​of culture are transmitted from generation to generation, understood in the broadest sense of the word (scientific knowledge, achievements in the field of art, moral values ​​and norms, rules of conduct, experience and skills inherent in various professions, etc.). .P.). Throughout the history of mankind, education has been the main source of knowledge, a tool for enlightening society. Also, one should not forget that the culture of each nation has its own national and ethnic characteristics, and therefore, the education system plays an extremely important role in maintaining and preserving the national culture, its unique and unique features, joining which, the individual becomes the bearer of national consciousness. and national psychology. From it comes such a function of education as the generation and preservation of the culture of society.

Reproduction of social types of culture. Education gives knowledge manufacturability, constructive forms, thanks to which it becomes possible to systematize, compose, broadcast and accumulate it in increasing volumes. The transfer of knowledge and experience is becoming dynamic, massive, and open.

Innovation in the field of culture is carried out selectively through education. The public education system transmits only a part of the innovations achieved in culture. Innovations are accepted from the mainstream of the dominant culture that do not pose a threat to the integrity of this social organization (the stability of its management structures). In relation to other innovations, even progressive ones, the education system can act as a kind of barrier.

The formation and reproduction of social intelligence (mentality, certain industries and social technologies of intellectual activity) includes the provisions formulated by Durkheim: the dissemination of essential knowledge through training, instilling cognitive skills in individuals. The education system has become a diversified complex, its goal is not just the transfer of knowledge and personal development, but intellectual support for the development of society. World leaders seek to control educational complexes in different areas of the world, transferring their educational technologies or other models specially designed for other countries.

Formation in the younger generation of attitudes, value orientations, life ideals that prevail in a given society. Thanks to this, young people join the life of society, socialize and integrate into the social system. Teaching the language, history of the fatherland, literature, principles of morality and morality is a prerequisite for the formation of a shared system of values ​​among the younger generation, thanks to which people learn to understand other people and themselves, and become conscious citizens of the country. The content of the process of socialization and upbringing of children carried out by the education system largely depends on the value standards prevailing in society, morality, religion, and ideology.

The educational function of education is to ensure the processes of socialization of the individual and its civil formation, the transfer of domestic and world cultural and historical experience to new generations. The Ukrainian school should educate citizens with high state dignity, honesty and nobility before the Motherland.

The teaching function of education is to ensure the process of mastering the knowledge, skills and abilities of a person within the framework of educational institutions and various spheres of society.

The functions of education described above are components of such a function of education as the socialization of the individual, especially young people, and its integration into society. It is educational institutions (and not only them) that prepare certain skills in a person to perform a certain task. social role with a certain status.

The homogenization of society through the organized socialization of individuals is the inculcation of similar social characteristics in the name of the integrity of society.

Socio-economic functions of education

Formation of the professional and qualification composition of the population. From a quantitative point of view, the education system is responsible for the reproduction of the vocational and educational composition of the population. Its productivity and innovative activity somewhat increases with the growth of general education.

The excess of the educational level over the requirements of the workplace plays a positive role in production, creates a reserve of the creative potential of the individual, qualification and social advancement of the person. The same circumstance strengthens the contradiction between the claims of the owner of excessive education and the expectations of the surrounding people.

Formation of consumer standards of the population. Education can bring rational standards to people's material needs, promote a resource-saving economy, as well as a stable and favorable human environment. In market conditions, such a function is opposed to the interests of business, although it is more in line with national interests.

Attraction of economic resources. As you know, the most profitable investment of capital is an investment in education.

Internal distribution of economic and other resources. Resources are provided for such areas of activity that are focused on education and on the "non-educational" space (material assistance to students, maintenance of commercial, research, design and other structures).

Social selection is one of the most important functions of the institution of formal education. It follows directly from the humanistic function; now you will understand why. The structure of the educational process is arranged in such a way that it makes it possible, already at the very initial stages, to implement a differentiated approach to students (change the profile of education for students who cannot cope, encourage talented and capable ones). In a number of countries, including our country, there are special educational programs for creatively gifted youth, whose educational work is certainly encouraged, and favorable conditions are created for the maximum development of their inclinations.

In modern society, the search for and education of talented youth is elevated to the rank of state policy in the field of education, since the rapid development of science and technological progress in many other areas requires a constant influx of talented youth.

The selection process, the selection of the most capable of learning students is carried out modern school as if automatically, since the very internal microstructure of education itself has as its main task the selection and differentiation of young people not only according to their abilities and talents, but also in accordance with individual interests, opportunities, and value orientations. After a compulsory eight-year education, a significant part of young people go to study at technical schools, others continue their studies at secondary school, and some of its graduates enter universities. After graduating from a university, some begin their labor activity in the national economy, while others enter graduate school and make a scientific career.

From the sociological point of view, the consequences of the selection process carried out by the institution of education are extremely important, since its end result (when different groups of young people complete their education in different educational institutions) is the placement of people in different positions in the social structure of society. Through this, the reproduction and renewal of the social structure of society is achieved, without which the normal functioning of the latter is impossible. Another important aspect of the process of social placement is that it triggers the mechanism of social mobility; obtaining a profession, occupying a social position in the structure of an organization, as a rule, opens the way for many people to a professional career, moving up the ladder of official hierarchies and powers of authority. The system of education, mainly higher education, in a modern industrial society serves as the most important channel of social mobility, because without a university diploma it is impossible to get a prestigious and high paying job. The level of education, along with power, property and income, is the most important indicator of a person's social status in modern society. Thus, the next function is to determine the status of the individual.

Professional. Reproduction of those social classes, groups and strata, belonging to which is conditioned by educational certificates. Educational institutions provide individuals with unequal education, which is a condition for occupying appropriate places in systems of division of labor (and social stratification).

As more and more attainable statuses are conditioned by education in society, such a function of education as the activation of social movements becomes more and more visible.

The function of social and cultural change. It manifests itself in the creation of a knowledge base for further non-stop education. It is implemented in the process of scientific research, scientific achievements and discoveries, which are carried out within the walls of higher educational institutions, specialization of various types pedagogical activity, standardization of the educational process.

Ensuring career guidance work with youth.

Starting with teenagers, educational institutions are simply obliged to conduct it. The essence of career guidance is to form a more competent composition of graduates and skilled workers.

Functions of education in the socio-political sphere

The formation of personality is one of the vital interests of the state and groups, therefore, an obligatory component of education are legal norms and political values ​​that reflect the political interests of groups that dictate the direction of development in a given society and strive to control the school.

Instilling acceptable (shared) legal and political values ​​and norms in educational communities. Any political system begins by fighting for the old school or creating a new one. In this sense, formal education ensures the promotion of law-abiding legal and political behavior, as well as the reproduction of the state (dominant) ideology. This is how the school promotes patriotism.

The transformation of the world from bipolar to unipolar led to the allocation of the function of ensuring national security. True security, taking into account the progress of world civilization, is determined by the level of development of human resources as the main prerequisite for creating its scientific, economic, socio-cultural and spiritual potential.

Separate from such a conditional classification are such functions. Substitution of parents, social support for students during their stay in the walls educational institution. In the performance of this function, education, and especially the pre-professional school, reproduces cultural stereotypes and role differentiation inherent in the family. Formation of educational communities associated with involvement in educational processes and value attitude to education, and their reproduction, which consist of such basic elements: leaders and organizers of education, teachers and students. Other features.

The Changing Role of the University in the Modern World

Kuznetsov Ilya
Tambov State University named after G.R.Derzhavin

Modern society is developing at an unprecedented pace, the role of information and the synthesis of various cultural systems is increasing. Spiritual and material values ​​change, they begin to be expressed in new forms. New mechanisms emerge interpersonal relationships, new conditions for interaction within the state and the world community. The growth in the volume of information has a downside - it is the growth of incompetence of a certain part of society. The rapid pace of human progress leads to a lag in the spiritual and material development of individual individuals, and sometimes entire social groups. Not being able to clearly navigate the flows of diverse information, a certain part of society distances itself from active social actions, resorting to a simplified perception of reality. And this kind of gap additionally contributes to the growth social instability and socio-cultural crisis. In the personal and professional terms, the gap between the achievements, professional skills of individual outstanding personalities and the actions of the main mass of workers in this area is becoming more and more noticeable. Today, more than ever, the price of mistakes and misconceptions in all spheres of activity is rising, and, accordingly, the price of the ability to develop and implement operational ideological development mechanisms is rising.

Against this background, education traditionally remains a significant lever of influence on the life of society, taking into account modern trends, transmitting to new generations all the positive experience of human development. At the same time, it, as an integral social institution, experiences all the crisis phenomena of the development of society. According to a fairly common point of view, education is one of the most conservative elements of the social system. In recent decades world system education, as noted by authorities in this field, is not yet able to meet the ever-increasing demand for the volume and quality of education. Moreover, it is higher education that receives the lion's share of criticism.

Today, as before, it is only in the universities that the “professional” and “technical” intelligentsia are reproduced. But its share in the student body is rapidly declining. In fact, for more than two decades now, in the Western world, and in Russia, an excess percentage of specialists has been produced. They are not required by either production or public institutions. At the same time, a number of specialties are acutely aware of the lack of a system of knowledge transfer, debugged at a high (university) level. Education in higher educational institutions takes on a borderline character between “gaining knowledge”, “preventing unemployment”, and artificially prolonging the period of “entering an active life”. The mass admission of young people to universities, from the point of view of rational choice theory, is becoming less and less motivated, and students, accordingly, are increasingly reduced to a cultural-age "pre-adult" lifestyle.

Thus, the university faced the task of positioning itself in the information space as a scientific and cultural center that meets all the current needs for knowledge. At the same time, not only students, but also already established specialists should have access to knowledge and information, and here systems of continuous and distance education become very important, the presence of universities in the virtual field. If the training of a certain part of the student body is extensive, then the choice of people who have entered professional life is more purposeful. Consequently, the implementation of the latest acquired knowledge tends to be more efficient.

In addition to the task of forming your own, unique image; the cultivation of a positive, intra-university climate is becoming increasingly important. In the context of an increase in the number of students and universities, in the context of the availability of practically any information, it becomes very difficult, even for the oldest universities, to maintain the very phenomenon of the “university spirit”. Preserve the “sacredness” of university knowledge, the ability not only to transfer, but also to create new knowledge. New relationships begin to emerge in educational institutions, determined by the development of society as a whole. Having an inert nature, new intra-corporate relations need to be initially in the right direction; and should be based on the already existing positive experience, and objective analysis.

Today, in the context of globalization, the importance of the presence of the university in the international space is increasing. Universities are dealing with a qualitatively new stage of international cooperation, characterized by the growing pace and depth of interaction between national educational systems, the creation in a number of regions of conditions for their integration and the gradual formation of an integral world educational space. In contrast to the previous period, the internationalization of education, when bilateral relations were the predominant forms of cooperation; for today's universities, multilateral interstate relations, large targeted and international educational projects become relevant. The activity of national universities is one of the elements of international politics. So, for example, today the term “common European educational space” has ceased to be just a slogan; it increasingly reflects an evolving reality. Some important decisions that objectively lead to the convergence of national education systems are taken by the governments of Western European states independently, and in some cases without prior agreement with each other.

One of the defining elements in changing the role and place of the university in the modern world is the change in its position in domestic politics states. In particular, in recent years, there have been changes in the attitude of the state to higher education. Having become a proven transmitter of social and political stability, universities receive greater autonomy, and experience less and less government tutelage. France, a traditional representative of a strict and centralized educational policy, can serve as an example, where, already in the course of the state educational reform of 1982, there was some decentralization of education management. Academies and local governments received more rights. The laws adopted in 1983 expanded the possibilities of decentralization and led to a redistribution of responsibility between local (non-state) authorities and the state.

Thus, recently the university is gaining experience of autonomous socialization in a society of "high" modernity - the experience of a "new" freedom. The era of total state control over the development of universities has successfully ended. Whether this is good for higher education or bad, time will tell. It is worth noting that on this moment the consequences of the increase in the rights and freedoms of universities were not fully manifested.

Today, universities are increasingly increasing their presence in the commercial sphere, being a provider of educational services and a manufacturer of intellectual products. Having become, in fact, commercial enterprises, universities actively cooperate with private companies. Particularly in the US, the ratio of public to private spending was approximately 2:1. At the same time, state spending accounted for about 29% of government spending, federal spending - 7.0%, and local spending - 2.0%. About 27% of the funding was provided by various firms. This type of financing is associated with the constant monitoring that firms carry out among university students. As a result of this monitoring, firms not only select future employees, but participate in their profiling, take care of updating the equipment of universities, as well as additional scholarships for "their" students.

Having received a certain freedom, first of all, in the economic sphere, universities also received competition. retraining of highly qualified personnel at the level of bachelors, masters and even doctors of sciences. More than 1,000 different training programs pursuing these goals are being implemented in 100 corporations and departments that spend up to 100 billion dollars on training their employees. Diplomas issued by corporations, in some cases, meet the criteria of the American Council of Education and are equated with similar certificates of local traditional universities.

Thus, one of the main tasks of a modern university - occupying its own, unique niche in the information and educational space, has received a weighty, material reason.

As for Russian higher education, it reflects, to one degree or another, practically all world problems and trends, acquiring the specifics of the current period. In particular, having received a certain economic freedom, Russian universities have, in fact, turned into a "conveyor of diplomas and semi-literate specialists." To a lesser extent, this applies to traditionally strong technical universities. To a greater extent, this applies to humanitarian universities that have opened new and relevant specialties. The university culture, which has a certain element of exclusivity, is practically leveled under the pressure of an increase in the number of students and poor teaching of some new disciplines. The attitude of society towards higher education is changing, not for the better, only the inert nature of the formation of the image of the university does not lead to sufficiently sharp shocks.

As for cooperation between private firms and universities in Russia, for certain reasons, in particular, the short history of private companies in modern Russia and economic uncertainty of development, it is going through a complex process of formation.

A weak competitor to public universities are private universities. But it is private higher education institutions that are currently most actively working on creating the appropriate material base (premises, libraries, equipment, etc.) and shaping their own image. There is a fairly high probability that in the future (after several issues) some of they will seriously compete with the state ones. As for the competition between state universities, in most regions, since the Soviet times, a system of local educational centers has developed that practically completely satisfies all the needs for higher education and at the moment they are becoming monopolies in their field. In addition If earlier the effectiveness of the functioning of the university depended on the quality of the knowledge offered, today effective management and PR are added to this.

In general, higher education in Russia is in the process of transition to a qualitatively new stage. And the first results bring more questions than answers. In particular, these are the consequences of the introduction of the Unified State Examination, attempts to integrate into the world educational community, private business investments, etc. Only one thing is obvious - the reform process is irreversible and practically all the initiative in this matter will belong to the state.

Nechaev V.Ya. Sociology of education. Lecture course. Part one. M., 1998. S. 3 A. Sogomonov Back to the University // Otechestvennye zapiski No. 2 2002 P. 101 V. Krol Personnel potential and financial support of higher education in Russia // Pedagogy No. 6 1994 S. 29

MODERNIZATION PRACTICE

V. ATOYAN, Professor, First Vice-Rector

N. KAZAKOVA, Professor Saratov State Technical University

A sustainable and dynamically developing society can only be built by modernly educated people who are able to flexibly and reasonably respond to constant changes, who have a developed sense of responsibility for the fate of their own and their country. An indispensable condition for the education of such personnel is the accelerated development of general education and vocational schools, for which the state needs to implement a well-thought-out, strategically oriented policy in the field of education.

One of the most important roles in this process can and should be played by universities as a key element of the vocational education system. Existing in Europe for more than 900 years, and in Russia for about 300, they made an outstanding contribution to the development of civilization, to the formation modern science worldwide. Universities are reference centers of culture, contributing to the preservation and development of the diversity of cultural achievements of mankind.

Over a long period of their history, universities have undergone and continue to undergo significant changes, to which they are prompted both by the constantly transforming needs of society and the internal logic of the development of human knowledge. However, over the centuries, their main mission has essentially remained unchanged - teaching intellectual activity as a profession, educating

Universities in modern society

professional intellectuals on the basis of constant increment scientific knowledge.

The type of university that has been formed in Europe over the past two hundred years basically develops Humboldt's ideas about research university. The search for truth in the process of research, its transmission and dissemination in the process of learning, the formation of a person with a high intellectual culture in the process of education are the main tasks of the university. All three tasks are closely interconnected, and the process of their solution is based on the presence of academic freedom of universities.

However, the radical technological, economic, and cultural shifts that engulfed all social institutions of society in the last quarter of the 20th century could not but affect universities as well. The growing role of knowledge and information in socio-economic development and their transformation into one of the key factors of economic well-being and competitiveness, the rapid growth of information and telecommunication technologies, which makes it possible to disseminate new knowledge at an unprecedented speed, changes in the labor market, when knowledge-intensive technologies require highly qualified workers and reduce the demand for low-skilled labor, the globalization of the world economy - all this increases the requirements for universities in terms of meeting social needs

and encourages them, while maintaining the main target orientation, to significantly transform their activities and organizational structures learning new functions.

Due to a number of conditions, including

The sharply increased cost of full-fledged higher education, along with a decrease in its state funding, one of the main directions in solving this problem has become the commercialization of certain types of university activities - part of educational services, applied R&D, etc. This is reflected in the concept of the so-called "entrepreneurial university", which is rapidly and widely spreading in developed countries. The European Academic Network of Deans (EELC) holds conferences and projects discussing this problem, the European Consortium of Innovative Universities (ECU) has been created, etc. At the same time, it is emphasized that an entrepreneurial university is still not a market enterprise. The main thing here is to change the model of organization and management of activities: the transition from reliance on state budget funds to multi-channel financing based on an independent search for sources of additional funds.

However, in our opinion, one should not reduce the whole variety of options and directions for reforming the activities and structures of universities in modern society only to their commercialization in the face of a shortage of state funding. This process is much broader and has deeper roots, which lie primarily in the change in the nature and dissemination of knowledge, in the change in the dominant paradigms of science and education.

The main reason for deep

The transformational processes that most civilized countries are going through today is the sharply accelerated progress in knowledge and, as a result, the gradual transition to a new technical and economic paradigm of social development. One of the founders of modern economic theory K. Freeman believes that "the modern paradigm shift can be seen as a shift from a technology based mainly on the investment of cheap energy, to a technology based mainly on cheap investment of information gleaned from advances in microelectronics and telecommunications technology" .

The main characteristics of the new techno-economic paradigm, called information technology: information as an object, and not just as a means of labor, the inclusiveness of the effects of new technologies, their network logic, the flexibility of processes, organizations and institutions, generated by the flexibility of information technologies, technological convergence, - naturally lead to the fact that production processes and products in many industries are becoming more complex and high-tech.

The importance of scientific knowledge in this process is so great that two previously independent complex systems "science" and "production" are combined into a single larger system "science - production" - a complex evolving system with a high intensity of accumulation and application of new knowledge. In such a system, participants in economic life need to learn more and more intensively, as the level of labor abilities required of them increases. Increasing need for highly skilled workers

with versatile skills and increased ability to quickly learn and adapt. Moreover, there was a need not just to learn, but “to comprehend the learning process itself and adapt and create again and again.” More and more are required from managers and employees cognitive abilities, the economy becomes less and less "machine-intensive" and more and more "knowledge-intensive".

In such an economy, there is a shift from purely technical skills to intellectual ones. This naturally leads to an increase in the role of education and educational system, resulting in a new large and complex system of "science - production - education". However, the unification of all three components occurs on the basis of the system principles described above, without destroying the uniqueness of each of the subsystems, but in their close interaction.

Comprehension of the complexity of the world around us requires the development of new methods and forms of its study - from predominantly analytical, strictly disciplinary to a synthetic, systemic vision of a holistic picture with its inherent relationships and patterns. In scientific research, the dominance of a disciplinary organization based on stable hierarchical structures is being replaced by the production of knowledge of an interdisciplinary and multidisciplinary nature based on flexible temporal structures with blurring of rigid boundaries between different sectors of science and practice. Modern society needs a constantly expanding influx of new products, technologies, ideas. Rapidly updated high technologies require not faceless, thoughtless performers at the assembly line, but creatively thinking, active

active specialists who are constantly updating their knowledge to accelerate the development of new generations of equipment and production processes.

As a result, the traditional concept of training and education, based on the transfer of the sum of knowledge, skills and abilities, is being replaced by a new one that highlights the formation of an active stock of key competencies of students based on their independent creativity. In this way, learning is combined with productive labor and search activity, and the process of education continues constantly throughout human life. This means that the training of specialists, especially highly qualified specialists, is carried out not only at lectures in university auditoriums, but also at their practical work in research departments, innovative firms producing high-tech products.

Thus, two trends in vocational education have emerged and are developing, which are characteristic of the era of transition to a post-industrial society - the integration of all its levels (initial vocational, secondary vocational, higher vocational, postgraduate vocational training and retraining) and the development of a system of multi-stage vocational education, as well as various forms of production - higher education, when during the entire period of training or starting from the time of specialization, students alternate their studies with work in the scientific and industrial departments of the university.

The transformation of the nature and content of education leads to a corresponding transformation of the structures of organization and management of universities. In addition to the traditional subsections

departments and research laboratories by disciplines, they create interdisciplinary and multidisciplinary educational and research laboratories, experimental design departments, innovative enterprises that produce and sell finished innovative products based on the results of research by university scientists, departments that ensure the functioning of the university as a single economic complex (from marketing departments to repair services). Structures are formed around universities, in close cooperation with them and often on their basis, whose tasks include promoting university developments on the market, producing finished science-intensive products, strengthening ties with industry: intellectual property protection departments, technology transfer bureaus, small innovative firms, scientific -technological parks, etc. Various forms of integration between universities and the industrial sector are developing, such as research and production enterprises, technopolises, joint research programs and centers, etc. .

All these structures are combined into flexible, constantly expanding networks that create the basis for the effective production and diffusion of innovations. Involvement in such networks is often critical to the success of companies, as it provides them with access to new and accumulated knowledge in its various forms - advanced technologies, the latest R&D, qualified advisory, educational and other business services. And it is universities that have mastered new areas of activity that can provide the widest range of such services, which today are called "knowledge-intensive".

It can be said that modern university is not only a higher professional school focused on the training of highly qualified specialists with deep professional and fundamental training, and a center for fundamental scientific research, but a complex multidisciplinary structure that organically combines educational, scientific and innovative activities and makes a real contribution to improving the regional and national competitiveness.

From this point of view, the entrepreneurial university is not a commercial organization trading in educational services and research results, but the main supplier of qualified human capital, scientific and technological solutions, firms created on their basis - in a word, a key element of the innovation system in the emerging knowledge-based economy. . Perhaps, for the first time in the entire period of the history of modern civilization, knowledge has turned from a phenomenon of purely spiritual life into an effective tool for achieving high economic efficiency and improving the quality of life. Universities, as its main sources and distributors, are acquiring the functions of supporting structures of this new economy.

In Russia, an independent system of higher education has emerged and developed, which has both common (for similar systems in many countries) and unique properties. At a certain period of its history, it provided high level training and responded to the needs of a developed industrial society. But today it faces the same problems of rapid obsolescence of knowledge and the need to change the key

radigm of education, as the universities of other countries. Along with this, the transition period gave rise to the need for mass retraining of personnel for the emerging and reforming social institutions. Awareness of these problems is reflected in state documents related to modernization Russian education. The complexity of their solution is exacerbated by the acute shortage of budget funding and the lack of effective economic relations, which hinders the creation of a system of multi-channel financial support for education, especially higher education.

The Russian state is determined to maintain its role in supporting the education system, but this does not relieve educational institutions from the need to independently develop and implement a strategy for their development. Under these conditions, universities are faced with the urgent task of reforming their activities, taking into account the needs of modern society, analyzing international experience and adapting it to our traditions. Mechanical copying of models and principles created in completely different historical, sociocultural, and economic conditions is inefficient and unnecessary, but their critical reflection and application, taking into account our conditions and culture, is extremely necessary.

More than 60% of the total number of doctors and candidates of sciences is concentrated in higher education today. In the higher education sector, there is an excess of technology exports over imports. The main task today is the transformation of this powerful intellectual potential into intellectual capital capable of bringing real income to its owners, which will significantly increase

improve the quality of activities and competitiveness Russian universities.

One of the ways to solve this problem

Growth in the quality of training specialists based on increasing the role of university science, using its results to improve education and develop new high-tech products, real integration within the university of education, science and innovation activities. This will improve the level of student learning through the development of not only theoretical knowledge but also research and innovation-entrepreneurial skills, raise the status of the teaching staff through the commercialization of their intellectual developments, use the funds received from this to improve the material and technical base of teaching and science, use the production base of enterprises collaborating with the university for educational and research purposes, increase the prestige the university as a whole as not only a supplier of qualified personnel, but also a developer of high technologies.

A similar development option, widely used today abroad (for example, the universities of Stanford, Massachusetts, Nice, Birmingham and others), is quite real in Russian conditions, despite many difficulties and gaps in the current legislation. The government of the country made strategic decisions to strengthen the resource base of higher education, including through the creation of university complexes and research universities.

The main thing in the concept of "university complex", in our opinion, is the underlying process of integration, and integration not only in

levels of education, but also by areas of activity - educational, scientific, innovative. The latter logically provides for close interaction of universities not only with other institutions of general and vocational education, but also with industrial enterprises in their own and other regions. This is especially true for technical universities. Partnerships between universities and industry can develop in the field of personnel training, and in the field of R&D, and in the field of creation and production of innovative science-intensive products. On the basis of a close partnership of this kind, real educational and scientific innovation university complexes arise - both in the form of a single legal entity (if innovative enterprises are part of the university as its structural divisions), and in the form of an association of legal entities, if the university plays the role of a center around which groups industrial enterprises and business structures in need of qualified specialists, new technologies and developments.

As a result of many years of efforts of a number of universities in the country, several large educational, scientific and innovative (educational, scientific and industrial) university complexes have already appeared, including both educational institutions of various levels (institutes, colleges, lyceums, postgraduate and additional education), as well as small and medium innovative enterprises, innovation and technology centers, technology parks, research and design organizations, innovation infrastructure facilities. Among these universities, for example, St. Petersburg State Electrotechnical University, Ural, Saratov, Orlovsky, Nizhny Novgorod State

essential technical universities and a number of others. As a result, such important results have been achieved as improving the quality of education based on the integration of educational, scientific and innovative activities, concentrating all stages of the innovation cycle within the framework of innovative structures controlled by universities (which reduces development time, reduces costs and increases the profitability of activities), consolidates the efforts of universities, regional authorities and interested enterprises and organizations in enhancing innovation activity in the regions.

The latter seems to be especially important. In the current political and economic situation, universities must actively establish ties with local authorities and the business community, not only in terms of offering their intellectual products, but also in terms of generating demand for it. Forming an innovative culture and incentives is one of the top priorities for Russian universities as centers for the production and dissemination of knowledge. It is higher educational institutions through their main product - qualified specialists - that can have the greatest impact on society, instilling a certain culture and value system.

But we must keep in mind that for the full implementation of this task, higher education must itself develop such a culture. The development among scientific and pedagogical workers of the desire for professional and personal self-improvement, creative thinking, breadth and flexibility of perception of the world is an indispensable condition for the formation of these qualities among students.

One of the ways of professional and creative self-realization of higher education workers can be

tivization of university scientific and innovative entrepreneurship. Opening by teachers and research assistants own business in order to turn their scientific ideas into a commercially profitable market product and attract students to this as junior staff - one of effective ways integration of educational, scientific and innovative activities. Young people, who are not weighed down by the burden of old habits and norms, have especially broad prospects here. In addition, providing young scientists with the opportunity to ensure a decent life through intellectual work can help solve the problem of the outflow of personnel and the aging of the higher education staff.

According to the Minister of Education and Science A.A. Fursenko, “Russia must learn to make money with brains,” and for this it is necessary “to learn how to create knowledge, protect and consolidate it in the right way.” On how successfully the Russian system of higher education copes with

This challenge depends on how quickly it moves into a development mode capable of producing the greatest possible positive impact on the life of our entire society.

Literature

1. Technical Change and Economic Theory /

Dosi G., Freeman C., Nelson R., Silverberg

G. and Soete L. (eds). - London., 1988.

2. Castells M. Information age: eco-

nomics, society and culture. - M., 2000.

3. Hodgson J. Socio-economic

Consequences of the progress of knowledge and the growth of complexity // Questions of Economics. - 2001. - No. 8. - S. 32-45.

4. University-industry R&D collaboration in

the United States, The United Kingdom, and Japan. D. Rahm, J. Kirkland, and B. Bozeman. - Kluwer Academic Publishers, 2000.

5. Knowledge management in the learning society. - Paris, 2000.

6. Transformation of Russian universities

in educational-scientific-innovative complexes / V.R. Atoyan, Yu.V. Chebotarevsky,

H.V. Kazakova and others - Saratov, 2001.

B. ERMOSHENKO, Professor, Rector V. PORODENKO, Professor, Vice-Rector T. LITVINOVA, Associate Professor Kuban State Medical Academy

A modern competitive university should have a well-functioning, effective quality management system for the training of future specialists, including new organizational and methodological principles for solving this problem.

The quality of education in higher education, including medical education, is influenced by numerous factors:

The quality of public educational standards,

Quality management system

Level and quality pre-university training applicants,

Qualification of teaching staff,

The material base of the educational institution,

Social security of employees and students,

External economic conditions,

Moral and psychological climate in an educational institution, etc. .