The trends of modern higher education features and features. Trends in the development of higher education in modern conditions

Currently, there are serious changes in various public areas in our country. There is a reassessment of values, the public consciousness is modernized.

The main development trends are closely related to similar phenomena and processes.

Modernization goals

Since almost a third of Russians learns, systematically improves their qualifications, teaches someone, it is difficult to overestimate the importance of reforming education.

Major Development Trends modern education suggest:

creating the required conditions for the formation of harmonically developed personality;
launching mechanisms that contribute to the self-development of the younger generation;
continuity in education;
press learning activities Social significance.

The basis of the current policy of changing the educational structure is to build educational activities on a personal-oriented method.

Basic principles for changing the content of education

Consider the main trends in education in Russia. They are based on several principles.

Thus, the democratization of the domestic educational system involves the active participation of local and state power in the management of OU. Teachers received the right to work, demonstrating their own pedagogical experience.

Thanks to alternativeness and variability domestic Education You can leave the classic educational system to a variety of innovative techniques that ensure alternative methods for obtaining education.

Such trends in the development of the education system are observed, which contribute to its openness, availability. It is due to the openness currently there is a liberation, liberation of education from the inner dogm, its harmonious association with culture, politics, society.

Humanization of education

It lies in overcoming the main vice of the classic school - discomposition. Modern trends in the development of education are aimed at a respectful attitude towards the individuality of the child, interacting with him on trust conditions, accounting for his interests and requests.

Humanization implies a serious revision of pedagogy and society of relations to the younger generation, which has certain deviations in physical and mental development.

The main trends in education are aimed at early detection of gifted and talented children, building individual educational development trajectories for them. The teacher performs the mentor's function, helps the disciples to overcome emerging difficulties, adjust the path of self-development and self-improvement.

Differentiation of the educational process

Modern trends in the development of education involve the allocation of two fundamental tasks:

ensuring the rights of children to choose a basic or profile education;
individualization of the educational process based on naturalness and personality-oriented approach.

Among those features that need to be noted in Russian education will lay out its continuity.

Such tendencies of the development of education contribute to the multidimensional movement of a separate personality in educational activities.

Paths and directions of education in the Russian Federation

In the domestic education system, contradictory and complex processes are manifested. With deep reform and development of the content, a significant lag for financial and economic, logistical, personnel support is traced.

Among the most important areas are marked:

Preservation and strengthening the harmony of the educational system, taking into account the regional, economic, national interests of the peoples and regions.
Reforming domestic education.
Retraining qualified frames.
Legal and regulatory support for the development and operation of the educational system.

Ways Solutions

To update domestic education it is necessary to conduct a single target planning system curriculum, development and operation of methodical centers. Based on the basic federal plan, regional planning is being created.

Also among the trends of our time it is necessary to note the structural restructuring of the content of education in full vertical, starting with the children's preschool institutions, ending with postgraduate education.

Separate attention is paid to special education. Due to the increase in the number of sick children, work is carried out with guys who have serious restrictions in physical health.

The Ministry of Education of the Russian Federation has developed a national project, according to which remote training of schoolchildren with restrictions on the state of physical health. As part of this project, the child and teacher are provided by a computerized workplace, training is carried out through Skype.

high school

The main trends in the development of higher education are associated with the development of scientific potential, strengthening the importance of university science, solving the tasks of training qualified personnel for innovation.

Higher vocational education is carried out on the basis of professional average or full (secondary) education on special programs. In the Russian Federation there is the following structure of higher education:

educational state standards;
programs;
project, scientific, cultural and educational organizations;
scientific centers ensuring the existence and improvement of higher education;
university, Institutes, Academy.

According to the Federal Law, as species of higher educational institutions of the Russian Federation, the following are the following: Academy, University, Institute.

After joining our country to the Bologna Declaration in the Higher School there are significant reforms. In addition to changing the paradigm of the educational system, the quality management and effectiveness of education has intensified, in practice the idea of \u200b\u200bcontinuous education is being implemented.

Let's summarize

The main directions of the change in the domestic educational system are noted in the Law "On Education of the Russian Federation". The federal educational standards of the new generation were essential in the modernization of the content of education.

They not only characterize the basic level of Russian education, but also the basis for estimating the level of preparedness of the younger generation.

When moving from the subject center, a personal-oriented approach to learning and education of the younger generation is fully implemented to the individual educational regions.

In the near future, for example, in primary education there are significant changes in the main priorities.

The central place is occupied by developing training, project and research activities of younger students.

In the OMA at the initial stage, the course "Arrive Mir" appeared, which contributes to the socialization of schoolchildren, is aimed at creating a positive attitude towards the living world, the environment. Currently, a six-year elementary school program is being developed.

In natural science disciplines, there is a waste from abstractions, the transition to the applied direction.

1.3.1. Higher School of industrialized countries after World War II

To understand the nature and driving forces of higher education in the modern world, it is necessary to consider some general conditions and sustainable patterns that directly affect the education sector as a whole and for higher education in particular. These regularities of the socio-political, scientific, and even moral order include the following:

the growth of high-tech industries, for the effective operation of which more than 50% of personnel should be faces with higher or special education. This factor predetermines the rapid quantitative growth of higher education;

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

fast change of technology that causes moral aging of production facilities for 7-10 years. This factor requires a specialist good fundamental training and ability to quickly develop new technologies, which is not available to so-called narrow specialists;

forecast scientific researchleading at the junction of various sciences (biophysics, molecular genetics, physical chemistry, etc.). Successes in such work can be achieved only if there are extensive and fundamental knowledge, as well as at the ability to work collectively;

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

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

constant and steady increase in labor productivity in industry and agriculture, which makes it possible to reduce the share of the population occupied in material production, and increase the number of people working in the field of culture and spiritual creativity;

increased welfare and cash incomes of the population, leading to an increase in effective demand for educational services.

How did the highest school of industrialized countries answered these requirements? In this complex multi-facet process, the following trends can be distinguished:

1. Democratization of higher education. This is a tendency to the public accessibility, freedom of choosing the type of education and the specialty, the nature of the training and the sphere of future activities, the refusal of authoritarianism and the command-bureaucratic management model.

2. The creation of scientific and educational complexes as a specific form of the integration of science, education and production. The central link of such a complex is the educational sector whose core is a university or university cooperation, and the periphery is basic colleges, secondary specialized schools, courses, lectures, departments of postgraduate education. The research sector (system of research institutes) provides conditions for scientific growth and for deploying complex, interdisciplinary developments for both teachers participating in its work and students (through coursework and thesis). The manufacturing sector includes design bureaus (including student), experienced production, introduction and so-called ventureous firms, cooperatives, etc.

3. Fundamentalization of education. This contradictory tendency of expansion and deepening fundamental training while simultaneously reducing the volume of general and mandatory disciplines due to the more strict selection of material, systemic analysis of the content and allocating its main invariant. Excessive fundamentalization is sometimes accompanied by a fall in interest in learning or difficulty of narrow-professional adaptation.

4. Individualization of student learning and individualization. This is achieved by increasing the number of optional and elective courses, the dissemination of individual plans, accounting for individual psycho-physiological characteristics of students when choosing forms and teaching methods. Individualization of training also involves a significant increase in independent work by reducing the time allocated to audit classes.

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

6. Computerization of higher education. In many leading universities, the number of personal computers exceeds the number of students. They are used not only for computing and graphic work, but also as a way to enter information systems, for test pedagogical control, such as automated learning systems, such as information presence, etc. Computerization largely changes the character of professional activity itself, providing an employee with new external means of this activity.

7. Trend of transition to massive higher education. It is expressed in the advanced growth of expenses for education compared to other social programs and in the increase in the number of students. Thus, the average annual growth rates of higher education expenses in 1965-1980 amounted to almost all industrialized countries 15-25% and decreased somewhat in the 80s. These figures are especially great for countries that have had a less developed economy and entered into the path of integration with the community of the most developed countries. Spain, for example, from 1975 to 1983 increased education costs 10 times, while in the USA from 1970 to 1985. Education costs increased by 3.4 times (for higher education - at 3.9) [Galagan A.I. et al. - 1988]. The growth rates of the number of students were in different countries 5-10% per year. In the late 1980s, in the United States, up to 57% of secondary school graduates arrived at universities (including junior colleges), in Japan - up to 40%.

8. The European Universities have increased in European universities, the transition to self-government and the election of the leading staff at all levels.

9. Requirements for teacher professionalism are growing, the importance of pedagogy and psychology in the preparation and advanced training of teaching staff of universities increases. Criteria for assessing the activities of teachers are developed; At the same time, the rating is calculated or points are calculated separately for actually teaching activities, research and public activity.

10. There is a system of regular assessment of the effectiveness of universities from the Company. In the US, for example, a group of several thousand specialists ranks educational establishments For many indicators, including those such as the cost of preparing one student, the volume of research and development, the number and quality readable courses, the number of graduates who received a doctoral degree, etc.

These and a number of other trends are different in different countries - depending on the national characteristics, the state of the economy, the traditions of the education system. But to some extent, they manifest themselves in all developed countries and cannot be ignored by the Russian highest school, and their own high samples and wonderful traditions.

Control questions and task

1. List the facts and patterns of the socio-economic and scientific and technical development of civilization, which determine the basic requirements for modern high school.

2. What kind of production belong to the category of high-tech?

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

4. What is part of the scientific and educational complex?

5. Is the trend against the fundamentalization of higher education trends towards specialized graduate preparation for work at a particular workplace?

O. Dolzhenko considers some work devoted to the sociocultural issues of the formation and development of higher education. Among them, first of all, it should be noted the report of UNESCO, prepared by the Group of Experts under the leadership of E. Fora "to learn to be. The world of education today and tomorrow. " The main idea of \u200b\u200bthe report - a person can be realized exclusively due to the process of obtaining new experience and updating of the already existing one throughout its life. Only with such an understanding clearly overlooking the institutional recognized species of educational activities, education can ensure the implementation of important social and cultural functions. In this regard, the authors have planned the directions of possible reforms, identified the principles of their holding - democratism, flexibility, continuity. The report complemented an extensive edition, which saw the light called "Enlightenment during Change" (1975), which contains a list of the most important issues related to future education.

The report of E. Fora stimulated the emergence of others, in a number of which a special place belongs to the report of the Roman Club, prepared in 1979 by D. Botkin, M. Elmanandira, M. M. M. M. "No learning limits." The authors of the report attempted to determine the role and place of education in solving global problems Modernity, overcoming a gap that emerged between a person and created by the civilization. By offering your vision of modern education (in particular, the concept of innovative training was introduced, important features of which are partitioning and antibodies), the authors have paid special attention to the relationship of educational activities with life. The conclusions of the report were based on the need to orientation of education for future states of society, which during the period of learning the younger generation only add up. Thus, the principle of proactive preparation of a person was proclaimed to uncertain conditions, from which the idea of \u200b\u200bcontinuous education follows, designed to ensure the conditions for the multiple return of man into the educational system as it faces new problems. Reinforcing the idea of \u200b\u200blearning through life and life, in which the role of the educational institution is increasingly becoming a service: it is increasingly intended to serve and satisfy a variety of educational queries, i.e. Along with the implementation of the main educational process, which traditionally provided students with norms and references of culture, creating a base for adaptation in socio-cultural practice, provide advisory and accompanying services.

First, the 70s and until the end of the 80s. Over 20 reports on the analysis of the state of education in individual regions and countries were published.

In order to determine the main directions of the movement of the highest professional school, a problem-oriented analysis of its condition and development prospects is necessary.

In the conditions of a rapidly changing knowledge of knowledge, its constant increment is increasingly increasing the pace, in all countries there is a reform of the Higher School. Here is its main directions:

Continuity;

Diversification;

Increase fundamental;

Integration;

Humanitarianization;

Democratization;

Humanization;

Integration with science and production;

Computerization.

The specialist today is a person with wide general and special knowledge, capable of rapidly responding to changes in technology and science that meet the requirements of new technologies that will inevitably be implemented; He needs basic knowledge, problem, analytical thinking, socio-psychological competence, intellectual culture

The education system is a very flexible structure that is under the influence of various factors (such as external and domestic politics States, interaction with other countries, economic reforms) and constantly undergoing changes. In this article, we will consider the directions of development of the higher education system in Russia and in some foreign countries, as well as let's talk about the possibilities of learning Russian students abroad.

and its influence

Speaking about both in our country, it is impossible not to mention the Bologna process - a movement aimed at the unification of training systems in European countries and in Russia (our country has become part of it in 2003, after signing the contract). Prior to this, citizens of the Russian Federation after five years of study in universities received a diploma and arranged to work. But in recent years, the Higher Education system in our country, as in other countries, has changed much. Abroad, it consists of three stages, in the Russian Federation - from two: undergraduate and magistracy, in European countries there is a doctoral degree, our degree of graduate student has it. The first stage of training in the Russian university lasts four years, the second is two. Abroad, these periods are different in duration (depending on the country), for example, in England to obtain a master of the Master, one year is required to learn.

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

Why do the Russian higher education system need reforms?

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

To understand how to continue to work on the system, it is necessary to identify its goals, and the possibility of further reform. The development of a higher education and science system plays an essential role in both education and research activities countries. In the Russian Federation, the scope of training is in a difficult situation. Once she was considered a reference, but now she has to focus on economic and social innovation. The training system in Russian universities should be aimed at qualitative training for future specialists, cooperation with foreign universities, to make higher education less difficult to access, if possible, adopt the dignity of foreign institutions.

The history of the formation of the training system. England

If we talk about the development of higher education abroad, you can define four main types. This is English, French, German and American systems.

In the UK, there are two oldest higher educational institutions - Oxford and Cambridge, who were almost not subjected to any reforms throughout their history.

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

The system is selective at all its steps. From eleven-year-old, children are divided into development groups and the type of their departments. Also, the learning system is characterized by its strict sequence - without having passed the program of any stage of training, the student cannot go to the next one.

From the sixties of the 20th century in the UK, there is a division of schools and classes to more or less elite depending on the training plans and receipt opportunities to one university, as well as from the fee for education.

Development of the VPO system in France

So, we continue to talk about higher education abroad. Let us turn to the history of the formation of the French learning system.

In this country, they do not differ in selectivity, as schools are inextricably linked with universities.

To enroll in the university, the French citizen is enough at the end of the general education institution. You can even call and apply for the Institute. It is important that vacant places in the educational institution. In France, in recent years there has been a tendency to reorganize a system of learning system with orientation to a generally accepted model. The main minus of French VPO is a high percentage of deductions. Until seventy percent of students enrolled in institutions, do not end them.

History of the German Higher Education System

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

German educational institutions may lose their genuine advantages due to the fact that they take too much American innovation.

Development of the scope of training in America

The formation of the American system of VPO has a significant impact of British universities, such as Cambridge. By the 20th century, it was inhomogeneous, university training was not available to everyone, since it was worth expensive. But the industry in the country developed a rapid pace, and many professions began in the labor market. Therefore, the question of training personnel was acute. For this, the education system was reformed, and new institutions arose - the younger colleges, where people who did not have the opportunity to study at the university could acquire any skills. Today, the training system in America is a multi-step.

In general, it involves the specific focus of learning, so students who graduated from American University can be difficult to adapt to another, even similar, professional sphere.

Formation of the scope of training in Russia

Before the revolution, the VPO system in our country was mostly religious, also a lot in it was borrowed from Germany, since this country was considered the legislator of educational innovation. After the events of 1917, the goal of the authorities was the formation of a new approach to this area, based on accessibility, the absence of discrimination against sexual basis, increase the level of culture of the country's population, formation of a developed structure of educational institutions, determining and establishing the stages of the process itself.

By the beginning of the eighties of the twentieth century, the VPO system fully complied with all the above criteria. After the collapse of the Soviet Union, the party no longer controlled the system of learning, but did not create special innovations in the field of education. In 2007 was formed system EGE In order to simplify the procedure for admission to higher educational institutions. Now Russia is focused on higher education systems abroad, and in connection with this, a training system was adopted, consisting of two stages (training for a bachelor's degree and a master's degree).

Directions for the development of the scope of study abroad today

The highest educational institutions of European states change in accordance with the requirements of the labor market.

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

Higher schools are becoming more affordable. This means that every student can choose a profession, and type, and level of educational institution in which he would like to do.

A strong links of research activities with universities are formed (with the help of the creation of specialized centers on the basis of universities). Work in such organizations contributes to the advanced level of teachers, as well as the development of many useful skills and learning skills.

Careful selection of the content of educational programs, their correction, a decrease in lectures for some general educational subjects.

The trend of the orientation of HPO to the student (accounting for its psychological characteristics, inconsistencies, wishes; creation more session of choice, additional disciplines; Lecture courses at the university are reduced by time, the student is more engaged in the house, individually).

An increase in the number humanitarian disciplines, Work on the general and aesthetic development of students, the formation of positive personal and social characteristics by applying new forms of interaction in classes.

Improving computer literacy by students by increasingly implementing a PC into a learning system.

Increase in the financial investment of the state in the education sector.

Transition of higher education institutions on autonomous control.

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

Form general methods Assessment of higher education institutions.

Directions for the development of education in Russia

So, we found out what kind of higher education reforms abroad are held today. As for our country, the following changes occur in the learning system:

An increase in the number of commercial universities.

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

Orientation of the VPO system on the individual characteristics of students, upbringing positive personal qualities.

Creature big number Valid curriculum and preparation options for certain specialties.

Transition to a multi-level system (bachelor - specialist - Master).

"Life learning (the possibility of constant professional improvement).

The main difficulties of development of the scope of training in Russia

The VPO system in our country today is characterized by flexibility, adaptation to an ever-changing situation in the international labor market. But at the same time it retains its best features.

However, on the way to transformations, the Russian training system faces the following difficulties:

Level professional training Specialists are not enough to meet the rapidly changing requirements of the global economy.

The wrong relationship between the professional level of university graduates and the criteria for the selection of personnel. For example, the shortage of working specialties in the acute need for qualified personnel in the technological sphere.

Low effectiveness of non-commercial educational institutions.

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

Most often, our country's citizens come to universities of the following states: Canada, Australia, New Zealand, England, America.

Some of the applicants immediately applies to the highest educational institutions, others prefer to first attend special classes to prepare.

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

The demand for the specialty in the labor market.

Further opportunities for professional development.

Payment for education.

Not all educational institutions abroad take applicants with a Russian document on the end of the school, so the incoming needed special courses (including linguistic).

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

Document on the end of high school.

Diploma of the Russian university.

Autobiography (summary).

A photocopy of the liner of the diploma.

Document on the successful delivery of linguistic testing.

Filled and printed shape (it is usually posted on the school site).

Motivational letter (with an explanation of the desire to study in this university for this specialty)

If your goal is a higher education abroad, you need to carefully treat all the necessary documents.

So, there are currently significant changes in the field of training both in our country and abroad. But higher education reforms abroad are generally more efficient, so many Russian applicants are trying to study in other countries for follow-up in international companies.

Keywords

Economy of Knowledge / Higher professional education / Educational paradigm / PERSONNEL TRAINING / Integration / Knowledge / Economy / Higher Education / Education Paradigm / Personnel Training / Integration

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

Remitted specific traits economy of KnowledgeDetermining the need for the formation of a new paradigm for the development of higher education related to the strengthening of integration processes in the system "Education Science Production". The position is indicated that the development of this system should provide for the use of a market mechanism of mutual adaptation of all participants, the formation of the sphere of intersection of their interests. The role of high school in economy of Knowledge and the main directions of its development, taking into account structural and meaningful transformations.

Modern Trends of Higher School Development in Russia

The Status, Dynamics and SpeciFics of the Higher Education Development Are Significantly Impacted by The Social and Economic Context. The ongoing changes in the Russian economy are determined by the transition to the economy where information and knowledge play a decisive role and new knowledge generation serves as a source for the economic growth, basis for innovations and talent promotion that meet dynamically changing market needs. It is identified that in the knowledge economy universities take a fundamental position that turns them into basic elements of the National Innovation System enabling multiplicative knowledge augmentation and aligning with the education continuity and personalization along with commercialization of the intellectual activity results. The Analysis of the Foreign and Domestic Researchs by D. Bell, M. Castells, A. Toffler, V.A. Inozemtsev, and b.z. Milner Allowed The Author to Identify Modern Economy Features That Provide Solid Grounds for the Creation of A New Higher Education Development Paradigm Determined by The Grownigm Determined by The Growing Integration Processes in the "Education-Science-Production" System. The New Education Paradigm formation SHOLD AIM TO PROMOTE PERSONNEL TRAINING WITH SPECIFIC ATTENTION TO FUNDAMENTAL KNOWEDGE AND ITS INTERDISCIPLINARITY; ATTAIN HIGH LEVEL OF THE PROFESSIONAL TRAINING IN the Light of the transition from "Education for a lifetime" to "education throghout life" concept; Enable Policy of the Proactive Talent Development That Will Reduce Interest Disabalance in The Labour Market, Disparity Between Specialist Knowledge Level And Employer Requirements and Meet Long-Term Talents of the Real Sector Enterprises. The Author Highlights That Talent Training System Development for the Content-Oriented Point of View, SHOLD BE Approached in Two Ways. FIRST, HIGHER SCHOOL SHOULD TRAIN AND RETRAIN PERSONNEL FOR THE SPECIFIC EMPLOYER ACTIVY ENGAGING IT INTO EDUCATION PROCESS. Second, The Higher School Objective IS to Develop Creation of New Innovation Products and Technologies Based on the Enterprises Established by Them. The conducted researches enable the author to conclude that the level and scale of the raised social and economic transformation objectives, along with the objectives of the new education paradigm formation in particular, require more intensive integration processes in the "Education-Science-Production" system . Such System Development SHOULD INCLUDE MARKET MUTUAL ADAPTATION, CREATE AREA OF THEIR INTEREST INTERSECTION, MEET ALL THEIR NEEDS TO THE MAXIMUM EXTENT AND PROMOTE SYNERGETIC EFFECT OF THE COLLABORATION.

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

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

ECONOMY

V.V. Macoveeva

Modern trends in the development of higher education in Russia

The characteristic features of the knowledge economy identifying the need for the formation of a new paradigm of the development of higher education related to the strengthening of integration processes in the system "Education - Science - Production". The position is indicated that the development of this system should provide for the use of a market mechanism of mutual adaptation of all participants, the formation of the sphere of intersection of their interests. The role of higher education in the knowledge economy and the main directions of its development, taking into account the holding of structural and meaningful transformations.

Keywords: knowledge economy; Higher vocational education; educational paradigm; personnel training; integration.

The socio-economic modernization and structural changes in Russian society are associated with the transition from the economy based on natural resources, to a new stage of the development of society, in which information and knowledge play a crucial role, and the generation of new knowledge based on the systematization of existing ones is a source of economic growth. , the basis for creating innovation and the formation of personnel potential that meets the dynamically changing needs of the economy. This explains the changes to the highest school, as the condition, dynamics and features of its development are largely determined by the socio-economic context.

Analysis of research of foreign and domestic authors D. Bella, M. Casteles, E. Toffler, V.A. Inoshetseva, B.Z. Milner allowed to identify the characteristic features of the modern economy.

First, it is noted to increase the role of those activities related to the production of intellectual services and, accordingly, the transition from the dominance of the mining industry to the dominance of the service sector, the development of the sectors of the New Economy, to which high-tech and high-tech industries are forming, as a rule, The basis of using the results of fundamental and applied scientific research.

Secondly, the knowledge economy is not only a new structure of production, but also a new structure and quality of personnel training. Therefore, human capital is becoming the main resource of development, which is knowledge, skills, skills, practical experience, spiritualized intellectual activity, serving the form of intellectual, moral and culturally oriented human abilities to the creation of a new knowledge.

Thirdly, science ceases to be an autonomously functioning industry and becomes part of a comprehensive system capable of facilitating knowledge, as well as convert it to new technologies, products and services in demand at the national and global markets.

Fourth, the development and large-scale use of new information and communication technologies occurs, since only objective,

naya I. operative information It can provide accurate analysis and subsequent development of the necessary recommendations and decisions, as well as the speed of obtaining new knowledge, their incarnation in products and technologies.

Another characteristic feature of the modern economy is that not separate subjects play an important role in the innovation process, but the effectiveness of their interaction within the framework of the formed integrative complexes. In this regard, social capital acquires great importance, which "involves the organization of relations between business entities that generate actions in the voluntary association of them in network structures and fulfilling their obligations based on established confidence."

Thus, as it moves to a new paradigm for the development of society, economic capital is inferior to the dominant position of human and social capital.

The accelerated development of high-tech industries, an increase in the share of the intellectual product in the production sector and services services, increased competition in the knowledge and technology market, the growth of economic importance, emphasis on their production and reducing the time of introducing advanced developments in various industries - all of this led, according to world practice , to significant changes in the highest school.

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

Leading world universities in the modern economy are universities who are successfully combining in the process of interaction with the subjects of the external environment of the learning, research, research, and generation on their own research and entrepreneurial database of economic and social growth. As a result of the integration of education, science and production, a synergistic effect is created.

the effect that manifests itself in a fundamentally new quality of intelligent products. Combining goals and resources of only two elements of the holistic system "Education - Science - Production" leads to the emergence of significant shortcomings of their functioning and inefficiency of the entire system. Thus, the disadvantage of the union of science and production is the lack of a personnel training system capable of implementing innovative development and further production. In the integration of education and production, the disadvantage may be the inconsistency of the innovation activity and framework for training the requirements of the economy. Training is carried out under existing obsolete technologies. Also, when integrating science and education, a significant disadvantage is the inconsistency of the research

telskaya activities, meaningful and structural components training of personnel needs of enterprises. Thus, the integration complexes in the process of the integration of the entities of the educational, scientifensive and industrial activity "Integrative complexes" are engines for the development of the economy at the regional and national levels.

Over the past decade, a set of measures was carried out on the substantive modernization of higher education, the development of integration processes, but it is necessary to pay attention to a number of aspects:

The structure and quality of training personnel does not fully comply with the labor market. According to the estimates, in contrast to developed countries, in Russia, about 80% of programs of them are not based on fundamental and applied research, innovative developments, i.e. on new knowledge. Employers impose requirements not only to the level of knowledge gained, but also to the degree of responsibility, level professional competence Potential employee who can demonstrate when performing its functional duties. As practice shows, more than 60% of employers prefer to donate and move their own workers on the basis of their own educational centers;

Did not receive due diligence system continuous vocational educationthat restrains the technological update of the economy, does not allow to effectively carry out the processes of modernization;

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

The identified characteristics of the modern economy and development trends determine the feasibility of becoming a new paradigm for the development of higher education.

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

vania provides not just the transfer of knowledge to the teachable, and the formation of the ability to adapt to qualitatively with other conditions of business and livelihoods in general, to integrate into a dynamically developing socio-economic environment. Therefore, as the main tasks facing the highest school, it is necessary to determine: the reproduction of knowledge, receipt and broadcast of new knowledge, the formation of an intellectually active personality, the creation of the conditions of self-determination and development of the individual, ensuring the maximum opportunity to select and implement individual educational trajectories. The solution of the tasks raised will contribute to the formation of a society of qualified, dynamic, creative personalities capable of self-development, to intellectual activity as the form of accumulation, systematization and generation of new knowledge.

Analyzing the framework for training, it should be noted a significant imbalance of interest in the market of educational services and the labor market. The latter is in a state of continuous change, as the needs of the sectors of the economy in the vocational framework and quality of training are changed. Obviously, the "dynamic model of socio-economic development should be aware of the adaptive system of education, which responds to the labor market requests, which stimulate economic growth, reproducing specialists who can work effectively in a competitive economic environment," to ensure the expansion of the production of high-tech products and the introduction of new technologies.

An essential contribution to the decision of the designated problem was the attraction of employers to develop new educational standards based on a competence approach, the formation of a network of experts, employers' associations in order to conduct publicly professional accreditation of key educational programs of universities and develop recommendations for their change.

The overproduction of specialists for one type of economic activity leads, on the one hand, to their overaffect in the labor market, and on the other hand, this process causes a lack of specialists for certain types of economic activity in the long term, since obtaining higher education is a rather prolonged process (46 years). The lack of the required number of highly qualified specialists will threaten the expansion of the production of high-tech products and the development of new technologies in the framework of the allocated priority directions for the development of science, technologies and technology. In particular, there is currently an increase in the needs of the labor market in engineering personnel and specialists of the natural science profile, which is reflected in a number of program documents on the development of the education system until 2020.

The reasons for the deficit of specialists can also include the lack of long-term forecasts of personnel needs agreed with long-term strategies and innovative development programs

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

In this regard, one of the priority tasks of modernization of the education system is to overcome the identified disproportions, bringing the content, structure of training personnel, the technologies for the implementation of educational programs in line with the requirements of employers, as well as taking into account the forecast of the labor market, socio-cultural and economic development.

The experience of the activities of foreign universities shows that the possibility of occupying a leading position in the educational services market is largely determined by the effectiveness of activities, which includes the continuous monitoring and forecasting the dynamics of labor market development, building interaction with potential employers on a long-term basis. In addition, you should pay attention to the experience of Great Britain in this direction. It consists in creating at the national level of 25 sectoral councils, united in 2008 to a single alliance. The tasks of sectoral councils are: the formation of a personnel strategy for the development of individual sectors of the economy on the basis of applications received from regions on personnel needs with the specification of qualifications and professional skills; Search for ways to solve the tasks of educational institutions to achieve the quantitative and qualitative compliance of training for the actual needs of the sectors of the economy, individual regions; development of national professional standards; Organization of employers' participation in the development of curricula and the development of mutual exchange of personnel between companies and universities. The practical experience of sectoral councils is currently used by the Ministry of Labor and Social Protection of the Russian Federation in the formation of a network of sectoral councils.

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

It should also be noted that the requirement of continuous update of knowledge, skills and skills becomes an important element that determines the new paradigm of education "not for life, and after life." Modern man It should not only have a certain amount of knowledge and competencies, but also to be able to choose and build up its educational trajectory, while taking into account the place of work and career growth, as well as the ability to continuously update the knowledge gained and the acquisition of professional competencies. This explains the need to develop a continuing education system, the purpose of

the torus lies in the holistic development of a person as a person throughout his life, in increasing the possibilities of his labor and social adaptation in a rapidly changing world, in the development of the abilities of students, his aspirations based on a flexible organized variable form of education.

Continuing vocational education during the entire capable period of life of an adult individual - a global imperative for the educational system in the conditions of a rapidly changing surrounding world when the process of changing education, technologies requiring the relevant professional retraining, advanced training. Thus, in Sweden, adult education was legally enshrined in 1923, in Norway in 1976 the legislation was adopted, reflecting many aspects of adult education, in Japan in 1990, the law "On the development of education throughout life " As a result, as studying world experience, this system is successfully implemented in a number of countries in which the necessary regulatory framework has been developed, providing the mass participation of the adult population in training programs and trainings: in Sweden, the share of the population participating in continuous education is 72 %, Switzerland - 58%, in the USA and the UK - 49%, in Germany - 46%, in the EU countries the average value is 38%. In Russia, the share of the economically active population participating in continuous education currently does not exceed 22.4%. According to the tasks provided for in the State Program of the Russian Federation "Development of education for 2013-2020.", By 2016, the population coverage of continuing education programs should be 3037%, and by 2020 it is to achieve a level of 52-55%.

For the development of the economy, at the present stage, not only the solution of the recovery of existing enterprises, but also the training of specialists who can independently organize small innovative enterprises is of particular importance. The relevance of this task has increased significantly in connection with the adoption in 2009 of Federal Law No. 217-ФЗ on the creation of small innovative enterprises in order to practically implement the results intellectual activity educational and research organizations.

This type of organizations in the theory of "knowledge economy" V. L. Inozemtsev called the "creative corporation", the main characteristics of which are as follows:

Its activities first of all meet the internal value reference points of the creators - their desire to realize their creative potential accumulated earlier, develop and organize the production of fundamentally new services, products, information or knowledge;

It is built around a creative person, guaranteeing its sustainable prosperity;

Such economic entities are most often not followed by the current economic situation, but to form it on the basis of new innovative developments to the market;

Do not take the form of diversified firms, and retain a narrow specialization, which was provided for when creating them;

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

Thus, the formation of a personnel training system for the knowledge economy in a meaningful plan should be considered in two directions. First, the university carries out educational activities in close cooperation with employers. The latter take an active part in the formation of professional competencies of specialists, together with enterprises are developed by individual educational trajectories of students' training, the system of professional adaptation of graduates. Secondly, as the basis of the economy is determined by companies operating, as a rule, in the field of high technology or in the service sector, the task of the Higher School is to prepare specialists who are able to search, evaluate, creative synthesis of information, penetrate the essence of the problem, to adjust The technological process, that is, be not only subjects of production of existing innovative developments, but also the initiators of creating new innovative products and technologies based on newly organized enterprises.

The transition of the Russian economy to the innovation path of development required and structural transformations aimed at positioning universities as full, competitive subjects of scientific and technical and innovation policy; Definitions of leading universities as "reference points of innovative development", whose activities involve the integration of education, science and production at different levels.

The implementation of programs for the development of leading universities has already allowed them to form a high educational, research and innovative potential. In these universities, world-class laboratories are created, innovative infrastructure develops, newly introduced educational programs, educational technologies, teachers and students are involved in research projects, there is an increase in integration with academic institutions and enterprises of the real sector of the economy. Much attention is paid to the development of university cooperation with industry in the field of research, the development of modern

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

Certainly, the changes in the system of higher education as a result of the implementation of federal targeted programs and projects, the inclusion of universities in the implementation of innovative development programs for large corporations, the formation and development of regional clusters and technological platforms have had a significant impact on the strengthening of the role of universities in the development of the pace of structural restructuring of high-tech industries. . In a number of program documents, it is noted that in the future, most of the financing, as in most Western countries, will be aimed at solving problems related to increasing research on higher education and with the introduction of the results obtained.

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

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