Global processes in education. Global aspects of the problem of education

UDC 339.138 BBK 65.290-2

CONCEPTS OF “GLOBALIZATION OF EDUCATION”, “INTERNATIONALIZATION OF EDUCATION”, “INTERNATIONAL EDUCATION”: GENERAL AND VARIOUS

M.Yu.Ababkova

St. Petersburg State Polytechnic University 195251, St. Petersburg, Politekhnicheskaya st., 29

One of the key processes in the development of the world economy at the end of the 20th - beginning of the 20th! centuries is globalization - a qualitatively new stage in the development of internationalization economic life.

Internationalization of economic activity is the strengthening of the interconnection and interdependence of the economies of individual countries, the influence of international economic relations on national economies, and the participation of countries in the world economy. Economic processes leading to globalization can be represented by an interconnected chain of stages, shown in Fig. 1.

International

economic-International-Globalization-

Development International

production - -> dne - cooperation - - economy - - tion

body forces separation (international world economy

labor onalization of production and capital) integration

Rice. 1. Stages of internationalization of economic activities

The globalization of the world economy can be characterized as increased interdependence and mutual influence of various spheres and processes of the world economy, expressed in the gradual transformation of the world economy into a single market. This manifests itself in many dimensions: global economy, radical technological change, political globalization, globalization of culture, globalization of ideas and education.

Internationalization and globalization of the economy influence similar processes in the field of education:

1) transnational production increases the requirements for the level of labor qualifications and quality vocational education, thereby predetermining the emergence of international educational standards;

2) the globalization of the economy and the development of technology create a global knowledge economy, which involves the internationalization of universities and the training programs they offer;

3) liberalization of free trade objectively leads to the globalization of higher professional education (transnational education) and the globalization of universities (their consolidation to gain a share of the world educational market);

The process of internationalization of education is a historical phenomenon that has certain periods of development (Fig. 2).

Many educational researchers do not consider the concepts of “internationalization” and “globalization” to be identical.

Internationalization presupposes the preservation and development of the national education system. Associated with the process of internationalization is a world order in which the dominant role in the management of education belongs to states with clear political boundaries through which traditional activities for the internationalization of education can be carried out (movement of students, exchange of personnel, cooperation between universities, joint research work).

Globalization essentially implies the dismantling of the national educational system and implies a fundamental change in the world order, in which national borders lose their meaning.

According to Professor J. Mestenhauser (University of Minnesota, USA), it is necessary to separate the concepts of “internationalization” and “international education”.

Internationalization is defined as a program of reforms at the institutional level, which begins to work when an educational organization is faced with the need for fundamental reforms of its own educational and scientific activities due to changed external conditions for the development of the education system. The essence of the internationalization of education lies in its comprehensive nature, combining interdisciplinary, multilevel and cross-cultural values, and also in the fact that internationalization covers the entire university structure, both the entire learning process and its management. At the supranational level, the process of internationalization manifests itself

in developing general strategies and principles of development higher education, in the same or similar orientation educational policy.

International education is implemented in practice as a set of specific educational programs, the task of which is to additionally prepare students for their future profession, develop knowledge, skills and abilities that can be useful to graduates in the labor market of any country in the context of the internationalization of economic life.

The main problem of the development of Russian international education connected with Russia’s place in the international market educational services. For example, the share educational institutions The USA in the international education market is 37%, the UK -28%. Today, more than 85% of all foreign students, interns, and graduate students study in educational institutions in the United States, Western Europe, as well as Canada, Australia and New Zealand. About 600 thousand people study in the United States alone, and more than 1 million people study in Great Britain, France, Germany, Spain and other Western European countries. .

Only 3.2% of foreign students study at Russian universities (67.7 thousand people in full-time departments and 15 in part-time and evening departments) of their global number (more than 2.5 million people). Russian higher education institutions are practically not represented on this market, but, according to some experts, Russian consumers purchase educational services worth 4-5 times more than the budget Russian education in dollar equivalent.

For comparison: on the eve of the collapse of the USSR, a total of up to 180 thousand foreign citizens studied in Soviet higher and secondary vocational educational institutions (both civilian and party-trade union, Komsomol and military) (70% of whom, or 126.5 thousand) people - in educational institutions of the RSFSR), and the Soviet higher school ranked second in the world (after the USA) in terms of the actual number of foreign students.

At the end of the 20th and beginning of the 21st centuries, higher education in all advanced countries is an export-oriented industry. For example, the European Union has developed special scholarships and programs that encourage students to go study outside their country. In leading universities in the UK, USA, and Canada, up to 80% of students are foreign citizens.

In the context of the concept of “internationalization of higher education,” the concept of “internationalization of the university” is being developed. According to J. Mestenhauser, the internationalization of the university is associated with significant changes in the content of university education,

The concepts of “globalization of education”, “internationalization of education”, _“international education”: general and different

Initial period (the era of the Middle Ages and the Renaissance)

The formation of European universities.

The teaching of Latin in most universities is the beginning of bilingual education.

Mobility of university students and teachers.

Second stage (XVIII - mid-XX centuries)

Period of export of educational systems

Introducing elements of the dominion education system into colonial higher education.

Third stage

(1945 - end of 20th century)

Doctrine of expansion of political influence by superpowers

Spreading

Russian language and

bilingual education in Russian in the countries of Eastern and Central Europe, in third world countries.

Strengthening

English

as an intermediary language and the creation of English-language bilingual schools in Western Europe, Asia and Africa.

Fourth stage

(late 20th century - beginning of XXI V.)

Globalization of education

Transition from episodic

international contacts in the educational field between

individual countries to

comprehensive partnership.

Joint development

intercultural educational programs with bilingual

didactic component,

Design of new

educational technologies in

in the riverbed open learning,

Conducting joint

scientific research V

various fields of knowledge.

Rice. 2. Stages of development of internationalization of education

Theory and practice of service: economics, social sphere, technology

which should carry international knowledge. Students need international knowledge so that in their future professional activity successfully communicate and solve problems with people from other countries at any level (Fig. 3).

Most modern universities are involved in international activities, but this, as a rule, is the simplest, most ordinary level of internationalization - the implementation of international training programs, etc. At a higher level, the internationalization of higher education can be considered as a process of systematic integration of the international component into the education, research and social activities of higher education institutions. educational institutions. In this sense, not many, even from large centers of academic education, can be considered truly international.

INTERNATIONALIZATION OF EDUCATION

Reform program at the institutional level;

Learning process;

Educational management.

Mobility of teachers;

Internationalization of curricula;

Transnational education;

Harmonization of higher education systems;

The international cooperation.

INTERNATIONALIZATION OF THE UNIVERSITY

Inclusion in global and European integration processes in the field of education and science;

Training of specialists for foreign countries, training of foreign students.

INTERNATIONAL EDUCATION

Inclusion of international disciplines in university curricula ( foreign languages, cultural studies, political science, management and

Enrichment of educational programs with international knowledge, allowing for comparative analysis;

Application in the educational process of technologies that have proven their effectiveness in the educational systems of other countries;

Using new ways and techniques for assessing students' educational achievements.

Let us highlight the reasons that require systemic transformation into educational organizations based on internationalization:

1) The gap between available and existing knowledge. The task of education in this case is to provide the opportunity to obtain knowledge based on global sources;

2) Availability of human resources to bridge this gap. In this case, priorities shift from university education for training of teaching staff;

3) Universities should make every effort to take conceptual and structural measures to integrate international education into university management, recognizing it as a priority;

4) Students’ understanding of the importance and necessity of acquiring knowledge, skills and abilities that will help them occupy a worthy niche in the labor market of any country;

5) International education is broader than just the training of specialists: fulfilling broader tasks, international education should take its rightful place in the priority areas of such areas as economics, business, marketing, and international relations.

When planning and implementing activities to implement international education programs, the university can use approaches borrowed from business, including planning, financial modeling, risk identification, study of international markets and application of international marketing technologies.

LITERATURE

1. Arefiev A.L., Chepurnykh E.E., Sheregi F.E. International activities in the field of education: research practice. M.: Center for Social Forecasting, 2005.

2. Vladimirova I. G. Globalization of the world economy: problems and consequences [ Electronic resource]. - Access mode: http://www.mevriz.ru/articles/2001/3/945.html.

3. Summary of the speech by the rector of MESI V.P. Tikhomirov. Non-commercial partnership. Marketing Guild. [Electronic resource]. Access mode: http://www.marketologi.ru/lib/mou03.html.

4. Laiko M. Yu. Saginova O.V., Fairweather D. Entry of Russian universities into the international

market of educational services (using the example of the Russian economic academy them. G.V. Plekhanov). [Electronic resource]. Access mode:

http://www.marketologi.ru/lib/saginova/inter_vuz.html.

5. Pevzner M. N. Internationalization as a leading trend in the development of a modern university // Bulletin of Novgorod state university. 2005. No. 31. P. 55-59.

6. Saginova O. V. Marketing of educational services. Russian market. [Electronic resource]. Access mode: .

7. Saginova O. V. Internationalization of higher education as a factor

competitiveness (on the example of the Russian Economic Academy named after G.V. Plekhanov) [Electronic resource]. Access mode:

http://www.marketologi.ru/lib/saginova/inter_vuz2.html.

8. Sinitsyna G.P., Batashova S.M. Some aspects of the internationalization of higher education

education [Electronic resource]. Access mode:

http://www.prof.msu.ru/publ/omsk2/o50.htm.

9. Shirobokov S., Brinev N. Effective university management: the role

international education in the development of a competitive university. [Electronic resource]. Access mode: http://www.prof.msu.ru/publ/book6/c62_02.htm.

The concept of “innovation” in our country over the past twenty years has become extremely popular and widespread not only in the scientific, but also much broader in the public lexicon. Back in the 1980s. Russian authors preferred to talk about rationalization, invention, technological innovations, their implementation from the inception of the idea to serial implementation, etc. But gradually the word “innovation” began to become a thing of the past, and its place was firmly taken by the term “innovation.” Moreover, the spheres of human activity in relation to which it is used are constantly multiplying and expanding.

Such a sudden spread of the concept of “innovation,” which occurred against the backdrop of radical socio-economic and ideological reforms, received a very mixed assessment from the Russian public, as did these transformations themselves. Thus, opinions were expressed that the cultivation of this concept, new and unusual to the ears of Russians, but extremely widely used in the West, is nothing more than “fashion, flirting with foreign vocabulary,” a desire to demonstrate that we are in no way inferior to our Western colleagues.

Such statements are justified by the fact that economically developed countries the appearance of this new concept, as well as the associated categorical-operational apparatus, means that researchers are faced with a fundamentally new phenomenon, which cannot be described in the old categorical grid. As for Russian reality, it may well turn out that a similar phenomenon simply will not be found here, and as a result the concept will be attached to a phenomenon that, although it seems to be close to what is being described, has nothing in common with it.

It is also said that any society, experiencing periods of pseudo-reform of its foundations, widely resorts to such verbal mimicry, denoting the well-known old with a new concept, a copy of the language of the country that this moment acts as a guideline in the implementation of the catch-up development program.

Both opinions, in particular, imply that the meanings attached to the concept of “innovation” in Russia and in the West not only do not coincide, but quite often diverge significantly.

This kind of attitude towards innovation is also typical for the educational sphere, in which innovative activity has been increasing since the late 1980s. has acquired a rapid and large-scale character, covering all levels of the education system. At the same time, the often obvious lack of thought and haste of many innovations led to a negative attitude towards them, which quite easily began to spread to pedagogical innovations in general.

However, today, after twenty years, it becomes clear that such assessments are not free from subjectivity and that the time has come for an objective understanding of innovative processes in education. Over the years, significant theoretical and practical material has been accumulated that makes it possible to separate the natural from the random, and what is strategically significant for the development of education from what is momentary.

An analysis of numerous scientific sources, which to one degree or another comprehend various aspects of innovation in the educational field, allows us to state that today the situation with innovation in the field of education and training is still considered a problematic situation. And at the same time, researchers note that its scale allows us to speak not just about the spread of innovations in education, but about the formation innovation movement in Russia, which, nevertheless, is experiencing a crisis. The essence of this crisis in its most general form is that the innovation movement can either remain in the past as a “fashionable” phenomenon at a certain stage of educational development, or “turn into something else,” that is, transform into some new quality of education as social phenomenon, as the most important social institution.

In order to understand the meaning of innovative processes in education and determine their social potential, the innovation movement must be considered in the context of general trends in social development, and it is important to take into account both global, civilizational processes and the specifics of social development of our country.

From this point of view, scientists identify a number of characteristic features.

Firstly, it is noteworthy that the innovation movement is characteristic primarily of Russian education. There is no such phenomenon in either European or American education, and this fact cannot but lead one to think about the essence of this phenomenon, as well as the similarities and differences between sociocultural situations in Russia and developed industrial countries.

Secondly, the beginning of the innovative movement in domestic education, in fact, was laid back in the late 1970s, when the need for a qualitative update was realized school education. During that period, attempts were made to massively introduce numerous psychological, didactic, and methodological developments into the practice of the Soviet school. The people who began to implement them faced a whole range of problems, and therefore objectively performed the function of innovators. However, since these innovations, largely “obtained in vitro,” were handed down “from above,” they did not give any tangible results of “updating” in real school practice.

With the beginning of radical socio-economic transformations in the country, the innovation movement, on the contrary, received a powerful impetus “from below” as an initiative of teaching staff and individual teachers in the conditions of humanization and democratization public life. A.I. Subetto called this period, when tectonic ideological shifts occurred, when, after many years of artificial restraint of pedagogical initiatives, an intensive search for a pedagogical ideal began, “the era of boom in innovative pedagogical activity.”

Innovations in the educational system have arisen and continue to arise at all its levels: federal, regional, local (the educational institution itself).

First of all, many processes caused by the state education reform were of an innovative nature, such as:

• decentralization of education, which made it possible to independently develop the educational network of the region and form an “order portfolio” for a specific specialist;
• democratization of management, ensuring the relative independence of educational institutions in determining the forms, methods and conditions of organization pedagogical process;
• orientation educational activities to meet the personal needs of students, as well as the needs of a changing society, economy, individual social groups and etc.

At the federal level, innovations in the education system manifest themselves mainly as recommendations regulated by state documents, such as the Federal Laws “On Education” and “On Higher and Postgraduate Professional Education”, the Federal Program for the Development of Education, the National Doctrine of Education, the Concept of Modernization of Russian Education on period until 2010, etc.

At this level, obvious changes are obvious to everyone: the search for adequate content of educational programs, the standardization of education, the transition to a four-year education in primary school, the development of new forms of student certification, the introduction of a multi-stage system of vocational education, etc.

Innovations at the regional level are more specific and practical-oriented.

It is obvious that the process of regionalization itself was at one time a necessary innovation in the formation of the domestic education system in the new historical stage. The “era” of school uniformity has ended.

State and non-state schools appeared. State schools, in turn, were divided into “regular” and so-called “advanced” educational institutions - gymnasiums and lyceums. The process of developing and updating programs, methods, and technologies has intensified, taking into account alternative options for individual and public requests, and the opportunity has emerged to provide a variety of additional educational services (including paid ones).

Legislative and organizational and managerial innovations “from above” provided a social and regulatory basis for innovations “from below”, carried out at the level of educational institutions. And it should be emphasized that it is precisely this level of innovative activity that allows us to consider the entire set of innovations in the field of education as an innovative movement, and not just as a reform of the education system, which is carried out at certain stages of development in many countries of the world.

Paradoxically, this situation is due, to a large extent, to the ill-conceived, “precociousness” of many reforms, which required proactive decisions on the part of their immediate “implementers” - the heads and teachers of educational institutions, each of whom was faced with the need to make an independent choice.

Thus, analyzing the situation in the innovative development of schools in Yekaterinburg, E. V. Korotaeva notes that all schools, during the educational reform, were forced to introduce certain innovations, adapting to new conditions. At the same time, some schools have taken the path of autonomy, relying on financial independence and the formation of their own competitive educational image. Another part of the schools chose the path of waiting, aimed at minimizing costs and reducing the volume of educational programs in order to preserve the school.

Those schools where the administration was able to correctly identify the general spontaneous trends in the development of secondary education (increasing interest in higher education) and promptly begin reform educational process, received significant advantages in promotion to the category of prestigious ones providing quality education.

In other schools, the transformations were discrete in nature, the continuity of training programs at each level was not thought through, and the feasibility and consequences of their implementation were not monitored or analyzed.

Accordingly, the scale of innovation activity in different educational institutions turned out to be different. In addition, as E.V. Korotaeva notes, “the degree of scientific and applied significance of innovative processes is extremely heterogeneous: there are innovations that the very subjects implementing them do not regard as innovations, and, on the contrary, are often presented as discoveries in scientific and pedagogical thought individual episodes, not a system of activity."

In accordance with the chosen guidelines, the action program of educational institutions was also built. There are two main options here.

The development programs of the so-called “advanced” type schools, or increased status (lyceums, gymnasiums), are characterized by:

• thoughtfulness of the development strategy of the educational institution, where the priority goal is to satisfy educational needs students;
• diversification of educational activities;
• focus on the optimal combination of paid and free educational services;
• receptivity to interaction with other levels of education;
• intensive development of the management structure, delegation of competence and responsibility to middle management.

Innovative processes in these educational institutions are not an end in themselves, but a tool for achieving a strategic goal; innovations simultaneously affect several areas of school life (teaching, education, management), which ensures sustainable progress.

The survival strategy aimed at self-preservation of an educational institution is characterized by:

• situational response to changes in the external environment, often to the detriment of educational activities (leasing educational space, reducing staff, increasing paid educational services, etc.);
• inconsistency in planning educational activities (unreasonable enthusiasm for various kinds of programs, technologies without the necessary resource support);
• focus on strict directive control from above, fear of legal and economic independence;
• fragmentation of the information field around the administration and staff of the educational institution and the social environment;
• extensive development of management structures, etc.

As a result, innovation processes are often spontaneous and fragmented; “bottom-up” initiatives coming from teachers are not supported by the school administration. Hence, innovations are introduced with some delay, their expediency is declared rather than justified, and therefore innovations dissolve in the routine of daily affairs.

Summarizing the analysis of the situation, E. V. Korotaeva suggests that, to varying degrees, similar processes have affected almost all schools (considering that innovation can be understood as both a local initiative within the framework of lesson activities, and a managerial initiative put forward outside the educational institution and supported by places). The differences lie, first of all, in the degree of awareness of the need and prospects for changes, as well as in the independence of schools in implementing these changes.

It is obvious that innovative processes inevitably come into conflict with the existing traditional education system, however, there is a dialectical relationship between them, and today it can be argued that in the last decade two trends in its development have coexisted in domestic education - traditional and innovative. Accordingly, in the modern Russian educational space, in the education system, two types of educational institutions can be distinguished: traditional and developing.

In the traditional education system, which is characterized by relatively stable functioning, aimed at maintaining the once established order, the focus is on the educational, or more precisely, the teaching and educational process. The relationships between the participants are built as subject-object, where the subject - the teacher - is in limited conditions, his activities are controlled by the curriculum and program, which strictly define the framework of the relationship; the object - the learner - must be filled with a certain amount of knowledge, its role is passive assimilation of information.

Developing systems are characterized by a search mode. In Russian developing educational systems, innovative processes are implemented in the following directions: the formation of new educational content, the development and implementation of new pedagogical technologies, the creation of new types of educational institutions. In addition, teaching staff of a number of Russian educational institutions are engaged in introducing into practice innovations that have already become the history of pedagogical thought. For example, alternative educational systems of the early 20th century. - M. Montessori, R. Steiner, S. Frenet, etc.

And although traditional approaches in domestic education, only “cosmetically” adjusted by new realities, largely retain their strong positions to this day, it is becoming increasingly obvious that they come into sharp conflict with changes in the social and economic life of the country and that innovative searches in education are not simply the result of poorly managed pedagogical initiative, “broken free” after many years of suppression, but an objective necessity.

This is confirmed, first of all, by the analysis of the world practice of innovative organization of activities, which today has clearly acquired the character of a global trend.

The first one is the most Full description innovative processes were introduced at the beginning of the 20th century. American economist I. Schumpeter, who analyzed “new combinations” of changes in the development of economic systems (1911). In his research, he proceeded from the fact that the engine of development is entrepreneurship, expressed in the constant search for new combinations of factors of production.

Somewhat later, in the 1930s, I. Schumpeter and G. Mensch introduced the term “innovation” into scientific circulation. Thus, the foundations of a special area were laid theoretical research, which subsequently received rapid development and is currently represented by a number of scientific directions and industries.

Quite common in the economic sphere today is the idea that innovation is associated with the emergence of new products (equipment), technology, method, etc., which are the result of a scientific discovery, scientific achievements and ensuring a change of generations of equipment and technology.

However, upon closer examination, this view of innovation turns out to be superficial, since it does not reveal the real meaning of this new concept in the modern worldview, its “ideological” richness and productivity.

It was these new meanings that determined the fact that in the second half of the 20th century. the concept of “innovation” and its derivative terms “innovation process”, “innovation potential” and others became widespread in various fields of knowledge, and then acquired the status of general scientific categories of a high level of generalization and enriched the conceptual systems of many, including social and humanitarian ones , sc.

Indeed, development - be it social, economic, the development of any branch of human activity, etc. - always appears as a change, the constant emergence of new realities, innovations, innovations, etc. This has been the case throughout the entire history of mankind. Therefore, it is obvious that in this sociocultural context, the introduction of the concept of “innovation” has a special, specific meaning.

To identify the essence of innovation as a social phenomenon, we can turn to its original economic understanding, highlighting the most significant characteristics.

According to Schumpeter, an innovator is not a person who has invented something new, but an entrepreneur, a business person who uses an invention to make a profit. At the same time, in Schumpeter’s understanding, an entrepreneur is “drawn” into innovative activities, which are almost always associated with risk, by economic reality itself. In contrast, as P. Drucker emphasized, employees who successfully work in business, as well as innovators themselves, inventors are by definition conservatives. In their actions they are guided only by the specific circumstances of their professional activities, and they are forced to be so.

Another important circumstance is that the essence of innovation is not determined by the practical use of technical inventions. Innovation is possible without invention, just as invention does not always become innovation. Moreover, innovation is not an improvement in itself, but a significant change functions produced, consisting in a new connection between the means of production. This means that innovation acts as a clear internal driver of change.

Although Schumpeter's interpretation of innovation was subsequently subjected to significant adjustments, in the main it remains valid today.

So, the initial understanding of innovation is the formation of a new function of what is being produced. It is based on technological development, organizational progress, changes in values ​​and social norms. That is, innovation is a category, first of all, social And personal, and not instrumental-technological. The social aspects of innovation stem, first of all, from their connection with people's needs. One can say even stronger: social orientation is the most important feature of innovation. No innovation can be socially neutral.

The Polish scientist S. Kwiatkowski includes the following among the main elements of the theoretical concept of innovation:

• a) innovation arises as a result of the decision and actions of the entrepreneur, which are focused on the formation of a new product function;
• b) innovation is based on technical, social and organizational changes (new solutions);
• c) the main feature of innovation is discreteness, due to the fact that the implementation of a new solution at the initial stage brings an economic effect that is much smaller compared to existing traditional solutions, which determines the risk of introducing innovation;
• d) within the framework of each product function, sub-innovations that correct its form and are of a continuous nature are observed to varying degrees.

All of the above clearly indicates that innovation in the economic sphere is modern stage acquire key significance, which is illustrated by the following statement by P. Drucker: “The norm of a healthy economy and the central issue for economic theory and practice should be the dynamic disequilibrium that is caused by the entrepreneur introducing innovation, and not the desire for balance and optimization.” In other words, natural, evolutionary economic development can only be carried out through creative destruction, through an imbalance, i.e. through innovation.

The originality and paradox of technological progress lies in its relative nature. The same solution, the same product or technology, depending on specific conditions, may or may not be evidence of technical progress. It all depends on how much the implemented technical solutions, and most importantly, the organizational and structural solutions used, correspond to the social characteristics of a particular society. From the above, the obvious conclusion follows that it is impossible to transfer individual facets of the innovation process from one sociocultural reality to another.

Practice shows that scientific research, as a rule, has only an indirect impact on innovation. Science does not determine the dynamics of the innovation process and is not the first link in this process. It must have a potential adequate for development needs - and nothing more. The inventor is guided by questions Everyday life, and not on intellectual questions. Almost always, innovation is based on the simultaneous use of many of the most different types knowledge. But, on the other hand, the focus of business on an innovative path of development necessitates the need to constantly change products, and therefore, constantly conduct research and development that would move industrial production forward at a faster pace.

Theoretical knowledge can come from many different parts of the world. A necessary condition for its successful use is not participation in its creation, but rather the ability to understand the essence of this knowledge, the possibility of its use in unity with the existing technical, social, and economic infrastructure.

It is also important to emphasize that the concept of innovation, innovative organization of activity, emerged at a certain stage in the development of society, namely during the period of crisis of the industrial form of its organization, the transition to neo-industrial and post-industrial forms. And this stage, as we know, is characterized by extreme dynamism and rapidity of changes, primarily technological and, as a consequence, social, when it is impossible, having introduced any innovation, to reap the benefits of its implementation for a long time and successfully. Constant reproduction of innovations becomes the norm of development. This innovative strategy is fundamentally different from the traditional, systematic business organization.

This, in turn, requires a change in the entire management system. Indeed, if we begin to constantly change products and introduce some new developments, primarily research, development, design, etc., then it becomes necessary not only to manage certain types of activities, but to manage the innovations themselves, ensuring their implementation, rapid retraining, retraining of personnel, changes in management systems, etc.

Thus, not every innovation can be rightfully considered an innovation. An innovation is only an innovation that either entails some fundamental social and cultural changes, or expresses some new sociocultural needs, or creates conditions for their emergence. Innovation can be based both on new knowledge and on long-known knowledge, but understood in new social conditions in a new way.

The considered understanding of innovation covers only production and economic activity. However, in the second half of the 20th century. innovations as a special phenomenon expressing the specific nature of development have become a common occurrence in various spheres of human activity. This cannot be considered an accident or a tribute to “fashion”. Many years ago, P. Drucker suggested that the most important innovations would occur in the service sector. And lately, people are increasingly writing about social innovation. Therefore, the question naturally arises: what are the connections between technical and social innovations, and to what extent the essential characteristics of innovation discussed above are applicable to innovations in the non-production sphere.

The practice of Western economically developed countries convincingly demonstrates that there are no big differences in innovation activity in different areas: everywhere we will encounter an entrepreneur in the broad sense of the word, who is looking for opportunities for change and uses them as his chance. It is also important to emphasize that innovations in the sphere of production and in the sphere of consumption complement each other: without innovations in the sphere of consumption, which successfully stimulate demand, too many innovations in the sphere of production cannot take place, and vice versa.

One way or another, social practice shows that in modern society innovation becomes not only a condition for the existence of the economy, its transformation into a socially oriented economy that works for people, but also the most important, universal factor of controlled social development generally. That is why the innovative path of development is proclaimed by the governments of the most developed countries in the world as one of the defining strategies government controlled. Moreover, this process has a clear tendency to move to the global stage - an innovative path of development of the entire civilization. Globalization is such an important and modern look human activity, as innovation, in turn makes new demands on innovation processes.

Questions regarding what gives rise to and how a modern innovative society is created, capable of actively participating in the global life of the world community, while simultaneously maintaining its specificity and cultural characteristics, are among the key ones today. Globalization presupposes the creation of a new theory of development, and innovativeness is already a common quality for different countries.

In the economic sphere, innovation cannot exist without the market. It is inextricably linked to a society's ability to create change. While being the initial condition for the necessary changes, the market itself does not set in motion innovative processes on the required scale and does not ensure their sustainability. Certain cultural changes are needed that would consolidate readiness for innovation and efficiency as the most important at the societal level social qualities of people. We are talking about changes in thinking stereotypes, value orientations, and worldviews.

The difficulty of solving this problem is determined by the fact that innovation is a characteristic inherent in a very small part of the members of any society. The majority of society is, in principle, unable to reach the level of innovative practice. Moreover, such a transition would mean a cultural and national catastrophe for society.

By its very essence, traditional society rejects everything that destroys its foundations. Preserving one’s identity is the highest value for him, which is cultivated at the level of lifestyle of both the community as a whole, individual social groups, and the individual included and inextricably linked with society. In any conditions, the social practice of such a society essentially remains unchanged, and the possibilities for variation are minimal. Even when there are people who can offer a truly non-standard solution, as a rule, such a solution remains the property of a very narrow circle of people, and more often than not, it simply goes unnoticed.

There are many reasons for this attitude towards the new. In itself, their analysis deserves special consideration: it acts as a condition for the development of programs aimed at finding ways to increase the plasticity and receptivity of society to the new, at the transition to a post-industrial, information society.

But even today the important role and importance of training, education and training for change is clear. Technical and social progress cannot be the work of only a narrow circle of specialists. Without universal fundamental education and the dissemination of prerequisites for innovative behavior throughout society, there can be no question of its effective development. Therefore in modern world education not only requires improvement - it must be innovative in its essence. The renewal of the world and society gives innovation processes the character of permanence, continuity, and a focus on constant essential and holistic renewal of the educational process.

That is why one of the most important elements of a modern innovative society is innovative education system, which in turn presupposes a special policy, its own strategic guidelines.

Education that can be called innovative is specific. Today, the traditional understanding of education as a process of acquiring knowledge is the main obstacle to the transition to an innovative society: tradition sets the function of the means, the means do not “break” the tradition, but reinforce it. In turn, based innovative education lies the task of breaking the connection between the function of the means and its essence. In essence, we are talking about the transition from an educational paradigm, which is based on the mastery of scientific knowledge, to scientific ignorance, an understanding of the relativity and incompleteness of such knowledge and the acquisition of the ability, thanks to the available ability, to discern the necessary connections in life itself, transforming them into images and concepts.

As noted above, an innovative development strategy traditionally opposes a systemic strategy, and in this (systemic) plan one can move purely innovatively, constantly introducing some innovations and forcing the system to adapt to these innovations, without asking the question of how it will adapt. But if we are talking about complex innovations, then it turns out that the innovative organization of activity can perform the functions of systemic support for the implementation of a particular innovation.

Of course, today there is no such innovative organization of activities in the field of education and a systemic development strategy commensurate with this organization, which would ensure the introduction and implementation of individual innovative developments, in our country, and in other countries of the world. In other words, it is still too early to talk about the formation of an innovative education system. However, its development objectively acquires an innovative orientation, which manifests itself primarily in substantive and organizational changes in innovative activities in the educational sphere.

Today it becomes obvious that those phenomena that are united by the concept of “innovation movement” are very heterogeneous. Among them there are both forms and types of activities that are not rightfully considered innovations in the considered sense of the word, as well as true innovations that “work” for the future, meeting the long-term needs of the formation of an innovative society and innovative education. It is this kind of pedagogical innovation that serves as the basis for overcoming the crisis of the innovation movement and allows us to direct its potential towards the formation of an innovative education system.

Thus, from the point of view of the formation of an innovative education system, the main disadvantage of the current education system, according to researchers, is its isolation from the broader socio-economic context, as well as its traditional conservatism, which was justified in an industrial society, but today is becoming increasingly acute contradiction with a rapidly changing world. Therefore, when starting to solve the problem of building a system of innovative education, it is necessary to change the very idea of ​​it: by including it in the general fabric of life and activity, to see it as a component of the whole. Educational practice provides many examples of pedagogical innovations with this focus.

At the same time, this does not at all mean a separation of education from science, scientific knowledge, but only changes the nature of their relationship, which manifests itself, first of all, at the methodological level. In addition, innovative changes in educational reality are usually associated with new scientific and pedagogical developments. The very development of innovative education in all its components: content, forms and methods, techniques and technologies, organizational structure and management - can only be built on the foundation of scientific research in the field of innovation, innovation processes, and innovative activity. This kind of methodological, theoretical and applied research is being conducted today within various sciences and scientific fields.

The leading place among them is occupied by innovation - a field of science that studies various theories of innovation: the formation of innovations, their dissemination, resistance to innovations, adaptation of innovative organizations to them, development of innovative solutions. Research in the field of innovation also makes it possible to identify the philosophical and sociological foundations of innovative activity, to comprehensively and deeply comprehend its role and significance as a factor in social development.

Innovation is a young science, and at the present stage of its development it appears in the form of specialized branches of knowledge that study innovative processes in specific areas of human activity, primarily professional.

In particular, innovative processes in the field of education are studied pedagogical innovation- also a young science, which began to be talked about in Russia only in the late 1980s. Today, both pedagogical innovation and its methodology are at the stage of scientific development and construction.

Scientific developments in the field of innovation will make it possible to solve one of the serious problems that clearly manifested itself during the period of spontaneous development of the innovation movement. It is due to the fact that the new cannot always be identified with the progressive and in demand. Not everything new is progressive. Only that which is effective at a socially significant level is progressive, regardless of when it arose. A new product is considered more effective than an old one if its use allows one to obtain better results in an optimal way, that is, with the same or less expenditure of physical, moral strength, material, financial resources or time. This provision is universal for any application area. The progressiveness (or conservatism) of a new tool can be finally judged only by the results of its development.

The process of mastering something new is quite labor-intensive and time-consuming - it involves studying the experience of its use in others similar to the one under consideration. problematic situations, predictive analysis, mental and model experimentation. Ideally, a wisely selected innovation from among others should guarantee the success of the innovation to the maximum extent possible. An innovation is considered successful if the development of the new tool underlying it allowed the solution of the assigned tasks. Failures in mastering innovations play the role of a negative experience of innovations with all its not only disadvantages, but also advantages. As a rule, most innovations fail. Therefore, one or more successful innovations must compensate for the costs and benefits of the others.

From this point of view, the specificity pedagogical activity places special demands on the possible results of innovation. The specific nature of a particular innovation should not lead to educational and general pedagogical results that are worse than those that occurred before the innovation. Practice shows that the scientific lack of elaboration of some pedagogical “innovations” leads to undesirable consequences, which, as a rule, appear only after time.

However, creating a scientifically based pedagogical innovation is also not enough. Pedagogical innovations, no matter how attractive, methodologically and technologically sophisticated they may be, cannot be mastered without proper management and organization innovation processes. Initiators of innovation will inevitably encounter problems generated by innovation and will be forced to look for ways to solve them. The introduction of new forms, methods, and pedagogical technologies requires an understanding of how to implement, master, and support these innovations.

From this point of view, the greatest importance is acquired by the management framework, in which it is possible: firstly, further constructive development of individual innovative projects; secondly, the reproduction of innovativeness itself. In all forms of existence of the innovation movement, some kind of innovation is present: either sociocultural, or pedagogical, or financial and economic. But today, none of these levels provides what could be called the reproduction of innovativeness. And in this sense, this does not set either the contours of an innovative development strategy or the requirements for the innovative organization of activities in the field of education and training.

There is no such management framework today, i.e. there is no answer to the question of how to manage innovative projects and systems with innovation. This is faced today not only by school principals, within which innovative teams have emerged, but also by the teaching community as a whole, professional clubs, city management departments and regional education and managers who are outside education and look at it from the outside - representatives of the local government system, heads of enterprises, etc. And this is understandable, because if an innovative teacher or a group appears at a school that carries out such an innovative process, it is necessary to solve a whole class of problems that the school director, head teacher, or education management worker have never encountered before.

In these conditions, on the basis of the innovative movement, a new culture of school management begins to form, including the development of what is quite traditional for the world, namely project culture, which today is beginning to quickly penetrate the education management system, and above all at the level of schools and territorial authorities.

It is quite possible that in some regions this is not yet sufficiently realized, but where personnel policy becomes the subject of analysis, the question arises about the systemic and managerial meaning of the ongoing innovation programs.

Thus, according to researchers, modern crisis innovation movement is primarily a crisis managerial, and, therefore, it is necessary to discuss it through the prism of management concepts and categories, in the context of primarily management problems.

Researchers offer various options - directions for solving this problem. Most often, the solution is seen in turning the chaotic innovation movement, which at a certain stage was very effective, into several rather complexly organized regional, transregional and federal programs, as well as into the activities of several all-Russian centers that could, firstly, concentrate sufficient intellectual potential for scientific research; secondly, ensure training and dissemination of those management technologies within which reproduction of innovativeness is possible.

Despite the importance of this kind of organizational and managerial transformations, it is necessary to recognize their insufficiency. Taking into account the general trend of shifting the functions of centralized education management towards formal management methods: standards, licensing, tools, budgeting, etc., new methods of managing direct pedagogical processes in educational institutions are gradually reaching the level of personal abilities of their leaders, as well as teachers, and therefore require other control technologies.

The development and successful implementation of such technologies in school practice, in turn, actualizes the problem of training managerial and teaching staff on the problems of innovation-oriented management within the framework of continuous additional professional education. And from the point of view of transferring the innovation movement in education to a qualitatively new level of reproduction of innovativeness, this problem in many ways acquires decisive significance.

The nature of the indicated changes, in our opinion, allows us to say that at the present stage of development of domestic education, within the framework of the innovation movement, a innovative oriented education - as a transitional stage in the movement towards an innovative education system. Unlike the latter, which is holistically, in all its components, aimed at the formation of innovative thinking, an innovative approach in any field of activity, innovation-oriented education unites various shapes and technologies for training specialists for innovative activities in a particular professional field.

Summarizing what has been said, we understand by innovation-oriented education a content-specific direction of training specialists, ensuring their professional readiness to develop and implement innovations, manage innovation processes in their field of activity.

It should be noted that innovation-oriented education itself can rightfully be considered as a pedagogical innovation, given its critical social and cultural significance for the development of domestic education, and therefore for the sociocultural development of society as a whole. It is innovation-oriented education that can become the core on the basis of which a full-fledged innovative education system will be formed in the future.

The effectiveness of the implementation of certain pedagogical innovations (projects, programs, technologies, concepts, methods and techniques) depends on a number of factors of very different properties, which have been repeatedly discussed in special studies. And although innovations relate to different levels of the education system and are very diverse in their goals, content, scale, degree of novelty, nature and radicality of changes and innovations introduced into the pedagogical process, etc., the main factors and conditions for their implementation are:

• technological (including methodological) elaboration of innovative ideas and models, ensuring their practical implementation at the level of the educational process in an educational institution (educational structure), i.e. directly in the “teacher-student” interaction system;
• readiness of teaching staff (teachers, professors, educators) for innovative activities.

Of particular relevance from this point of view is the innovation-oriented training of teaching staff, which will overcome the spontaneity of the innovation movement in education and transfer the processes of development and implementation of pedagogical innovations into a controlled, professional direction.

This kind of training can and should be carried out within the framework of basic vocational education by introducing into its content an appropriate component aimed primarily at the development innovative thinking trainees.

To truly master innovative thinking, as well as methods for creating innovations, it is important for students and students to solve not only educational, but also actual practical problems, i.e. really become participants in innovation processes. Naturally, teachers also need to participate in these real innovation processes.

This is the main difference between innovative pedagogical systems of the new generation, which in turn determines their technological parameters. The development of such innovation-oriented educational systems and technologies is a complex, but extremely urgent problem of modern pedagogical science.

However, today innovation-oriented additional professional education, i.e., is acquiring particular importance. training of educators who are already directly involved in innovative transformations in the pedagogical sphere. For this category of students, preparation for innovative activity has a direct practical significance.

Recognition of the objective nature of innovation in education as the most important social and pedagogical phenomenon poses the scientific task of identifying the objective foundations, origins and components of innovative activity, which will allow a scientifically sound analysis of the genesis and ontology of this phenomenon, to comprehend its place and role in social relations, its influence on social processes and relationship with other social phenomena, study its subjective characteristics, etc. It is this kind of knowledge that should become the scientific foundation when developing the content and technologies of innovation-oriented additional professional education for teaching staff.

And although such a complex, multifactorial phenomenon as innovative pedagogical activity is studied from the perspective of different sciences and in a variety of aspects, the leading place belongs to pedagogical innovation.

Big Economic Dictionary / Ed. A. N. Azriliyan. M.: Institute of New Economics, 1997. P. 215.

Khomeriki O. G., Potashnik M. M., Lorensov A. V. School development as an innovative process. M.: New School, 1994. P. 6.

Organizational Management / Ed. 3. P. Rumyantseva, N. A. Solomatina. M.: INFRA-M, 1995. P. 120.

uniting specialists in the field of technical teaching aids (http://www.aicc.org).

10 Institute of Electrical and Electronic Engineers - Institute of Electrical and Electronics Engineers; IEEE Learning Technology Standards Committee (LTSC) - IEEE Standards Committee (http://ltsc.ieee.org).

11 European Committee for Standardization - European Committee for Standardization.

12 Institute of Electrical and Distribution Networks for Europe - a project of the European Community. The goal of the project is to develop tools and methodologies for production, management and reuse pedagogical techniques, based on the use of computers, and remote training programs.

13 Global Learning Consortium Instructional Management Systems - Global educational consortium (http://www.imsproject.org).

14 The United Nations Industrial Development Organization is a special UN agency created in 1966 whose purpose is to promote industrial development and accelerated industrialization of developing countries through the mobilization of national and international resources.

15 Association for Computing Machinery - Association for Computing Machinery (http:// www.acm.org).

17 Ibid. P. 6.

Received 10.23.03.

THE PROBLEM OF EDUCATIONAL DEVELOPMENT IN RUSSIA IN THE CONTEXT OF GLOBAL EDUCATION

V.M. Danilchenko, Associate Professor of the Department of General Pedagogy of Komsomolsk-on-Amur pedagogical university

The author considers global education as an educational megasystem that integrates progressive pedagogical experience and advanced teaching technologies of all state national education systems. Since there are no identical teachers and children, the use of any progressive pedagogical technologies, methods and techniques cannot be effective without taking into account the characteristics of the individual style of the teacher and students. This, according to the author, is the main psychological and pedagogical problem of humanization and modernization of the education system.

The author considers global education as an educational megasystem progressive integrating pedagogical experience and advanced training technologies of all state national education systems. As there are no identical teachers and children there cannot be effective use of any progressive pedagogical technologies, techniques and skills without taking into account features of individual teacher and pupils style. Here lies the main psychological and pedagogical problem of modernization.

By the beginning of the 21st century. The scientific and technological revolution has led to rapidly developing processes of globalization. The concepts of “global economy”, “global ecology”, “global education” have entered the world of high technology and the Internet. There are different, sometimes opposing, points of view on the ongoing process of globalization, but it cannot be stopped, since it is objectively natural.

The term “globalization” has rapidly burst into our reality and has become one of the most frequently used in the media. It was first used in 1981 by the American sociologist J. McLean.

Already in the mid-1980s. The concept of globalization has spread quite widely. British research

tel R. Robertson pointed out: “The concept of globalization refers both to the compression of the world and to the intensification of awareness of the world as a whole... to a specific global dependence, and to the awareness of the global whole in the twentieth century”1. Another Briton, M. Waters, defined globalization as “a social process in which the restrictions imposed by geography on the social and cultural structure are weakening and in which people are increasingly aware of this weakening”2.

In the reports of the Club of Rome in the 1980s and 1990s. many categories of global studies (the interdisciplinary study of globalization) were developed, its main areas of research: “limits of growth”, “beyond growth”, “first global revolution”, “global © V.M. Danilchenko, 2004

INTEGRATION OF EDUCATION

problems", "global consciousness". Based on global studies, strategies for joint activities of states in various directions are being developed - economic, political, environmental, cultural.

In the field of global studies, a large number of works have been written by both Western and Russian authors (mainly political scientists such as I.A. Vasilenko, A.S. Panarin, etc.). But on the issue of global education, there is a clear shortage of domestic research.

IN modern conditions global education is the most effective means of positive development of globalization processes, since only an educated society and educated humanity can critically and intelligently contrast positive development processes with negative ones, and avoid anarchy and violence. It is global education that can ensure the active participation of world science and the public in governing the world in the new millennium.

Humanity, concerned about its survival, is increasingly turning to the problems of education, its development and improvement, since it is already being decided what the new century will be like - enlightened or ignorant, humane or aggressive. In the 21st century and the new millennium, education problems are becoming a priority throughout the world, as they determine the future of each country individually and the planet as a whole. We are faced with the strategic task of educating an educated and responsible individual, capable of ensuring not only his own life creativity, but also the intelligent life of other people, states and the entire planet Earth.

The time has come when every person needs to receive a complex of environmental, economic and legal knowledge in the global education system and rationally use the Internet as a tool for continuous self-education. Global education opens up a huge world of information and provides great opportunities for successful and competent activities.

at the global level. Becoming a “person of the world” is the reality of modern global education, but its prospects are unpredictable.

The initiators and leaders in the development of global education are Americans. Back in 1970, The American Forum for Global Education was created - a non-governmental organization that launched the movement for global education both in the United States and in the international arena. The international conference “Bridges to the Future”, held in New York in April 1995 on the initiative of the Forum and under the auspices of UNESCO; the author took part in it along with others Russian teachers) determined the role and main vectors of development of global education in the 21st century. Global education has been recognized as the most important direction in the development of modern pedagogical science and practice, the goal of which is to prepare a person for life in an alarming, rapidly changing and interdependent world, to solve growing global problems.

It is important to note that global education unites various educational systems of many states and religions, differing in their philosophical, historical, cultural and pedagogical traditions, declaring their attitude towards global education in different ways, but using its capabilities for their own purposes.

The development of global education is promoted by various scientific conferences, meetings and other international events. For example, at an international symposium held in Austria in September 2000, the need and importance of developing global education in the new century, including through new teaching technologies, was discussed.

Of particular scientific and practical importance is the largest conference (“Annual Meeting”), held annually by the American Association of Educational Researchers AERA, in which about 10,000 scientists take part,

teachers and teachers from around the world. Numerous publications on the most pressing problems of education in journals published by AERA are very important: “American Educational Research Journal”, “Educational Researcher”, “Review of Educational Research”, etc.

The problems of the development of global education are considered in the reports so specifically that they even present school schedules. In other words, a “global context” is developed at school, in the classroom, etc.

Study of systems (economic, political, environmental, technological);

Study of humane values ​​(general and different);

Study of universal problems (war and peace, human rights, environment);

Study of global history (development of the global system, humane values).

The concept of “global education” is actively used at different levels:

Global megasystem (planetary), i.e. at the level of interaction and mutual enrichment of national educational systems, interstate, interregional relations and international cooperation;

Specific educational systems (schools and classes, educational centers, universities, etc.), i.e. at the level of the content of international (international) education, developing planetary thinking and consciousness, and organizing the learning process in accordance with modern educational standards, new information and teaching technologies.

Together with progressive scientists from different countries, we believe that global education is not just a combination of many national educational spaces and systems, it is

a special “megasystem” where the goals of national and world educational policy are set and implemented, where specific connections and relationships function between states and their educational systems, aimed at fully expanding the possibilities for personal development.

In recent decades, changes in the nature of learning have occurred in the context of global educational trends, which have been called “megatrends”3. These include:

The mass nature of education and its continuity as a new quality;

Significance both for the individual and for social expectations and norms;

Orientation towards the active development of human methods cognitive activity;

Adaptation educational process to the requests and needs of the individual;

Orientation of learning to the personality of students, providing opportunities for self-disclosure.

In the process of globalization, world education has entered a qualitatively new stage - international integration, which is the result of the development and deepening of the previous stage - internationalization - and bringing it to the level of integration of national systems. Integration is characterized by increasing mutual convergence, complementarity and interdependence of national educational systems due to a coordinated international educational policy, synchronization of actions achieved through regulation by supranational institutions, gradual outgrowing of national educational systems within their state framework and the emergence of trends towards the formation of a single educational space as the most effective form of implementing the tasks of the future4.

The personality of a teacher in global education is the personality of a bearer of culture and its creator, a successor and creator of world pedagogical experience.

INTEGRATION OF EDUCATION

By world standards, a modern teacher is a creative individual, possessing original problem-pedagogical and critical thinking, the creator of multivariate programs based on advanced world experience and new teaching technologies, interpreting them in specific pedagogical conditions on the basis of diagnostic goal-setting and reflection. At the same time, the position of the teacher is considered as a system of all intellectual, volitional and emotional-evaluative relationships to the world, social reality and pedagogical activity. The social position of a teacher grows out of the system of views, beliefs and value orientations that were formed back in secondary school. In the process of professional training, on their basis, a motivational and value-based attitude towards the teaching profession, the goals and means of teaching activity is formed5.

Education (training and upbringing), which is being updated in the innovative activities of Russian teachers, has significant positive experience, is based on didactic theory and still remains mass-reproductive, and not individually creative6. The reformed Russian education system, despite all the innovations, continues to work according to the didactic theory, which was developed by Jan Amos Komensky back in the 17th century. This theory has served to enlighten mankind for about four centuries, but in the coming third millennium it no longer contributes to progress, but pulls domestic education back, leaving the new generation at the level of linear thinking.

What is the role of global education in the further development and reform of education in Russia?

Development trends modern education give rise to the need to search for new approaches to learning to think and act in new conditions, therefore we need a new learning theory that would lead education into the future to a new way of thinking and a new style.

I love the lives of future generations. There is such a theory - this is the theory of critical thinking, developed and quite successfully applied in the USA, but still little known and still not in demand in the Russian education system.

Creative and critical thinking at first glance seem to be completely incompatible concepts. The first is based on irrational, unconscious ideas, without a strict focus, sometimes unacceptable in teaching, the second is its complete opposite. However, in a general sense, “creativity” means searching for or creating something new, something unknown, even solving an unknown problem or problem. In general, the same thing happens with “criticism” in its broad and correct understanding.

Comparing didactic and critical theories, we see that the second is more objective, effective and practical, based on the priorities of logical, problematic, critical thinking, searching for non-standard answers in research activities students who contribute to the development of creativity, independence, professionalism and responsibility - personal qualities that are so necessary in modern sociocultural conditions.

It seems that the Russian education system, which has extensive creative experience and innovative potential, being in much more difficult conditions than the US education system, can and should actively study and flexibly use the progressive experience of American scientists and practitioners. This is the main meaning and positive significance of our cooperation in the context of global education.

For Russian education, there is an objective need to study both the world's best pedagogical experience and the individual style of activity of a modern teacher - an eternal student who seeks and accepts everything new, leading the younger generation in a contradictory and rapidly changing world. Act-

The teacher's job has never been so difficult; never before has he had to compete with the global information system. In this regard, there is an urgent need to help teachers navigate the trends in the development of global education and modern requirements for teacher education. However, we believe that such information is also needed by interested parents and the general public.

What are the trends in the development of education in the new century?

It is generally accepted that the turn of the century is a period of “global innovation” in all areas of culture, economics, technology, social and individual life. Global innovation processes are accompanied by an acceleration in the development of all aspects of social life, which aggravates and deepens the contradiction between the pace of social and individual socio-cultural development. Many scientific works are dedicated to solving this problem through education based on the special role of the latter in the creation of a civilized civil society. For example, scientists at the Institute for Critical Thinking (California) studied

prospects for the development of education, directions and ways of reforming education in a modern democratic society are considered.

Currently, in many economically developed civilized countries there are different concepts for school development in both the public and private sectors. A specific and most typical example of this is the concept of the 21st century school, developed in the USA on the eve of the new century and already being implemented in the new and more complex conditions of the troubled world. (“Schools of the Future”), which was published in connection with the famous America 2000 program and remains a guideline for the near future7. The “School of the Future” involves the creation of certain pedagogical conditions necessary for the implementation of the theory of critical thinking and the introduction of innovative educational models for this purpose, including personally oriented and individually creative ones, since at the present stage of development of educational systems, the “individual style” of activity is fundamental. The most important of these conditions are shown in the table below.

Modern school

School of the future

Focus is on developing basic skills

The result is separated from the learning process. Training is individual and independent. Training is built according to hierarchically sequential orders (instructions). The administration manages the learning process.

Individual students are taught to think (think)

Since a set of individual characteristics can only partially satisfy the requirements of any type of activity, a person mobilizes his valuable qualities for this work, compensating for those that hinder the achievement of success.

In connection with the humanization of education, the question arises about the boundaries of changing style and the boundaries of pedagogical possibilities.

Focus is on developing thinking skills

Holistic definition of the learning process Solving educational problems jointly with students Learning is built taking into account real problems and tasks

The focus is on the student, the teacher guides the learning process All students are taught to think (think)

actions, as well as the degree of influence of the compatibility of teacher and student activity styles on the development of the latter’s cognitive activity. When considering these issues, two most important tasks of modern education are highlighted: firstly, to maximize the process of perceiving the material and ensure the development of the cognitive style of students’ activities;

INTEGRATION OF EDUCATION

secondly, to help the teacher find his own teaching style that best suits his individual characteristics, and, most importantly, to acquire the ability to vary it depending on the characteristics of the students’ activity styles.

The most significant, on the one hand, is the issue of successful teaching of the whole class, taking into account the individual characteristics of each student, on the other hand, the adaptation of persons with different individual psychological characteristics to teaching activities, i.e. activities with constantly changing conditions.

The development of students' individual style of cognitive activity occurs in the process of interaction between the teacher and students. Conflicts between teachers and students are an obstacle to the development of student interest in the subject, and sometimes in educational activities generally. This occurs due to the incompatibility of the characteristics of the nervous system. What a teacher expects from his students is based on his own learning preferences, and when those preferences do not match the students' learning preferences, a conflict of styles occurs.

The concept of “conflict of styles”, introduced by American psychologists, is used by them when there is a discrepancy between the “learning style”, i.e. the teacher’s activity style, and the “teaching style”, i.e. student's activity style. During the research, the fact was revealed that the highest interest in studying a subject is achieved by those students whose activities correspond to the type nervous activity to the teacher.

Because the modern system Education does not provide for the possibility of forming classes based on the characteristics of the activity styles of students and teachers; the main task facing the teacher is to find compensating teaching methods that prevent “style” conflicts. It is taking into account the characteristics of the individual style of activity

The teacher needs to build his activities when differentiating students based on which group of characteristics predominates in their educational activities.

For the first time, the famous domestic psychologist B.M. spoke about such a distinction. Teplov, who, based on mathematical statistics, identified styles with a dominance of “analytical” ones, i.e. left-hemisphere, and “synthetic”, i.e. right hemisphere tendencies. Further, many domestic and foreign psychologists studied individual psychological characteristics in mental activity.

Based on the analysis of psychological and pedagogical research, both domestic and foreign, it was concluded that for the successful formation of an individual style of activity it is necessary to take into account:

1) diagnostic, differentiated and individual approaches to training and education;

2) correspondence between the individual styles of activity of the teacher and the student;

3) evolution of levels of knowledge acquisition:

reproductive ® heuristic ® creative.

Research conducted in 1993 in the United States in more than seventy educational institutions showed that identical methods used in group learning can be productive for some and inhibit the learning process for others. It was revealed that students whose individual characteristics are not taken into account in the planning and implementation of the pedagogical process subsequently constitute a “risk group” and can become dangerous members of society, prone to crime. In most cases, the risk group includes kinaesthetes with a tactile level of information perception and right-hemisphere visual learners.

In the process of experimental work carried out by us under scientific exchange programs in Russia and the USA, we developed and tested

We have found ways to increase the efficiency of planning and implementation of the educational process based on the individual style of students at each stage of educational activity. Next, we made an independent analysis of the use of the training model created in the USA by D. Kolb, which is based on own experience students. This model consists of four phases of learning, each of which assumes certain qualities, abilities and skills on the part of students:

The phase of concrete experience is the ability to be receptive to new experiences;

The reflective observation phase is the ability to interpret experience;

The phase of abstract conceptualization is the ability for holistic understanding - grasping, developing concepts and ideas that build observation data into a consistent, logical theory;

The phase of active experimentation is the ability to use one’s theoretical ideas to make decisions and solve problems, which, in turn, leads to the acquisition of new experience.

M.V. Klarin, analyzing D. Kolb’s model, pointed out that it is most effective for high school students and university students8. As supporters of developmental learning, we agree with this point of view, since it is diametrically opposed to the traditional learning model, which involves listening to material. Considering the possibility of using a loop diagram more efficiently

learning based on directly experienced experience, developed by D. Kolb, we believe that in the second phase of his model, students should be differentiated in accordance with their individual style of activity.

We concluded that when going through the indicated phases of one cycle, the student rises to more high level development, learns problematic, conceptual thinking, he develops a research style of activity, i.e. in this way, the critical theory of learning relevant to the new century can be realized.

The modern learning process requires the use of new research on the problem of developing an individual style of activity in the context of global education, which determines the significance of our research conducted under the cooperation programs of ASPRYAL and IREX in 1995 and 2001. in USA.

NOTES

1 Robertson R. Globalization: Social Theory and Global Culture. L., 1995.

2 Waters M. Globalization. L.; N.Y., 1995. P. 3.

3 See: Clarin M.B. Innovations in global pedagogy: learning based on research, play and discussion (analysis of foreign experience). Riga, 1995.

4 See: Liferov A.P. Main trends of integral processes in world education. M.,

5 See: Isaev I.F., Kostina N.I. US higher education teacher: professional pedagogical preparation. Belgorod, 2001.

6 See: Slastenin V.A., Podymova L.S. Pedagogy: innovative activity. M., 1997.

7 “What Work Requires of Schools”: A Scans Report for America 2000, The Secretary’s Commission on Achieving Necessary Skills, U.S. Department of Labor. June 1991.

INFLUENCE OF GLOBALIZATION PROCESSES

FOR MODERN EDUCATION

L.A. Samsonova

history and social studies teacher

GBOU secondary school No. 511 Pushkinsky district of St. Petersburg

Keywords: education, globalization, informatization

The article discusses the concept of globalization, the relationship between education and globalization, institutions and elements of globalization, the prospects of modern education in the aspect of the influence of globalization processes.

The evolution of human society leads to changes in all forms of life. The development of science and technology, medicine and other integrally important areas of society leads to the need to improve the effectiveness of education.

The main contradiction of the education system at the present stage is that the rapid pace of knowledge growth is not combined with disabilities their assimilation by an individual. The most relevant is the appeal to competencies and competencies, to the maximum development of human abilities. Society makes demands on a person through education, which include learning ability (a person’s ability to constantly increase the level of knowledge, mastering new things), spirituality, patriotism, humanity, tolerance, creative thinking.

Globalization processes also have an impact on modern education.

The topic of globalization was first raised in 1981 by the American sociologist J. McLean. Already in the mid-80s, the concept of globalization received widespread recognition.

The process of globalization is characteristic feature of the existing world at the beginning of the 21st century, the main trend of which was the course of all world humanity, its economy, politics, culture, relationships towards international integration and unification. As a result of globalization, the world becomes a single whole, unambiguous, understandable and definite for any subject included in this system. The steps of globalization have affected almost all spheres of society. To a greater extent, this course affected the state of the world economy. No less significant changes within the framework of globalization have taken place in the education system.

The relevance of this article is determined by the increasing impact of globalization processes on the education system. “The globalization of education is the process of increasingly adapting the education system to the demands of the global market economy. The latter’s growing dependence on knowledge (the so-called “knowledge economy”) gives rise to the idea of ​​​​creating a Unified World Educational System based on common educational standards.”

The impact of globalization on education is due to the following factors:

• development of scientific and technological progress and information technologies, which objectively determine the possibility of integration processes in educational systems at the regional and global levels;
• the desire of the world community to form new global values ​​in modern conditions - the values ​​of universal human culture, among which the leading ones should not be the power of the strong and rich, but humanism, tolerance, respect for representatives of other cultures, nations, races, religions, a tendency to cooperate with them, in mutual enrichment of cultures.

The processes of globalization in education are expressed in the following institutions: UNESCO, World Bank, etc.
UNESCO implements organizational regulation the process of development of the global educational space. UNESCO's activities are focused on creating conditions for expanding cooperation between peoples in the field of education, science and culture, ensuring universal respect for the rule of law and human rights, attracting more countries in the process of preparing legal framework for international integration in the field of education, research on the state of education in the world, including individual regions and countries, forecasting effective ways of development and integration, collection and systematization of state reports on the state of education for each year.
The World Bank remains quite influential regarding the development of globalization processes in the educational sphere. The World Bank today considers the leading goal of its educational policy to be promoting improvement in the quality of education through a transition from traditional methods, aimed at reproductive assimilation of knowledge, to innovative ones, providing for the individualization of the educational process, giving it the form of active creative cooperation of all participants; focusing on the development of fundamental learning skills, which include: reading, writing, counting, thinking skills, social skills; providing the opportunity to study at any age, which is essential for obtaining professional mobility; optimizing the infrastructure of the educational sector.

Several main elements of the globalization of education in recent years can be identified: informatization of society, organization of a system of independent control of the quality of knowledge, in particular, the introduction of the Unified State Exam (USE), integration of the system of higher professional education Russian Federation into the global system of higher education as part of Russia’s accession to the Bologna process.

The main element of globalization in the education system has become the informatization of society, which began its journey with the sharp and rapid development of computer and information technologies. Information globalization has made it possible to broaden one’s horizons, see the diversity of people and cultures, and get acquainted with the latest achievements of science and technology. Thanks to modern information technology The educational process began to take on qualitatively new forms. Emerges and begins to develop rapidly Remote education. The Internet makes it possible to receive education at home, which is vital for certain groups of people with disabilities. New technologies make it possible to solve such an important problem as visualization and clarity in the learning process. Graphs, diagrams, dynamics of development of a particular process, drawings, etc., allowing you to better understand educational material, have become an integral part of not only the Internet, but curricula presented on CD. With the help of new technologies, students have other opportunities, for example, online conferences and discussions in real time, access to network libraries and data banks. Finally, the Internet and other new technologies make the education process continuous. A person who has received an education replenishes his stock of knowledge virtually throughout his entire life.

The introduction of the Unified State Exam has expanded the opportunities for obtaining higher professional education for graduates of rural schools and regions remote from the country's leading universities by simplifying the system of admission to educational institutions of higher professional education, as well as opportunities for studying at some European universities. When passing testing in European universities Unified State Exam format provides psychological preparation to applicants.

Globalization processes have an impact on the education sector different directions, among which are:

The problem of harmonization of globalization and regionalization, which is expressed in the fact that on the one hand, a person becomes a citizen of the world without losing his roots with active participation in the life of the nation and regional community, on the other hand, the problem of the danger of losing the uniqueness of each person, his ability to realize his potential in the richness of one's own culture

• - the problem of balancing the “universal coverage” approach: on the one hand, equality of opportunity in obtaining education, on the other, ensuring the quality of education;

The problem of standardization of training, the emergence of global research cultures under the influence of modern ICT;

The need to orient education towards the global market, giving education an entrepreneurial character, achieving a balance of approaches to education as a state system and as an element of the social services market.

Nevertheless, many experts associate the prospects for the development of education with the processes of globalization, including global informatization. Society, according to UNESCO, needs a social contract, the core of which should be lifelong education, which will contribute to the humanization of the globalization process and the democratic development of society. Continuing education is necessary in conditions of rapid technological changes, when it is impossible to predict new professions and the structure of demand for specialists.

Thus, globalization processes influence modern education, changing the content, goals and objectives of education. This is reflected in the new standards of Russian education, which are successfully modifying the system of school and university education. Public expectations in the field of education have also changed: it has come to be seen as one of the most important areas of social policy. The modern economy, based on new technologies and the technical revolution, will also largely be determined by education policy.

LITERATURE

1. Global studies. International encyclopedic Dictionary. M.; St. Petersburg; New York, 2006.

1. 2. Arakelov A.V., Alieva M.F. Education system in the context of globalization // Bulletin of ASU, 2014. No. 4 - pp. 94-102

3. Barabanov O.N., Lebedeva M.M. Globalization and education in the modern world // Globalization: human dimension. - M., 2002. - P. 54 - 77.

4. Dingilishi U.V. Education in the aspect of globalization and information // Modern science-intensive technologies. 2005. No. 1 - P. 79-80.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Introduction

Currently, powerful processes of globalization are taking place in the world, which have a significant impact on all aspects of the life of society, the individual, and the structure-forming components of the entire cultural system. The world strives for unity, erasing the boundaries that exist in various areas of a given country, from economics and management to stereotypes of individual behavior. Globalization strengthens the role of transnational interactions in the world, expands the scale of communication, but, at the same time, it equally powerfully affects the characteristics (cultural, economic, individual) of individual cultures, often simply suppressing and dissolving them into some kind of superculture. At the level of perception of people who find themselves immersed in this civilizational flow, the objectivity of the changes taking place and their consequences, enhancing life comfort, become the basis for the formation and absolutization of globalization processes as only positive ones.

However, it is necessary to understand the relativity of any development process that contains opposite sides, trends that ensure the course and mechanisms of this process. If one side of globalization, for example, is integration processes, then the other side is, on the contrary, processes of disintegration, including processes of “national disintegration.” As a result, the integration processes accompanying globalization can be realized not as a synthesis of the positive components of the system, associated with the enrichment of the system, increasing its stability, but, on the contrary, as a simplification and suppression of the elements of the system, up to their complete destruction. The internal aggressiveness of this type of integration processes poses a threat to the life world of all humanity.

This topic is relevant in our modern world, since education plays a vital role in human life. The purpose of this work: to consider globalization and its realities in modern education. Tasks:

Consider modern education;

Talk about humanitarian education, its features, problems and tasks;

Explore the economization of education;

Consider the Bologna Process and the Bologna Declaration.

Globalization and the realities of modern society

Any education system has the main function of creating all the conditions for adequate adaptation of a person to the sociocultural realities that prevail in a particular society. The content of education depends on those ideas, needs, ideals that exist in a given sociocultural space and is aimed at maintaining its foundations by creating a certain image of a person. Education within the framework of general cultural processes is, in a sense, at the center of the changes taking place. And this is not accidental, since, on the one hand, it is a system-forming part of culture, and not just a service sector, as today’s reformers and modernizers want to prove to us. On the other hand, the majority of the population of any country is involved in the education system or educational activities, one way or another. Regarding our country - Russia - this number, due to the complexity of integrating an individual into education, is even greater. Someone studies, someone enrolls, someone teaches, someone pays for education.

Our country, as recognized by scientists and politicians in many developed countries, has one of the highest levels of education in the world, which we inherited, and today this is a decisive factor in sustainable economic growth that can bring Russia among the most developed countries in the world. In terms of these indicators, Russia is not only not inferior, but even superior to many economically developed countries, but over the past 15-20 years, many problems have accumulated in the Russian education system that threaten the preservation of the high educational potential of the nation. Most of them either arose or significantly worsened during the post-reform period. There has been a certain devaluation of the concept of “education” in the country, and for a very long time the idea has been imposed on society that only the market can serve as a criterion for the demand for educated people, and therefore the development of educational institutions should respond to these direct demands of the market. Of course, education in our country needs serious changes, primarily related to the disproportions that have developed in it in last years.

First of all, this is the unbridled growth in the number of students in higher education, the proportion of which is constantly rising. Compared to 1995, their number increased 2.7 times, and their share in the total number of graduates of vocational education institutions rose from 23% to 43%. In 2004, there were 480 students per 10,000 population (in 1995 - 189 people, in 2000 - 327). At the beginning of the 2004/05 academic year, there were 662 state and municipal higher educational institutions in the Russian Federation, with 5.9 million students studying. Compared to the 2000/01 academic year, the number of universities increased by 55 (9.1%). Since 1995, the increase in the number of students in higher educational institutions has been 7-15% annually, outstripping demographic indicators, and has approached the natural maximum.

The share of funds allocated to education increases insignificantly. As a result, the provision of budgetary funding for educational institutions is only 25-40% of the estimated regulatory need. Due to the transfer of a significant part of educational institutions to the jurisdiction of the constituent entities of the Russian Federation in 2005, the volume of federal budget expenditures on education decreased. The investment project “Education” has somewhat improved the situation, but it is rather an exception and is simply an approbation new form redistribution of budget funds. The very essence of the project is also not indisputable. It is aimed at quick funding and impact, not taking into account the fact that some areas of education can only develop on a long-term financial basis.

The number of higher education institutions continues to grow continuously. If in the USSR there were about 700 higher educational institutions, then in the Russian Federation already in 2001 there were 628 state universities, plus 20 universities of the constituent entities of the Russian Federation, 12 municipal and more than 430 non-state higher educational institutions, and their growth continued continuously. If we add branches to this, and this is more than one and a half thousand educational institutions, then, according to various expert estimates, there are about 3,500 universities and their branches operating in the country. Considering that a huge part of them are non-state universities, this leads to a disproportion in the development of specialties, in particular, a sharp increase in the specialties of “economics and management” and “law”.

Thus, the paid education sector is constantly increasing, the number of students in which is already equal to the number of budget students. At the same time, tuition prices are rising rapidly, especially in large cities. Today, all universities issue diplomas of the same type. The guideline has been lost in society; many people are not clear what a truly educated person is and what a person who has received some kind of education is. And if we take into account the disproportion noted above in the developed specialties, then we can draw a conclusion that does not lie on the surface and is associated with the fact that non-state universities practically do not invest in the development of science. Cases of the opening of non-state universities, even with financial support from private capital, in fundamental areas of science are extremely rare.

It is necessary to understand that the organization of higher education only on the basis of private investment cannot ensure optimal volumes and structures of its production, since at the level of individuals it is impossible to capture and take advantage of all the benefits of education. Education benefits society as a whole, not just individual members. Supporting basic sciences, and therefore universities, in this process is especially important, since most of the latest technologies are the result of fundamental and applied scientific research conducted at universities, and innovative technologies are able to increase labor productivity throughout society, and therefore improve the quality of life and, as a result, reduce existing social tension.

Due to the imperfection of the modern capital market (this is stated by economists at the World Bank, who should hardly be considered supporters of the exotic ideas of equality of opportunity), society has limited opportunities for the population to obtain “the necessary loans for studying at universities, which prevents them from entering universities worthy but low-income persons.” Today, only a few of the world's wealthiest countries can provide such relatively cheap loans to just over 10% of their students (Australia, Canada, Sweden, the UK and the US).

In my opinion, in education a special role should belong to the state and state policy in the field of education. Over the past 1-2 years, positive changes have been taking place in this area, but the very trend of the state withdrawing from education remained dominant and only the global financial crisis seems to be forcing many responsible education officials to change their guidelines. Of course, the task of finding additional sources of funding for education has always been relevant for the educational system of any country, but none of the developed countries refuses state support for education. At the beginning of the 21st century, the three leading countries in the field of education had budget funding above 80% (Germany, France and the UK). The United States is the only country with developed education where the level of budget funding is below 50%. In Russia, budget funding for education has long fallen below the European average.

Education in the countries of the European Community is financed from the central or state budgets. Moreover, the same World Bank report indicates that state support for higher education should increase, and indicates the fundamental reasons for the danger of transition of education predominantly to non-state funding. Moreover, until the 1970s, the USSR led the USA in spending on education. “During this period, our country allocated 10-12% of national income from the budget for education. By the 1980s, the USSR had lost its leadership in this indicator and by 1985, spending on education amounted to 6%, and in 1995 - 3.6% of the budget expenditures, including 2% for higher education.” And this is in a situation where the state is obliged to ensure the optimal distribution of budget funds in higher education. “Based on the experience of industrialized countries, which took into account the contribution of education to ensuring economic growth and social unity of the country, it can be said that the overall level of investment in education should be from 4 to 6% of gross domestic product (GDP). At the same time, the costs for high school, typically account for 15 to 20 percent of all public education expenditures.”

As a result of all this, society is undergoing a gradual transition from previously dominant ideas about education as a benefit at the expense of the state to a view of education as a service and a subject of purely economic relations. This idea is typical for “... the majority of the economically active population. At the same time, society has not yet established the necessary level of trust between the actors of the education system - the state and the population, enterprises and universities, universities, enterprises and individual employees or future specialists.” Refusal public policy here is fraught with serious social consequences and further differentiation of the population on the issue of access to education.

Humanities education

Of particular note are the problems of developing humanitarian education in the country, the role of which is important in connection with a radical change in the entire system of values ​​and attempts to transition from a rigid ideology to a democratic society. In recent years, the country has been dominated by an “ideological vacuum,” that is, the absence of a system of fundamental values ​​of the state. The need to strengthen humanitarian components in education is exacerbated by the state of spiritual life modern Russia. The value orientations regulating the social actions of citizens that had developed during the years of Soviet power were destroyed. Society has not developed new life guidelines capable of captivating the masses with its idea and heroism. If in previous decades spiritual life was determined by strict communist party guidelines, then at present - in the absence of an ideological monopoly, there is another extreme - largely spontaneously emerging realities of spiritual and cultural life, uncritical propaganda of the values ​​of the bourgeois world, the desire to replace spirituality with religion. The formation of a new middle class, “new Russians” with their individualistic orientation and sometimes lack of moral motivation when implementing commercial programs is a factor contributing to the emergence of spiritual nihilism in society and a decrease in the authority of not only humanitarian, but also rational forms of knowledge.

This can be described as a state of “humanitarian crisis”, which, according to experts, is manifested in the strengthening of asocial norms of behavior and an increase in crime. “If in the USSR in 1987, 639 crimes were committed per 100 thousand inhabitants, then in 1999 - more than 2000. In 1988, 2 million 600 thousand crimes were registered, in 1999 - more than 3 million (VTsIOM)… The murder rate in Russia (1995) was 3.1 times higher than in the USA, and 43.4 times higher than in Japan.” The result of this is a psychological state of uncertainty, fear and meaninglessness of life and a manipulated type of consciousness is realized, when “the growth of poverty is presented as the achievement of democracy, the decline of production as structural reforms, the war as the establishment of constitutional order.” Accordingly, in education this general situation is reflected in the fact that humanitarian education begins to be viewed not as fundamental, requiring a deep study of the laws of social life and man, but as something superficial and easily achievable. This is realized in the opening of more and more new humanitarian educational structures, often based on the principles of quick and easy issuance of a diploma.

It is necessary to understand that fundamental education is not reducible only to mathematics or natural sciences, but is also connected with the fundamental areas of the humanities and socio-economic sciences. Moreover, today, more than ever, amazing relationships have emerged between the natural sciences and the humanities, responding to global integrative trends. Sociology, economics, management, and political science today can no longer do without mathematical calculations and models. At the same time, according to its definition, the humanities, as primarily the totality of human sciences, are becoming very much in demand by society today, since humanity is becoming one of the most important principles of the coexistence of cultures and peoples, ensuring dialogue between cultures, religions and individuals. It is today that we can raise the question of human humanitarian security, relying on negative historical experience, which is summarized by our leading philosophers and historians. We are entering an era of global communication, when the factor of communication and the role of linguistic culture as a condition for this factor are sharply increasing.

This leads to the great challenges facing humanities education. It should give a person not only fundamental humanitarian knowledge, but also equip him with a worldview capable of perceiving society as a complex system developing according to appropriate laws. For example, an economist should not just propose to copy certain well-known economic models - Japanese, American or Argentine (which they were going to impose on us not so long ago), but deeply understand the essence of the processes occurring in society and draw scientifically based conclusions. To solve the complex problems of our time, the potential of narrow professionals is not enough; the country needs people with a broad culture and thinking.

It should be emphasized that in terms of the content of humanitarian and socio-economic education in Russia, the main thing, in my opinion, is that in the process of democratization the volume of humanitarian and socio-economic knowledge has significantly expanded and ideas in these areas have deepened. In many ways, this trend has affected the educational process at all levels. Unfortunately, the expansion of the scope of humanitarian knowledge is not accompanied by an adequate growth in spirituality. In humanitarian education, there is a certain gap between the volume of humanitarian knowledge and mastery of the fundamental values ​​of civil society.

From the point of view of organizing the educational process, it should be noted that over the past decade and a half, the differentiation of institutional forms of education, its relationship with state, public and commercial structures, and the relationship between the Russian and international educational space has sharply increased. It is impossible not to see that against this background the tendency towards pluralization of all aspects of the educational process and especially its humanitarian and socio-economic areas has increased unusually.

Russian analysts note that the ongoing reforms of national higher education systems increasingly take into account the existential aspects of human life, associated not only with knowledge, but also with the experience of the world, with the development of norms and principles of one’s existence in this world. This is necessarily connected with the development of human philosophical culture, the understanding that knowledge cannot be free from value and morality. There is a growing understanding of the need to combine economic growth, development of technology and professional knowledge with changes in the level of human culture, understanding and wisdom. It is necessary to understand that the future development of humanity will be determined not so much by what a person has, but by who he is and what he can do with what he has. The task of not just supporting the humanities, but the fundamental humanization of the entire education system, which requires taking into account the human factor, comes to the fore.

Unfortunately, today the theoretical and methodological foundations for the modernization of humanities education as a whole are poorly developed. The primary task of the humanities today is seen as philosophical, theoretical and methodological knowledge of humanitarianism, as well as the integration of humanitarian knowledge. If we talk about the prevailing theoretical approaches in solving this problem, most researchers believe that the methodological core of the new philosophy of humanitarian education can be a culture-centric paradigm, focused on the maximum demand for the functions and potentials of humanitarian culture. And in this regard, the domestic traditions of the philosophy of education are acquiring particular significance today.

Economization of education

globalization education Bologna Declaration

Modern trends implemented in the process of modernization of education in Russia are an integral part of the global process of globalization, which, along with the advantages of creating a single educational space, can also threaten the national characteristics of the educational system, destroying its quality. Before our eyes, the process of economization of education is taking place all over the world. The latter is considered as the most important condition economic growth, even the term “cognitive capitalism” appeared, associated with cognitive economics, and society is defined as a society based on knowledge (Wissengesellschat for the Germans or sosiete de la connaissance for the French). They once again recall Marx, who long before spoke about the development of knowledge into an independent productive force. Another fashionable term “education for sustainable development” considers the latter as the most important factor in the sustainability of a social system. Today, the level of education of the population is the most important factor in the sustainable development of any country.

As experts from the Organization for Economic Co-operation and Development (OECD) note, “the rate of underlying long-term economic growth in OECD countries depends on maintaining and expanding the knowledge base. In many OECD countries, real growth in value added in knowledge-based industries has consistently outpaced overall economic growth over the past two decades. Comparative advantages of countries are less and less determined by wealth natural resources or cheap labor and, increasingly, technical innovation and the competitive application of knowledge. Economic growth today is as much a process of knowledge accumulation as it is a process of capital accumulation.” The flip side of this process inevitably becomes the consideration of education as a service sector and its irreversible commercialization, which deals a blow, first of all, to fundamental education. The education reform project in Russia has largely followed the path of rather drastic commercialization, without taking into account national characteristics and traditions of the Russian educational system, which significantly affects the quality of education in general.

The central idea of ​​modernization is the rejection of the principle of fundamentality, characteristic of classical universities, for the sake of pragmatic attitudes, which are often hidden behind outwardly beautiful slogans about creating a unified educational environment. The ideology of modernization of education was based on the task of liberalizing the entire education management system and bringing its mechanisms into line with new social and economic conditions and the transition from an administrative to a liberal model of education.

The administrative model is characterized by a strictly approved list of areas for training specialties, determined by the state educational authority. Accordingly, state educational standards approved by the ministry are being developed in all areas, regulating the requirements for the content of educational programs. Universities in this model are independent subjects of education and can issue diplomas only in approved areas and specialties. Within this model, a contradiction arises between the tendency to open ever new areas and specialties and the position of the ministry, which limits such expansion in order to maintain management efficiency.

The philosophy of the liberal model of education is based on the priority of flexible management of education, in which universities are given greater independence in the implementation of educational programs. This is realized in the rejection of the very concept of “list of educational programs”. Their number is not limited by anything, but is determined by the needs of society, including market mechanisms. This should also change the system of financing universities - from direct budget financing, regardless of the results of educational activities, to targeted financing under educational programs and projects.

Accordingly, in this model, the state does not finance education as such in general, but only those projects that seem most preferable, based on the objectives of a market economy and the priorities of specific people making the corresponding decision. This is the withdrawal of the state from education in the form of the implementation of state educational policy as a whole. Despite all the reservations, this could deal a blow to education based on fundamental science, since contributions to fundamental science cannot be based on immediate economic benefits. At the same time, a fundamental discovery and its economic benefits can give a result many years later that will be so effective that it will cover today’s pragmatic benefits. The state, when investing money in science, must be aware of the degree of risk and accept it.

The introduction of the liberal model is accompanied by the inclusion of the education system in the pan-European educational environment(Bologna process), and a number of internal measures that change the entire system of higher education - from the selection of applicants through the Unified State Exam (Unified State Exam) and targeted student financing through GIFO (state registered financial obligations) or educational loans, to changes in the entire system of state standards and changes in the administrative structure of universities and universities. It should be noted that both the Unified State Examination, the State Financial Institution, and the credit system, which seemed almost eternal and unshakable, have actually collapsed or will soon collapse as a result of the global economic crisis, because they also represent a kind of financial “bubble” in education.

Bologna Process and Declaration

The main link of modernization was declared to be the transfer of the entire educational system of the country, according to the Bologna Declaration, into a single model for the entire educational European space. The Bologna process, for all its declarative nature, is by no means a harmless process, especially in the version of its implementation that was proposed in Russia. It is no coincidence that it meets with such resistance, and it is also no coincidence that, despite this, governments and education ministers are pursuing it. The Bologna process is a type of integration of the educational space, which inevitably simplifies (makes it more widespread) higher education, and does not follow the path of synthesis of the best national models of education.

The task of integrating the European educational system is clear. Her the main objective-- this is a solution to the geopolitical problem of a united Europe (a kind of Holy Roman Empire) as an alternative to the further Americanization of the European space. However, illiterate and hasty implementation of the integration process can lead to irreversible losses of the specificity of national education systems. This is already causing protest today, including from students, in particular in Germany and France.

It is necessary to understand that education is not just some branch, but a part of national culture, and its system-forming part. All this allowed me in one of my interviews to express the idea that bolonization in the form in which we were recently proposed to implement it is a kind of “twilight of globalization.” It is symptomatic that the initiators of the Bologna process were the ministers of education, and not the educational structures themselves. In June 1999, the Bologna Declaration was signed by the ministers of education of 29 European countries. In 2003, 40 countries, including Russia, were already involved in the Bologna process. When they talk about the Bologna process, I get the feeling that behind all this there is a certain Minister of Higher Global Education with his special team consisting of ministers of education from various countries who coordinately implement mysterious decisions, the meaning of which is incomprehensible to the majority of the population.

In the most developed countries that have their own traditions of university education (France, Germany, Italy, etc.), the rectors of the largest universities treat this process very carefully and insist on preserving the national priorities of their own educational systems. For example, in France, a number of very well-known institutions that are not subordinate to the ministry actually ignore this agreement. In a number of Scandinavian countries, there is passive resistance on the part of rectors to this process, calculated on the fact that too much time will pass from decision-making to their implementation on the ground. It is difficult to imagine that Germany will abandon the traditional university education system based on the land independence of universities. Although, unfortunately, this happens by strong-willed methods.

At the level of declarations, it is difficult to argue with the Bologna principles. Expansion of access to European education and increased mobility of students and teachers are declared. All this should contribute to the formation of European identity. True, a philosophical question immediately arises: is identity always good, and isn’t diversity more attractive? Note that a dead identity is possible when a direct match occurs.

No one is against the creation of a single educational space in Europe. But reasonable people understand that unity should not mean identity, but, on the contrary, presupposes a complex and flexible model, including various subsystems. This is the unity of the diverse, and not the unity of the monotonous, that is, “dead” unity, to use philosophical language. Any system is more effective and more susceptible to development if its elements complement each other and do not deny each other through subordination. There is an excellent French education system, there is a very strong German model. Finally, there is a Russian education system that is not inferior to other systems in many respects. So why give up our advantages? Wouldn't it be better to try to synthesize them? By the way, the documents of the Bologna process themselves do not at all force mechanical integration; they actually declare the most general principles, making it possible to take into account the characteristics of national education systems. But, unfortunately, within our country these principles are implemented by officials who find it easier to simplify any reform process to the limit.

Unlike us, Western states consistently and firmly defend their positions during the Bologna process. They accept some things, they don’t accept others. But something strange is happening here - we are going to join the convention on someone else's terms. I will quote from V. M. Filippov’s speech at an international conference: “I apologize to my colleagues from the Council of Europe and from UNESCO, but I must frankly say: I believe that universities will lose a great deal from Russia’s entry into the Bologna process. But we also cannot stand aside from this process.”

At the same time, it is somehow forgotten that the leading universities of Russia have been participating in integrative educational processes for a long time and independently of Bologna innovations. Meanwhile, each strong university in Russia has its own specifics, which allows us to talk about different schools that complement each other. The unification imposed on us inevitably reduces the quality level of education, since it suggests focusing on the average level.

Proposed process educational integration is not without controversy. Integration should be based on the fact that as a result the newly created system is enriched strengths, which both systems had. That is why the main condition for integration should be a certain “equality” of systems, both economic and cultural. It is very difficult to integrate culturally and economically unequal systems. Therefore, when we talk about the integration of the educational process, the idea of ​​enriching with quality and benefits should be at the forefront. Unfortunately, it was in Russia that they initially tried to implement the most primitive path of integration, which actually destroyed the national education system and, above all, university education.

Russian education has always been based on fundamental science. An expression of this was the consistent teaching of students in their subject, in contrast to the mosaic system of many other countries. This suggests that students begin to join scientific schools very early through specialization, which begins in the second year. Students almost immediately become involved in the work of the department, join the research team, and work together on scientific topics together with senior students and graduate students. Scientific schools often grow out of this. It was in this tradition that classical universities developed, following traditions, the main of which were:

· high quality of knowledge obtained, usually based on fundamental sciences. Hence the relationship between science and education necessarily followed;

· and, oddly enough, avoiding the problem of graduates’ future occupations. The university provided knowledge and was not responsible for its application. This was not an accidental position, thereby the university accustomed students to teaching pure science, science as such. And that is why university education was elite in nature;

· it was understood that a student in this tradition is an adult enough, that is, a reasonable person, capable of acquiring knowledge himself and subsequently managing it himself. He could continue to study science, or he could go into a more practical branch of the economy. But he made this choice after training, not before it began. Within the framework of the Bologna process, a student is a schoolchild, a teenager, who literally needs to be led by the hand through the educational system.

The Bologna integration documents indicate the creation of a “European Higher Education Area” as the main goal and set a task that, generally speaking, was not agreed upon by anyone - “promoting the European system of higher education throughout the world.” The goal has been set, but not everyone recognizes it. In the USA, they quickly and sarcastically responded to this in the following spirit: why should we recognize bachelors from Europe if we do not recognize bachelors from Malaysia? It is clear that for Europe this is one of the geopolitical tasks directed against the further Americanization of Europe itself. But does this coincide with the geopolitical objectives of our state?

The social tasks associated with the need to “digest” a large number of young people who are not involved in the labor market, including the ever-increasing flow of immigrants in European countries, are understandable. In conditions of increasing unemployment, it is necessary to socialize our own youth, and this turns out to be a difficult task. Young people have been brought up in a different, often opposing culture, and have different ideas, including about the role of education. This can be done, but, unfortunately, not on the principles of elite education, but on the basis of its simplification. It is clear that everyone simply will not be able to study at classical universities, but in universities that organically include vocational schools or technical schools (if we take our realities), this is possible, and those who receive such an education will even receive a beautiful-sounding bachelor’s degree. Socialization of youth is the central problem of European modernization of education. Of course, this task is very important in general, but it is not yet so relevant for our country, where the number of applicants is expected to decrease and there are too many universities.

The inclusion of Russia in the Bologna process should not be an end in itself, but represent a process of natural integration into a single European educational space, through expanding opportunities for academic mobility and access for foreign students to the Russian market of educational services, in the foreseeable future. This will require significant changes in state policy in the field of education, standards and forms of training, organization of the educational process and control of the quality of knowledge.

But at the same time, it is important to understand that this is part of the general process of globalization, which, along with its advantages, carries with it previously unprecedented dangers of suppressing national cultures and traditions, including in the field of education, and we must remember these risks.

The fundamental ideas of the Bologna process are associated with the implementation of the following basic principles:

Move to a system of easily understood and comparable degrees (to ensure employability) based essentially on two main cycles (access to the second cycle will require successful completion of the first cycle of study). A bachelor's degree is the first stage of higher education, which must last, as stated in the Bologna Agreement, for at least three years. But if in Western countries While school education lasts 12 or even 13 years (for example, in Germany), here it is still 11 years. Therefore, for us this is a real reduction in training time.

The Bologna Declaration specifically stipulates that “the degree awarded after the first cycle must be in demand on the European labor market as a qualification of the appropriate level. The second cycle should lead to a master's degree and/or a doctorate, as is the practice in many European countries.”

Unlike a specialist training program, bachelor's training programs existing in most European countries, as a rule, do not require specialization in a specific field of science. Graduates are awarded the degree of Bachelor of Science (which includes all natural and exact sciences) or Bachelor of Arts (humanities).

Our education within the framework of the “certified specialist” qualification implies early specialization (usually from the 2nd year), which makes the education deep and fundamental. A bachelor's degree, especially in the interpretation of our developers, is 3-4 years, but in fact without specialization. Thus, it is assumed that the student will receive fundamental knowledge at the master’s level (2 years). But, firstly, they propose to devote too few hours to this, and secondly, which is less talked about, the master’s degree may turn out to be almost entirely paid. Thus, along with a decrease in the level of fundamentality of education, it is necessary to abolish departmental specialization at the bachelor’s level, and at the master’s level it will no longer be possible to catch up with it in terms of allotted hours.

A number of questions arise, for example: will a bachelor's degree be in demand on the Russian labor market as a qualification of the appropriate level? I think not, since there are simply no relevant legislative acts for this. In the West, a bachelor's degree is actually an extended school education, as if allowing a young person to adapt to market conditions, nothing more. But what about fundamental science mastered in classical universities? Is it possible to become a philologist with a specialization in German studies or classical philology in 3-4 years of non-specialized classes in philology and 2 years of specialization in a master's program?

Similar problems have already been encountered, for example, in Germany and France. Unexpectedly, it turned out that bachelors, whose existence was declared to be a market need, turned out to be of no use to anyone in the labor market and must continue their studies. One of the articles devoted to this issue is called very characteristically: “Bulldozer on universities. German universities are suffering from the Bologna reforms.” Let me indicate in a footnote several extensive quotations on this subject, so as not to repeat myself.

Conclusion

The state of modern education in Russia, including the humanities and socio-economics, reflects the general situation in the country and, partly, throughout the world. In most CIS countries and, of course, in Russia, the education system is going through a transition period, its original paradigm is changing, and its functioning is being optimized within the framework of the global educational system. As throughout the world, in Russia, given the transitional state of the education system, there is heated debate. The content of education, its institutional forms, the management model, the state of teaching potential, the needs and capabilities of all subjects of the educational process, socio-economic aspects, the market for educational services, problems of the relationship between globalization and sustainable national traditions are discussed. In this case, the main issue is to discuss the prospects for its development. We can say that two main directions for understanding these problems have emerged: one associated with previous traditions of education in Russia, the other with the accelerating modernization of the educational process and its orientation towards the Western model.

Unfortunately, education reform in the country has become more of a negative than a positive development factor; it is no coincidence that it later began to be called modernization, which only lengthened the already protracted process of education reform. Note that any reform that lasts a long time objectively turns into its opposite.

The goal of this work has been achieved: we have examined its globalization and its realities in modern education. The assigned tasks were completed:

Considered modern education;

They talked about humanitarian education, its features, problems and tasks;

Researched the economization of education;

We examined the Bologna process and the Bologna Declaration.

Bibliography

1. Annenkov V.V., Vzyatyshev V.F., Kazakova, Ovseytsev A.A. “Educational and scientific network discussions and their role in enhancing independent work students." - M.: MPEI, STOIK, 2002 2. Zhivotovskaya I.G. Globalization and education: institutional and economic aspects Globalization and education Sat. reviews Edited by Zaretskaya S.L. -M.: INION, 2001. 5. Cheshkov M.A. Global vision and new science. - M.1998.

4. Strategy for innovative development of the Russian Federation for the period until 2020. "Innovative Russia - 2020" 01/10/2011

3. Novikov, A.M. Methodology of education. / A.M. Novikov. - M.: Egves, 2005.

6. Shtatskaya T.V. GLOBALIZATION OF EDUCATION // Advances modern natural science. - 2009. - № 11

Posted on Allbest.ru

...

Similar documents

The Bologna process as an example of the globalization of education. Bologna Declaration, its purpose and main provisions. Characteristics of the influence of globalization on education in the modern world. Analysis of problems of integration of the Russian education system into the Bologna process.

course work, added 03/02/2013


Characteristics of the content of modern Russian and European education. State standards of the new generation as a way to modernize education in Russia at the present stage. The influence of the Bologna process on the development of education in Russia.

course work, added 12/09/2012


The sociology of education examines how it affects all spheres of society. The discrepancy between the established school system and emerging social needs is a problem. Therefore, the Bologna process was introduced in the country.

abstract, added 01/04/2009


Development analysis and current state economic education at school and university levels in the Russian Federation. Features of educational requirements in the context of globalization. Russian pedagogical culture and its main priorities.

abstract, added 12/21/2012


The essence of the problem of globalization of education. Reasons requiring systemic transformation in educational organizations based on internationalization. Study of modern Russian education in the context of post-non-classical culture and globalization.

course work, added 04/23/2015


Actual problems modern special education in Russia. Basic characteristics, quality and general tasks of psychological and pedagogical support in special correctional institutions. Basic principles of inclusive education.

abstract, added 05/07/2012


The value system of modern education, axiological problems modern education in Russia. Meaning, meaning and value as complementary concepts. Ideas, perceptions and rules regulating the activities of society in the field of education.

abstract, added 11/06/2012


The importance of education in the period of globalization and information revolution. Features of education as an organic unity of teaching and upbringing, its role in the development of the scientific and political power of the country. The modern concept of education, its goals and objectives.

abstract, added 05/10/2012


Portrait of a student and teacher primary school in the context of education reform. Concepts by Ken Robinson. The essence of the project "Humanitarian education in the conditions of social modernization" in Siberia. Comparative characteristics of educational problems in Russia and the world.

thesis, added 06/21/2014


Prospects for modern higher education at the turn of the 20th–21st centuries. Problems of implementing the principles of the Bologna process in the European educational space. The main problems of implementing the Bologna process in Italy and other European countries.