Trends in the development of education in Russia. Trends in the development of the modern education system in the world. Trends in the development of higher education

Education is a strategic resource of socio-economic and cultural development of society, ensuring national interests, strengthening the authority and competitiveness of the state in all spheres of activity in the international arena. The integration process of the cultural-educational and scientific-technical directions consists in the introduction of modern norms and standards in teaching, science and technology, the dissemination of their own cultural and scientific and technological achievements. A particularly important task is the implementation of joint scientific, cultural, educational and other projects, involving scientists and specialists in research programs.

Definition and implementation of national educational standards

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

Adaptation of curricula to the conditions and needs of a multicultural and multi-ethnic student population

The new curriculum imposes a responsible task: to ensure that children from different cultures and ethnic communities learn the linguistic minimum of basic knowledge as the basis for constructive social integration. Solving this problem requires significant efforts at the level of society - organizational, financial, political and, above all, directly educational. Therefore, in recent years, the development of learning on the basis of multiculturalism has been singled out as a special area for the modernization of programs and, in particular, the content of basic knowledge.

Careful, respectful attitude to different cultures, dialogues, mutual enrichment and mutual understanding of different peoples and ethnic groups as the priority principles of multicultural education receive all the great trends in the development of school disciplines. To this end, school curricula include knowledge of modern and former civilizations, various geopolitical regions of the world and individual countries, as well as religious studies courses. A special tendency of the development of the education system acquires local and regional educational initiatives. In the process of studying some educational topics (clothing, food, entertainment, hygiene products), children are taught to understand and respect the right of everyone to differentness. School religious studies courses are of great importance in the context of multicultural education. The teaching of religious studies is intended to familiarize pupils with different beliefs, world religions, the activity of the universal churches and help to form a rationalistic worldview in young people, instill moral virtues, provide tolerance and pluralistic ideas in relations between people of different faiths.

Humanization and humanitarization of the content of basic education

Humanity and humanity are inherent characteristics of the development trend of children's education. And the role and importance of these components of school education has a clear tendency to grow. The tasks that the modern school is called upon to solve, require not only to take into account the humanistic and humanitarian aspects of the formation of the content of knowledge, but also to enhance and develop them. The provision of complete literacy, the prevention of functional illiteracy, professional self-determination and self-realization of the individual, the socialization of young people - this is far from a complete list of truly humanistic and humanitarian tasks in the solution of which the development trends of the modern education system are taking place.

However, the problems of humanization and humanization continue to remain urgent and relevant for the secondary school today. The movement continues to ensure the safety of this school from violence, for the establishment of principles of tolerance and cooperation in pedagogical relations. In the process of teaching the subjects of the humanitarian cycle, it is recommended to study not only wars and political events, but also to provide students with knowledge about the most diverse types and aspects of human activity - trade ties, economic activities, religions, art and the like. As already noted, the trends of humanization and humanitarization are subject to all varieties of basic knowledge, now natural and technical and mathematical. These trends in the development of education are realized in pedagogical practice in several ways. Of no small importance is the value-semantic aspect of the natural-mathematical block of knowledge, although it is equally inherent in humanitarian knowledge. Human life is the highest value.

Trends in the development of education in China

Using the experience of developed countries in the field of organizing higher pedagogical education in China is certainly a positive trend in recent decades. In the PRC, there are many universities that cooperate with foreign institutions, in April 2006 there were 1,100 such. In the 1970s, XX century. Was elected course for a one-party system. This has its drawbacks: one-sidedness of views, constant control, adherence to the ideas of Mao Zedong. In pedagogical universities in China, as in non-pedagogical, the main subjects are: ideological and moral education, the foundations of law, the principles of the philosophy of Marxism, the principles of the political science of Marxism, the entry into the teachings of Mao Zedong, the entry into the teachings of Deng Xiaoping.

Historically, back in the early twentieth century. Six districts of the People's Republic of China were found where the educational institutions that trained teachers were located: the Beijing district, the Northeastern province, the Hubei district, the Xi Chuan district, the Gong Dong and the Jiang Su. China is a big country, and the successful and rich provinces are those that border on the ocean. In the west of the country (where the desert is), the worst conditions for the development of higher education. Not all graduates of pedagogical universities want to travel to remote corners of their country, especially in villages. Therefore, the state pursues a policy of encouraging young people in this spirit in the spirit of patriotism and devotion to communist ideas. In China, as in many countries around the world, technical universities are provided with more resources and financial support for development and improvement. Special laboratories, research institutes, sites for experiments and the like are created. For example, the Beijing Polytechnic University is included in the list of the state plan "Project 211", that is, it is oriented to the world level of development. In this respect, the pedagogical universities are lagging behind the technical ones. Positive trends in the development of modern education prevail, and therefore it can be argued that the process of modernization of pedagogical education in the PRC is gaining new momentum.

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

Increasingly, the role and importance of the teaching potential in ensuring social progress is growing. Education is a strategic resource for the socioeconomic and cultural development of mankind, ensuring national interests, strengthening the authority and competitiveness of the state in all spheres of activity in the international arena. Trends in the development of modern education in Ukraine are determined by the strategy of the Bologna Process. The introduction of its principles is a factor of Ukraine's Eurointegration and a means of increasing citizens' access to quality education, needs a profound reform of the structure and content of education, teaching technologies, and their material and methodological support.

Reforming education both structurally and informatively is an urgent social need of the day. Entering the Bologna space for Ukrainian society became important and necessary because of the need to solve the problem of recognizing Ukrainian diplomas abroad, to increase the efficiency and quality of education and, consequently, the competitiveness of Ukrainian higher education institutions and their graduates in the European and world labor market. At the same time, there is uncertainty about the prospects and principles of the relationship between Ukraine and the European Union. This is one of the objective limitations of the integration of the Ukrainian higher school in the European space. The way out of this situation is the answer to the question: what is the development trend of education in Ukraine is correct depending on the level of readiness of Ukrainian higher education for this.

Modern higher education in Poland

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

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

The law provided the Council with considerable oversight rights, because without the consent, the budget is not allocated and ministerial orders are not issued. State higher education institutions receive funds from the state treasury to solve problems related to the education of undergraduate students, graduate students and researchers; For the maintenance of institutions of higher education, including repair of premises, etc. These funds are allocated from the part of the state budget, which is administered by the Ministry of Science and Higher Education. State universities do not charge money for tuition, but students must give money in case of a second year of study due to poor academic performance, for courses in a foreign language and courses that are not provided for in the program. State universities also accept payment on admission, and state colleges may charge fees for entrance exams.

Trends in the development of higher education in Russia

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

Contradictions in improving the education system

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

- The contradiction between the unlimited amount of knowledge accumulated by mankind and the limited curriculum. There are no full possibilities to display this knowledge in sufficient detail and with the proper depth.
- Contradiction between the integrity of the spiritual and practical experience of mankind and mainly a fragmentary or disciplinary way of teaching it to students.
- Contradiction between the objective content of knowledge and the objectivity of forms and ways of their translation and assimilation.
- Contradiction between the social conditioning of the content of knowledge and the individual-subjective features of student needs and dispositions that are before its assimilation.

Modernization of education in Russia

As far as possible, teachers seek to mitigate or redress these contradictions. In particular, the directions of modern modernization activity in the field of the formation of the content of higher education are largely subordinated to this goal. Accordingly, the following trends in the development of education in Russia can be classified as priority areas:

1. Reduction of gaps between the achievements of modern science and the content of disciplines.

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

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

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

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

6. Introduction of educational disciplines of a social and practical direction, the newest information technologies.

7. Adaptation of curricula and their methodological support, in accordance with the conditions and requirements of a multicultural and multi-ethnic student contingent.

8. Improvement of organizational mechanisms and methodological bases for teaching program knowledge in order to ensure their assimilation by an absolute majority of students.