Today, education occupies the first place in the life of our society and is the main branch of human activity. The future of people depends on the quality and productivity of the knowledge they acquire. Attitudes towards education change from year to year. People improve the experience gained from their ancestors and apply it to update and improve their knowledge. Higher education plays a major strategic role in the development of states.

In today's society, everyone wants to get a higher education. People want to be smart, intellectually developed, have a high status in society. Young people strive to get a higher education, make a career and thereby gain confidence in the future. An educated person looks at life differently, in a new way, he has his own priorities, vital interests, great opportunities for the modernization of existing sciences and technologies. This explains the desire of all to improve their level of education and acquire knowledge in higher educational institutions. Higher education gives professional knowledge to students, so that later, at the workplace, a person can perfectly apply, update and adapt them to solving problems in ecology, industry, and healthcare. Each graduate of any faculty receives a significant position in society.

A person is sociable by nature, loves freedom, is able to create and create. In the absence of favorable conditions, he moves away from family, work, society, culture, art. Only education can help the individual realize his abilities and take his place in society. An educated person successfully adapts to life and improves it himself.

The Russian state has always taken care of increasing the level of education of citizens, because if there are a sufficient number of thinking, knowledgeable and able to apply their knowledge people in the country, then the country will only develop in a better direction, raising the standard of living.

The country will not develop without specialists with higher education, therefore, the state gives impetus to the development and support of universities.

Higher education provides prospects for the development of new directions in the sciences and the improvement of individual industries. Universities have laboratories, computing centers. Some even have research institutes that expand and become research centers

According to Kurennaya A.F., - higher professional education is a network of educational institutions aimed at the production of social interactions characteristic of professional education.

As noted in their works Tsylev V.R. and Dyumina N.N. - for today's youth, it is a priority to receive higher education. Everyone aspires to enter universities after graduating from schools and secondary educational institutions.

The modern structure of education is being reviewed and reformed as political and economic trends develop.

One of these changes is the master's degree, which is the next stage of higher professional education after the bachelor's degree. It allows you to deepen the acquired professional knowledge, as it improves the qualifications of bachelors and specialists. Increases the scientific potential of a specialist in graduate school. Under the guidance of his supervisor, the master is engaged in scientific research on the chosen topic, prepares and defends a dissertation. The master is one step higher than the bachelor, his scientific activity is more perfect and serious.

According to Mamedova A.V. - with the help of a master's degree, qualifications are improved and the degree of education of a person is improved. Masters are professionals who direct their scientific activities to a deeper and more detailed study of specialization in order to better solve complex issues. The task of the magistracy is to prepare modern specialists for state, economic, managerial, scientific, intellectual, analytical structures with more fundamental training, for further professional development, in order to achieve better results.

Serious reforms in the country provide for global changes in the structure of education, and as a result, certain difficulties arise. All improvements in the economy, culture, management, politics, imply mandatory changes in the training of future specialists, for their successful work in research and improvement of scientific achievements.

The existence and development of modern society requires intellectually developed, active and enterprising professionals. Therefore, the processes of training specialists are being modified, one of the significant goals is student motivation. After all, only specialists with increased level motivation, are able to benefit from good results of their activities.

The need for motivation in learning arose long ago, when people realized the expediency of universal compulsory education. Therefore, learning has become a structured activity established by law. There are many points of view on what exactly influences the desire of students to acquire knowledge in a quality manner. These include: passion, necessity, ability, dependence, optimism.

The unanimous opinion of all scientists is that the interest in the educational process of students, in a more meaningful acquisition of knowledge, develops thinking, increases activity in learning and scientific activities.

The problem of student motivation is the most significant in the system modern learning. It regulates the activity and activity of students, influences the ethics of behavior and the desire to acquire a profession and achieve the desired goal. Many interesting studies have been devoted to it, it determines the internal and external state of a person. Educators need to determine what exactly motivates the student to acquire knowledge or why the student has no interest in learning.

“Motive” and “motivation” are analyzed and interpreted in all works in their own way, and there is no exact, single solution to this issue. All scientists in their writings explore and formulate the motivation for improving teaching methods.

To this day, methods are being developed and methods are being implemented to address this issue. As we can see, our domestic scientists also have a lot of research. Interesting phenomena have been noticed: the motivations of students in the daytime and evening departments are significantly separated. There are also students who are on distance learning - they have a completely different level of motivation. It is necessary to investigate and structure the motivation for teaching students who receive humanitarian specialties, for the qualitative assimilation of the acquired knowledge, mastering the profession by students, and obtaining a specialist diploma.

Vladivostok State University economy and service

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

Annotation:

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

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

Keywords:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Bibliographic list:

The transition to a knowledge society requires creative employees who create new and different, and not just improve the quality of existing products. The formation of such employees requires a different system of education. At school and university, teachers are called upon to develop creative abilities, to teach not to know, but above all to understand.

The modern system of education both in Russia and abroad does not meet these requirements. The paper considers the main factors that determine the new requirements for education in Russia and the world. At the end of the work, the main conditions for the formation of a new education system are substantiated; the most important of them is to overcome the cultural and spiritual degradation of society.

Keywords : innovative economy, intellectual employees, development of creative abilities, innovations, free education, spiritual revival.

The transition to a new, innovative economy causes changes in the aim of production: nowadays it is required not to produce more goods and services while reducing their costs, but to create new, different goods and services. In the new circumstances the formation of a new type of education is needed. In schools and universities, above all, creativity, ability to think rather than memorize facts and figures should be taught. A truly modern education consists of three elements: the formation of a creative person, training and upbringing. To meet current demands, education should be available to anyone, especially to the most talented individuals, rather than to the rich only. Therefore, a qualified education is becoming a top priority for the state. In my opinion in order to be available for every young talented and gifted person education should be free of charge. Only an educated and spiritually healthy population of the country can make a nation competitive in the era of globalization.

To eywords : innovation economy, intellectual employees, formation of creativity, innovations, free education, spiritually healthy population.

The development of globalization leads to increased competition between producers of goods and services both at the national and international levels. In these conditions, to remain competitive requires the creative work of innovators who create new and different things, and not just improve the quality of existing products. For this, new incentives are needed - incentives for the creative self-realization of the individual. What is needed today is not blind executors of the leader's orders, as was the case for many hundreds of years, but creative employees who are willing and able to create something new. The formation of such employees requires a different system of education. At school and university, teachers are called upon to develop creative abilities, to teach not to know, but above all to understand.

I. The education system in the modern world

Education has played an important strategic role already in the past, the twentieth century. After the Soviet Union launched the world's first satellite, and then an astronaut into space in the 1960s, US Admiral H. Rickover noted that the USSR was threatening the US not with weapons, but with the education system. Then they tried to solve the problem by improving the education system in the United States, even translated a number of Soviet school textbooks, in particular in mathematics, physics, and chemistry. However, in Western countries it was not possible to overcome the practice of simplifying education, reducing it to learning to solve a fixed set of standard tasks in a narrow professional field, that is, they taught and teach to know, not to understand. Bill Gates has already openly stated today that the American school collapsed precisely because it moved away from the classical fundamental education systems.

In addition, in the United States and in most countries of the world, the division of the higher education system into public and elite dominated and dominated. But a class approach to education, where not the smartest, but the richest can study at the best universities, becomes unacceptable both economically and politically. This is beginning to be recognized by many politicians and business leaders in Western countries. As a result, the intensification of competition in the era of globalization forced the authorities of almost all developed countries to expand the availability of higher education, including at elite universities. This is done in different ways. In countries with a (still) social economic model (Germany, France), 80–90% of students study at the expense of the budget. In countries with a liberal economic model (Great Britain, USA), the share of budget students is from 30 to 40%. But there is a developed system of educational lending.

This year, even not the richest Turkey, which, however, is increasingly trying to become a full member of the European community, went to a radical increase in the availability of higher education, making it completely free. In Russia, 2/3 of students pay for their education at the university. Moreover, the system of educational lending is very poorly developed (it can be said that it does not exist).

In the Soviet period, according to the UN, our youth were among the three most educated generations of their time. Today, according to the same UN data, we are in 41st place. The quality of Russian secondary education can be judged by the fact that the average marks of school graduates in Russian language, mathematics, and history do not exceed a solid three. At the same time, as noted by the director of the Center for the Study of Post-Industrial Society, Doctor of Economic Sciences V. L. Inozemtsev, the development of the education system in our country in the last 20 years has been abnormal. Firstly, the number of students increased sharply (from 2.6 million in 1993/94 to 7.4 million in 2010/2011) while the number of schoolchildren decreased (from 21.1 million to 13.2 million in the same period) . As a result, the number of applicants to universities reaches 90% of the number of school graduates who want to study at universities. This is more than 2 times higher than the average for countries of the Organization for Economic Cooperation and Development (OECD). Secondly, the threshold level, indicating the development of the school curriculum, decreased to 20 points out of 100 in a foreign language, 21 points in mathematics and 36 points in the Russian language, as was done by Rosobrnadzor in 2011. Thirdly, growth in the number of students by 3 times and higher education institutions by 2.2 times (from 514 to 1114) in 1992–2010. not provided with a corresponding increase in the teaching staff: the number of teachers increased from 220 thousand to 342 thousand people, that is, by 55.4%. As a result, the ratio of the number of teachers to the number of students in Russia is 2.7 times lower than, for example, in the USA. Fourth, the profile of higher education does not meet the needs of the economy: 45% of graduates specialize in social sciences, entrepreneurship and law, compared to 36.2% in the US and 22.5% in Germany. As a result, less than 50% of university graduates start working in their specialty in our country (76% in the USA) [Inozemtsev 2011].

With an increase in the number of students, there is a drop in the level of education in Russian universities. As a result, today Russian universities (except Moscow State University) are not in any version of the list of 100 best universities peace. I note that 30 universities in China are among the top 100 universities in the world. If in 1991 UNESCO ranked Soviet higher education in third place in the world, by 2010 Russia had dropped to 29th place in the same ranking.

Many factors influence the ranking of universities, in particular the number of foreign scientists and students. Currently, less than 400 foreign teachers and researchers work in Russia on a permanent basis, and the number of foreign students in our universities has decreased from 92,300 people in the 1990/1991 academic year to 17,100 people in 2009/2010, that is, by 5. 4 times.

The number of different ratings is increasing, and currently the most famous are the ratings QS-THES, Shanghai, Webometrics, Reytor. These ratings are different. Accordingly, different places are occupied by Russian universities.

The first place in this list was occupied by the British Cambridge (in 2009 it was on the second line). The second and third places were shared by American universities - Harvard and Yale universities, respectively.

The top 10 also includes: University College London (UK), Massachusetts Institute of Technology (USA), Oxford University (UK), Imperial College London (UK), University of Chicago (USA), California Institute of Technology (USA), Princeton University ( USA).

Lomonosov Moscow State University is in 116th place (112th in 2011), and St. Petersburg State University is in 253rd place (251st in 2011). On the other hand, Bauman Moscow State Technical University clearly demonstrates its success, which has grown by 27 positions and ranked 352nd in the world. Novosibirsk State University is in 371st place (400th in 2011), MGIMO is in 367th place (389th last year), RUDN University is in 537th place (600th in 2011) , and the Higher School of Economics - in 542nd place (previously 564th).

1. reputation in the academic environment (this is the main criterion);
2. employers' attitude towards university graduates;
3. citation of publications of university staff;
4. the ratio of the number of teachers and students;
5. the relative number of foreign teachers at the university;
6. the attitude of foreign students towards all students.

During the preparation of the rating, more than 46 thousand academic experts, 25 thousand employers were interviewed and more than 2.5 thousand universities were audited. In total, 729 universities were included in the rating. The lowest indicators of the main Russian university - Moscow State University - in comparison with the leading universities of the world are the values ​​of parameters 2, 5 and 6. In fact, they are two or more times less than those of the leaders. At the same time, such parameters as the citation index and the opinion of the academic community fall into the upper range of estimates for Moscow State University.

Unlike the ranking of the best universities, in which they are evaluated by many parameters, in the reputation ranking of the Times only one criterion plays a role - the opinion of scientists with great authority and merits in scientific work. The compilers acknowledge that the ranking is subjective, but say that no one can better assess the reputation of universities than scientists. For the third year in a row, Harvard University has been the leader in the ranking, followed by the Massachusetts Institute of Technology and the University of Cambridge. At the same time, universities in Asian countries and Australia increased their presence in the ranking.

The only Russian university, Lomonosov Moscow State University, shares 50th place in the 2013 ranking with the American Purdue University, behind the Australian University of Sydney. In general, the education system in Russia and the world no longer meets the needs of the emerging knowledge society. Even the best universities have to change the philosophy of education. Universities are called upon not only to teach, imparting knowledge, but above all to provide education (that is, to educate a person, to form the image of a doctor, lawyer). The need for changes in education is caused by objective factors.

II. Determinants modern requirements to education

At the present stage of development of globalization, the transition to a new economy based on knowledge (knowledge based economy) has been clearly defined. Fundamentally new in the new economy is the loss of the dominant role of financial capital in wealth creation. Intellectual and social capital began to play a decisive role. To increase the intellectual level of the population, it is necessary to change the requirements for education, which basically forms human capital. New conditions require the formation of a new type. At school and university, they should teach, first of all, a creative approach. A truly modern education includes three elements: the formation of a creative personality, training and education. Only in this case, a new type of employees will play an increasingly important role in the state apparatus and economy: knowledge workers(intellectual employees). These are the knowledge workers who can and want create something new (innovators). They are not just performers, but creators. Today, quality education is becoming the most important priority of the state. To be accessible to all capable young people, education should be, in the opinion of the author of this article, free of charge.

What are critical factors that define modern requirements for education? First of all - the transition to a new, sixth technological order. The priorities of the modern fifth technological order were telecommunications, the Internet and electronics. The new technological paradigm involves the transition to biotechnology, nanotechnology, artificial intelligence, as well as the special role of investments in people. This way of life assumes a system of education of a new level. We are talking about a new phase in the development of civilization - the phase of information civilization. The main thing is the creation and development of a system for the accumulation and transmission of information into the future, that is education system.

Russian scientists talk about the very imminent transition of the world to the sixth technological order - in 2015-2020. This is a qualitative leap in development, which will have serious consequences. The efficiency of production and labor productivity will increase sharply, and the demand for raw materials, energy and labor will fall just as sharply. Millions of people working in the old industries will become redundant. It is education that is called upon in these conditions to give people new competencies that will be in demand in the conditions of the sixth technological order. The second factor determining the new requirements for education is the development of an innovative economy. This is a new type of economy, which is different from the traditional one of the last 300 years. In particular, the idea of ​​economic resources is changing.

Classical economic theory considers labor, capital, land and entrepreneurship as resources. In the case of an innovative economy, the situation is different. It is not just about labor, but about the labor of highly skilled workers. Already today, a new type of employee, the intellectual employee, plays a decisive role in society and the economy. Even in the best companies they are a minority (12-15%), but not only competitiveness, but the very existence of companies in the context of globalization depends on their work. Today, the resource of an innovative economy is an idea. I think the idea is the main resource. Labor and capital in the conditions of an innovative economy appear only after how the idea came about. So, at first the idea of ​​mobile communication appeared, then production facilities were founded that embodied this idea in real mobile phones.

The main condition for the development of an innovative economy is intellectual resources - the education system and the scientific base. Personal development (and not just training, retraining, advanced training) was proclaimed by many philosophers of the past as the highest goal of society. Today, practitioners are already talking about this. “Only upbringing and versatile training, combined with the formation of a comprehensively developed personality, create the true capital of our society,” writes E. von Künheim, former president of the BMW automobile concern (Germany). And he emphasizes that only the implementation of this three-single task will allow Germany to hold its position in the group of the world's leading industrial countries in the future.

In Germany, the call of Eberhard von Künheim has not yet been heard. The country continues to underestimate the importance of the trinity "upbringing - training - personality formation." As a result, the quality of training of graduates of German universities already today does not meet the needs of the formation of an innovative economy. The level of training in German universities is very low: according to the results of the international Pisa-Studien study, they rank 32nd in the world. As a result, the head of the German branch of McKinsey, Jurgen Kluge, is forced to write with concern: “The situation in the German education system is critical. Even if, by magic, we were to have the best education system in the world tomorrow, it would take 20 years for it to bring its effect. Over the years, the young man would have completed his school education and received a specialty at the university. That is why we must act quickly, because the backwardness of the German education system is leading us to a serious economic crisis. J. Kluge examines the problems of education and the modern economy in more detail in his latest book, Ending the Poverty of Education. The concept of recovery”, which was released in Germany.

The same can be said about the quality of education in most countries of the world. So it was necessary to change the model of education ... yesterday. However, the world has been living in a crisis for many years. I believe that, first of all, this is a management crisis, due to the fact that the object of management (the economy) has changed dramatically, while the methods of influencing it (management) have remained the same. But in order for managers to change their approach to management, they need to be trained to do so.

China can be cited as an example of the successful development of a new model of education. It was the level of education that made it possible to put forward a new task for the country's economy. At the session of the National People's Congress in 2010, the task was set: to move from "Chinese assembly production" to "Chinese creativity", that is, to create their own brands, develop their own innovations. Popular brands of cars have already appeared, Chinese technology is becoming more and more high quality. China has developed a fourth-generation fighter "Jian-20", the so-called "stealth aircraft". In China, spending on science has been growing for 10 consecutive years by more than 20% annually. Thanks to the high level of education in China, there are people who work in the scientific field, create new products and services. The PRC government emphasizes: “The basis of the knowledge economy is education. In the modern world, the driving force of the economy - competition - is increasingly reduced to the competition of knowledge" [Decision of the State Council of the People's Republic of China. Cit. Quoted from: Analytical… 2005: 267].

The country's leadership has set a goal: in 2020, Chinese universities should enter the top ten educational institutions on the planet. I repeat, today China occupies 30 positions in the list of 100 leading universities in the world. This is a lot. The state generously finances universities: the budget of an average Chinese institute is $120 million (for comparison, in Russia $40 million is considered a large budget), the budget of large Chinese universities is 2–2.5 times larger [Kitaiskaya… 2009]. One of the important outcomes of the development of education in the PRC is the growing attractiveness of studying at Chinese universities. For a long time, it was considered fashionable for the Chinese to study in the West or in Japan. In 2007, there was a turning point: the Chinese diploma began to come into fashion. It is now valued more than a Western degree, with the exception of the top five American universities.

The most important factor determining modern requirements for education is the need not for simple performance in work, but for creativity. Already today, the winner in the competition is the one who reveals the creative potential of employees better than others. Of course, the school can either form this potential or destroy it. A creative approach to business has become necessary due to the changed conditions of production. Today, knowledge instantly becomes obsolete, and technologies are easily copied. Employees need courage, emotion, independent thinking, inspiration, creativity and intuition to survive. It is no coincidence that corporate universities of companies such as IBS, Unilever, as well as VTB (Russia), Xerox, World Bank and others, turned to art to solve the business problems of their organizations. Today, the successful management of any company is increasingly an art and a science.

At the same time modern people little creativity, creativity. This was confirmed by a study conducted in March-April 2012 by Adobe and eYeka.

The study was to find out what the world thinks about creativity. According to Adobe, a “global creavity gap” (“a global lack of creativity”) was discovered. More than half of the respondents see the reason for the low level of development of creative abilities in people in modern education systems, that suppress creativity in the bud.

In general, the modern education system must change radically so that school graduates (secondary and higher) can "fit" into the changing world.

III. Conditions for the formation of a new education system

The creation of a new education system presupposes, first of all, a change in the cultural values ​​of society. Prof. J. Galtung, an outstanding scientist, said at an international congress in Germany (September 2006): “Which country is dying? - The one where it is lost meaning of life. Today, that country is the United States. Germany is getting closer and closer to them.” In these countries, people have jobs, but there is no point. They don't ask the question "How to live?" They ask the question "Why live?" The real sector of the economy is becoming less and less attractive, the service sector is developing more and more.

As was said at the International Congress "Education, Science, Labor - Prospects for the 21st Century", this is an economy that is killing itself.

In most countries, a consumer society has been formed. It is this society that is going through a crisis from which they cannot find a way out. The meaning of human life cannot be the consumption of material goods. “We eat to live, but we don’t live to eat,” they used to say in antiquity. According to Yu. Galtung, two countries have realized the need to change the development paradigm and are implementing in practice the formation of a new society and a new economy - China and India. They develop not a consumer society, but a Labor society (labor society). Only in this society, where the meaning of life is work, creation, and not consumption, can the cult of knowledge, the cult of education, which was in the Soviet Union, be created.

The decrease in the intellectual level of the population occurs in different countries for a long time and purposefully. Starting from the mid-1950s, L. LaRouche notes, a counterculture has been introduced into American society, asserting hedonistic irrationalism and radical existentialism. The name of the magazine "Playboy" ("The Rake") most accurately reflects the meaning of the imposed counterculture. The pornographic drug lobby used the magazine to instill in society unnatural ways of behavior in the sexual sphere, to praise wild orgies. The principle of the counterculture, wrote L. LaRouche, was and remains irrationalism, degeneration leading to an undeveloped state of intellect and morality.

As a result, there was a serious change of values ​​in the USA. The social status of those employed in production was reduced to the level of the "lower class". If earlier a person was judged by the question: “What are you building?” Now they ask: “What entertainment can you afford?” And "entertainment" became like a rapid immersion in the whirlpools of previously forbidden pleasures.

Another American scientist, Neil Postman, wrote about the same in his book. The world is dominated by the culture of Coca-Cola and McDonald's, the author writes, there is "information pollution" by more than 40 television channels in North America and growing illiteracy(!) If an event is not mentioned in the media, it has not happened. Television information should be limited to 30 seconds, because people cannot and do not want to perceive a longer "information impact". Today, information must be presented in the form of entertainment in order to be digested. And then the author writes that only a few media trusts control information around the world. Who controls them?

The author has no answer... The answer was given by Mike Nichols, an American Oscar-winning director: “A handful of people control the media of the world. Today it is about six people, soon there will be only four people who will take over everything: all newspapers, magazines, all films, all television channels. There was a time when there were different opinions in the media, there was a variety of directions in the media. Today there is only one opinion, which is formed within four or five days, then it becomes the opinion of everyone. Quoted from: Entrepreneurship… 2000: 38].

Many write about the intellectual level of the population of modern Russia. In his article “Russia is being turned into a country of fools”, the outstanding Russian scientist S. Kapitsa wrote: “The VTsIOM data show that we have finally come to what we have been striving for all these 15 years - we have brought up a country of idiots. If Russia continues to move along the same course, then in another ten years there will not be even those who today at least occasionally pick up a book. And we will get a country that will be easier to rule, from which it will be easier to suck out natural resources. But this country has no future!” [Kapitsa 2009].

Patrick Buchanan convincingly writes about the decline of culture in the West in his book Death of the West, noting that violence, homosexuality, swearing from TV screens and in movies, swearing in song lyrics surrounded modern youth from the cradle, and therefore traditional culture is simply incomprehensible to them. .

Speaking about the formation of a new education system, it must be admitted that, simultaneously with the development of new approaches to learning in schools and universities, it is necessary to overcome the existing cultural degradation of society. A soulless society cannot be innovative. The top leaders of Russia have already started talking about "spiritual bonds". How to change the values ​​of the consumer society to the values ​​of the society of creation is the topic of independent research. Here I will only note that the new education system will be in demand only in the new society. In this society, teachers and educators will become a privileged professional group. This refers to financial position, authority and status.

As Academician V.A. Sadovnichiy, rector of Moscow State University, notes, for the formation and development of a knowledge-based society, a person who owns fundamental knowledge is needed. If he knows mathematics as a tool for understanding the world, natural sciences as philosophy for understanding natural phenomena, and social sciences as analysis for developing a position, then he will be “fashionable” in the new society and new economy. The new system of education is called upon to form such a personality.

The German scientist Jurgen Habermas believes that knowledge, man, society and nature are one. Here is the philosophy of the new era and education.

Only an educated, spiritually healthy population of the country is able to ensure the competitiveness of the nation in the era of globalization.

Literature

Analytical Bulletin of the Federation Council of the Federal Assembly of the Russian Federation. 2005. No. 15. (Analytical Bulletin of the Federation Council of the Federal Assembly of the Russian Federation. 2005. No. 15).

Inozemtsev VL Good education in Russia is a myth. Vedomosti.ru: [website].

October 3rd. URL: www.vedomosti.ru/opinion/news/1381026/zlokachestvennoe_obrazovanie .

Kapitsa S. Russia is being turned into a country of fools // Arguments and Facts. 2009. September 9 [Electronic resource]. URL: www.aif.ru/society/article/29249 .

Chinese letter. Interview with prof. A. Maslov // E-xecutive. 2009. October 19 [Electronic resource]. URL: http://www.e-xecutive.ru/knowledge/announcement/1160009/index.php?ID=1160009 (Chinese writing. Interview with Prof. A. Maslov // E-xecutive. 2009. October 19 . URL: http://www.e-xecutive.ru/knowledge/announcement/1160009/index.php?ID=1160009).

Entrepreneurship. 2000. No. 3. (Business. 2000. No. 3).

Die Welt. 2003. May 5.

Buchanan P. J. The Death of the West: How Dying Populations and Immigrant Inva-sions Imperial Our Country and Civilizations. New York: Dunne Books, 2001.

Kluge J. Schluss mit der Bildungsmisere. Ein Sanierungskonzept. Frankfurt; New York: Campus Verlag, 2003.

LaRouche L. H. So, You Wish to Learn All about Economics? New York: New Benjamin Franklin House, 1984.

Postman N. Amusing ourselves to Death. Public Discourse in the Age of Show Business. New York: Viking; Penquin, 1985.

QS World University Rankings. 2012 [Electronic resource]. URL: http://www. topuniversities.com/university-rankings/world-university-rankings/2012/results

Adobe is 25 years old. It is a global leader in digital marketing solutions and media resources. Another company, eYeka, is a global market leader in engaging consumers in online co-creation.

Part 1 PEDAGOGY OF HIGHER EDUCATION

Chapter 1. Modern development of education in Russia and abroad

1. The role of higher education in modern civilization

2. The place of the technical university in the Russian educational space.

3. Fundamentalization of education in higher education

4. Humanization and humanization of education in higher education

5. Integration processes in modern education

6. Educational component in vocational education

7. Informatization of the educational process

Chapter 2. Pedagogy as a science

1. The subject of pedagogical science. Its main categories

2. The system of pedagogical sciences and the relationship of pedagogy with other sciences

Chapter 3

1. General concept of didactics

2. Essence, structure and driving forces of learning

3. Principles of teaching as the main guideline in teaching

4. Teaching methods in higher education

Chapter 4

1. Pedagogical act as an organizational and managerial activity

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

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

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

Chapter 5. Forms of organization of the educational process in higher education

2. Seminars and practical classes at the Higher School

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

4. Fundamentals of pedagogical control in higher education

Chapter 6 pedagogical technologies

1. Stages and forms of pedagogical design

2. Classification of technologies for teaching higher education

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

4. Intensification of learning and problem-based learning

5. Active learning

6. Business game as a form of active learning

7. Heuristic learning technologies

8. Technology of sign-context learning

9. Developmental learning technologies

10. Information technology education

11. Technologies of distance education

Chapter 7

Chapter 8

Chapter 9

Part 2. PSYCHOLOGY OF THE HIGHER SCHOOL

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

Chapter 2. Typology of student and teacher personality

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

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

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

Chapter 4. Psychology of vocational education

1. Psychological foundations of professional self-determination

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

3. Psychology of professional development of personality

4. Psychological features of student learning

5. Problems of improving academic performance and reducing student dropout

6. Psychological foundations for the formation of professional systems thinking

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

Application. Psychological schemes "Social phenomena and the formation of the team"

Bibliography

Pedagogy and psychology of higher education

Part 1. PEDAGOGY OF HIGHER EDUCATION

Chapter 1. MODERN DEVELOPMENT OF EDUCATION IN RUSSIA AND

ABROAD

The role of higher education in modern civilization

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

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

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

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

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

It should be emphasized that almost all developed countries carried out reforms of national education systems of various depths and scales, investing huge financial resources in them. Higher education reforms have acquired the status of state policy, because states have begun to realize that the level of higher education in a country determines its future development. In line with this policy, issues related to the growth of the contingent of students and the number of universities, the quality of knowledge, the new functions of higher education, the quantitative growth of information and the spread of new information technologies, etc. were resolved.

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

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

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

A report from the US National Commission on Educational Quality paints a bleak picture: "We have committed an act of insane educational disarmament. We are raising a generation of Americans illiterate in science and technology." Not without interest is the opinion of former French President Giscard d'Estaing: "I think that the main failure of the Fifth Republic is that it was unable to satisfactorily solve the problem of education and upbringing of young people."

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

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

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

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

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

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

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

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

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

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

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

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

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

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

These are the advantages of the Russian educational system (higher education).

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

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

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

Excessive infatuation vocational training went to the detriment of the general spiritual and cultural development of the individual;

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

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

· as a result of the militarization of society, economy and education, a technocratic idea of ​​the social role of specialists, disrespect for nature and man has been formed;

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

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

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

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

· existing system higher education does not provide the population of the country with the same opportunities for studying in universities;

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

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

wide development of forms of self-government;

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

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

· expansion of academic freedoms for teachers and students.

In the intellectual circles of Russia, the possible consequences of the gradual curtailment of education and the decrease in the social protection of students and teachers are becoming increasingly clear. There comes an understanding that the unlawful spread of market forms of activity to the sphere of education, ignoring the specific nature of the educational process can lead to the loss of the most vulnerable components of social wealth - scientific and methodological experience and traditions of creative activity.

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

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

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

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

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

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

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

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

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

Table 1.1.

Options for the development of education

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

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

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

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

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

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

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

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

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

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

Table 1.2

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

unity of the federal educational space;

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

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

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

Higher education performs two types of interrelated functions in society:

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

and society as a whole.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

In recent years, the role of higher education has changed, it has become more accessible to a wide range of people, and the number of holders of diplomas is constantly growing. An increase in the supply of skilled labor and its excess enable the employer to choose from a huge mass of specialists, and, therefore, increase claims to the level of training. worker.

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

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

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