On certain globalization tendencies in Russian continuous education
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GLOBALIZATION TENDENCIES IN RUSSIAN CONTINUOUS EDUCATION
I. S. Nosova
The article considers trends in the global and Russian educational space- forms of cooperation between institutions of different levels that influence the development of educational space- the problems of implementing international legislation on continuous education as a supranational educational process.
Key words: educational space, continuous education, globalization, integration.
In the educational practice of our country, globalization changes have had an impact on the forms of interaction between educational institutions, cultural and research institutions, and industrial enterprises. The majority of contemporary higher educational institutions operate in coordination with industrial enterprises and research divisions. Joint subdepartments are set up- they are often headed by production facility managers. The latter makes education practice-oriented and highly efficient. A new prospective experience is created on the basis of such an educational process. Higher educational institutions'- cooperation with research organizations engaged in fundamental theoretical research has become a deeply rooted tradition and a mandatory requirement in evaluation of a higher educational institution'-s efficiency. Three components (a higher educational institution, an industrial enterprise, and a research organization) form a university complex, and a technology park may emerge as well in the case that other institutions (state, municipal, economic ones) provide their support. Secondary and elementary educational institutions make use of higher educational institutions'- experience and also aspire to fixing multilevel links (a kindergarten — a school, a school — a higher educational institution, a kindergarten — supplementary education, a school -supplementary education, a school — a higher educational institution — an industrial enterprise, etc.). The examples presented above clearly demonstrate various levels of educational space integration, proving that integration is an inseparable quality of globalization processes in education.
A common system of approaches, principles and procedures in education must become a global paradigm for the contemporary educational space that is essentially very heterogeneous. However, at present, it is possible to elicit only the tendencies in the context whereof the global educational paradigm takes shape, and a multitude of contradictions that arise in the process of the infiltration of globalization in the Russian educational system. Since such an infiltration is caused by changes taking place in society, an active search for social landmarks is permanently underway. Such landmarks must take into account both the continuity of historical development and the necessity for setting an objective that is capable of uniting state, social and personal needs, as well as the interests and achievements of global civilization and the uniqueness of Russian culture. The definition of contemporary education as a purposeful process of upbringing and teaching in the interests of a person, the society and the state is evidence of the above fact. Thereby, the substance of pedagogical activity in the contemporary
educational process is the coordination of state, public and individual needs of a person for education as a deeply perceived need. As a consequence, we need a strategy of new organization of the educational system that would take into account a multitude of educational needs conditioned by the requirements of postindustrial society.
A worldwide tendency forming a new paradigm of education is & quot-greening"- of education in all professions. It is commonly believed abroad that within the framework of continuous professional education there are & quot-enriched"- general skills drawing on general skills acquired in the process of education for sustainable development, skills determining one’s ability for employment, as well as & quot-green"- skills that can lay the foundation for maintaining educatees'- and students'- educational potential needed for continuous education. Those general skills are needed for specialists working in virtually all professions for understanding and assessing the problems and requirements of & quot-green"- values. The development of those skills in the process of vocational education facilitates training of future personnel in understanding the problems of & quot-green growth& quot- (including environmental, social and economic aspects), interpretation of nature protection legislation, improving the efficiency of utilization of energy and natural resources for supporting the processes of greening the economy. The actual & quot-green"- education must include at least three components: the social, the economic and the natural component. This presupposes & quot-education for sustainable development& quot-. The natural component is the predominant one in the environmental education plans of Russian higher and general secondary educational institutions. But there is a concept of & quot-environmental culture& quot- in Russia. This concept is very deep-rooted and draws on spiritual upbringing. This is much more easily perceptible for the Russian mentality. As for the environmental culture, this concept is much wider than the concept of & quot-education for sustainable development& quot- that is generally accepted abroad, since apart from the environmental, social and economic aspects, it also includes such an important aspect as the spiritual and moral one.
The Bologna Declaration of Adoption of a system of easily readable and comparable degrees of June 19, 1999, presumed the creation of a& quot- coherent European higher education space& quot- . Russia joined this process in September 2003. One can state that many tasks have been fulfilled by 2015. As it was stated above, more close links between higher education systems and scientific research are being established everywhere. A switchover to a two-cycle (tier) system consisting of undergraduate and graduate courses has been carried out in both Europe and Russia. The mobility of students, and teaching and administrative staff, is, of course, more actively supported in Europe, since the European Credits Transfer System (ECTS) plays an important role in the promotion of student mobility and development of educational plans, but many higher educational institutions exchange students and faculty members in Russia as well.
The & quot-adoption of a system of easily readable and comparable degrees& quot-  still remains a distant prospect for Russian education, while starting from 2005 European higher educational institution graduates get a Diploma Supplement & quot-issued in a widely spoken European language& quot-  and therefore, the transparency and flexibility of higher education grade systems for easier employment and easier academic recognition for further education is provided for them already.
Nevertheless, both Russia and the European community still have to accomplish some tasks. The enhancement of social cohesion and a reduction in social and gender inequality on both national and European levels may be promoted by the development of special programs whose realization must be entrusted not only to educational institutions but to civil society and state organization as well. The problem of higher education quality remains arguable. Sometimes Russian higher educational institutions demonstrate a truly academic education level. There are many things others can learn from us. But the task of precedence of academic values has not yet been accomplished everywhere.
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3. Communique of the Conference of Ministers responsible for Higher Education in Berlin on 19 September 2003 [an electronic resource] // free access http: //yandex. ru/clck/jsredir Access date: 02. 02. 2014.
Translated from Russian by Znanije Central Translastions Bureas