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Lecture 2 General characteristics of the higher education system

Aim: to help to master the basic concepts of the topic, to highlight the essentialfeatures of higher school pedagogy as a science; to reveal the essence ofpedagogical process integrity.

Basic concepts: education crisis, negative trends, education reform, educational component.

Plan:1. The role of higher education in modern civilization.

2. The structure of the learning process

1. The role of higher education in modern civilization.

In the 21st century, education, especially higher education, is considered as the main, leading factor of social and economic progress.

Education has become one of the most extensive areas of human activity. Worldwide, it employs more than a billion students and almost 50 million teachers.

The limitations and danger of further human development through purely economic growth and increasing technical power are becoming more and more clearly visible. It is realized that the future development is more determined by the level of culture and the wisdom of man. All of the above suggests that education should play a huge role in overcoming the crisis of civilization, in solving the most acute problems of mankind. It should be emphasized that almost all developed countries are carrying out large-scale reforms of national education systems, investing huge amounts of money in them. Higher education reforms have acquired the status of a state policy.

To understand the nature and driving forces of the development of higher education in the modern world, it is necessary to consider some general conditions and patterns that directly affect the field of education in general and higher education in particular. Among such patterns of socio-political, scientific, technical and even moral order, S.D. Smirnov refers to the following:

-the growth of high-tech industries, for the effective operation of which more than 50% of the staff must be persons with higher or special education. This factor determines the rapid quantitative growth of higher education;

- intensive growth in the volume of scientific and technical information, leading to its doubling in 7-10 years. As a result, a qualified specialist must have the ability

and skills of self-education and be included in the system of continuing education and professional development;

- rapid technology change caused by the moral aging of production facilities over 7-10 years. This factor it requires a specialist to have good fundamental training and

the ability to quickly master new technologies, which is not available to so-called narrow specialists;

- bringing to the fore scientific research conducted at the junction of various sciences (biophysics, molecular genetics, physical chemistry, etc.). Success in such work can be achieved only with extensive and fundamental knowledge, as well as the ability to work collectively;

- the presence of powerful external means of mental activity, leading to automation of not only physical, but also mental labor. As a result, the value of creative, non-algorithmic activities and the demand

for specialists capable of carrying out such activities have increased dramatically;

an increase in the number of people involved in scientific and other types

of complex activities, which, according to a number of researchers, leads to a drop in the average heuristic potential of a scientist. To stop this decline, it is necessary to equip specialists with knowledge of the methodology of scientific or practical

activities;

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

- improving the welfare and monetary incomes of the population, leading to an increase in effective demand for educational services.

C.D. Smirnov draws attention to how the higher school of industrially developed countries reacted to these patterns. In this complex restructuring process, he identifies the following trends:

1. Democratization of higher education. This is a trend towards the accessibility of higher education, freedom to choose the type of education and specialty, the nature of education and the scope of future activities, to abandon authoritarianism and a command-bureaucratic management model.

2. Creation of scientific, educational and industrial complexes as a form of integration of science, education and production specific for higher education. The central link of such a complex is the educational sector, the core of which is a university or university cooperation, and the periphery is basic colleges, secondary specialized schools, courses, lecture halls, departments of postgraduate education. The research sector provides conditions for the scientific growth of both teachers and students and for the deployment of complex, interdisciplinary developments. The manufacturing sector includes design bureaus (including student ones), pilot plants, implementation and so-called venture firms,…