In a study on the IISP project E.M. Avraamova showed that children from families with low resource potential are now en masse entering universities, but this admission has ceased to fulfill the traditional higher education role - the role of a social elevator. As a rule, upon completion of higher education educational institution they discover that higher education gives them neither income nor social status.
Table 1
The connection between household resource endowment and the possibility of obtaining a promising profession
Disappointment sets in. This is especially difficult for low-income families, since, having sent their child to university, as a rule, they have already exhausted all opportunities for a social breakthrough. Wealthier families, having discovered that the education received does not meet their expectations, rely on obtaining a second (other) higher education or some other prestigious educational program (for example, an MBA program).
A.G. Levinson, in his research within the framework of the IISP project, found that in Russian society obtaining two higher educations is becoming a new social norm. 20% of people aged 13-15 years declare their desire to obtain two higher educations, including 25% of young people in the capitals and 28% in families of specialists.
Thus, educational careers are becoming increasingly complex, involving constant choice. Accordingly, the problem of accessibility to higher education is changing and being integrated into a new social and economic context.
It is also important to take into account that entering a university does not solve all problems - it is only the beginning of the journey. You still have to graduate from a prestigious university. And this is in last years becomes a problem in its own right.
The accessibility of higher education also depends on how the state finances it. Nowadays spears are also breaking here. The majority of the population (according to the results of a study by A.G. Levinson) continues to believe that education, including higher education, should be free. But in fact in state universities More than 46% of the total number of students already pays. In the first year at state universities on a paid basis Today 57% are studying. If we take into account the contingent of non-state universities, it turns out that in Russia currently every second student pays for higher education (in fact, 56% are already studying on a paid basis Russian students). At the same time, the cost of training, both in the state and non-state sectors of higher education, is constantly growing.
Already in 2003, tuition fees at state universities exceeded tuition fees at non-state universities. At prestigious higher education institutions, tuition fees can exceed the average by 2-10 times, depending on the type of university and specialty, as well as the location of the institution.
Families spend significant amounts of money not only on studying at a university, but also on entering higher education. According to sociological research, families spend about 80 billion rubles on the school-university transition. This is a lot of money, so changing the rules for admission to universities (for example, introducing a single state exam- Unified State Examination) will inevitably affect someone's material interests. Of the above amount, the largest share comes from tutoring (approximately 60%). It is unlikely that tutoring in itself can be considered an absolute evil. Firstly, it was, for example, back in Tsarist Russia, practiced in Soviet time, has blossomed into the present. Secondly, in mass production - a modern education- This is mass production, the need for individual adjustment of a product or service to the needs of the consumer is inevitable. This is precisely the normal role of a tutor.
But in recent years, for many tutors (although by no means all), this role has significantly transformed: it began to consist in the fact that the tutor was not so much supposed to teach something within the framework of school curriculum, and not so much to provide knowledge in accordance with the requirements of not universities, but a specific university, but to ensure admission to the chosen university. This meant that payment was taken not for providing knowledge and skills, but for certain information (about the features of exam tasks, for example, or how to solve a specific problem) or even for informal services (trouble, follow up, etc.). Therefore, it became necessary to hire a tutor only and exclusively from the educational institution where the child was going to enroll (this applies both to the provision of some exclusive information and to the provision of informal services). This does not mean that admission to all universities was necessarily associated with tutors or informal relationships, but it became more and more difficult to enter prestigious universities or prestigious specialties without appropriate “support.” In general, the idea began to emerge that a good education at school was no longer enough to enter the university that allowed one to hope for a successful professional career in the future.
Sociological studies have shown that parents are still inclined to believe that “you can study at a well-known university for free, but it is no longer possible to enter it without money.” An alternative to money is connections. In a “regular” university, there may still be enough knowledge itself, but the knowledge itself is already differentiated into just knowledge, and knowledge taking into account the requirements of a “specific university.” And this knowledge can only be provided either by courses at a university or, again, by tutors.
38.4% of applicants focus only on knowledge. At the same time, focusing only on knowledge during admission in this context means that the applicant and his family are not inclined to enter into informal relationships in order to enter a university. But this does not at all indicate that such applicants will not resort to the services of tutors, it’s just that the perception of a tutor in this case is different - this is a person (a teacher or university lecturer, just a certain specialist) who imparts knowledge, and does not “help with admission” "
The focus on knowledge and money and/or connections among 51.2% of applicants indicates that the applicant (his family) believes that knowledge alone may not be enough, and that one must secure himself either with money or connections. In this case, the tutor performs a dual role - he must both teach and provide support to his client upon admission. The forms of this support can be different - from output to the right people before transferring money. Sometimes, however, a tutor can only teach, and intermediaries for transferring money are sought independently of him. And finally, the third category of applicants openly rely only on money or connections. In this case, a tutor can also be hired, but his payment is the actual mechanism of payment for admission: this is the person who pushes into the university - we are no longer talking about the transfer of knowledge.
The extremely high proportion of those who consider it necessary to use money and connections when entering a university (more than 2/3) indicates that persistent clichés are emerging in public opinion about which university you can enter “without money” and which “only with money or connections.” Accordingly, admission strategies are built, a choice of university is made, and ideas about the accessibility or inaccessibility of higher education among various groups of the population are formed. It is characteristic that the concept of accessibility is increasingly complemented by the words “quality education”. In this context, what is significant is not that higher education has become accessible at all, but that certain segments of it have become even more inaccessible.
career fee education
The general socio-economic and demographic situation in the republic in Lately led to aggravation of problems of access to quality education and subsequent employment of young people living in rural areas.
They say and write a lot about rural schools. The content of both scientific works and pseudo-scientific studies of the network of rural secondary schools is far from clear. However, events in our republic are inexorably developing in the direction that schools are being cut. The economy must be economical, and the costs of maintaining rural schools are considered ineffective.
Optimization of rural schools in order to develop education in rural areas and create conditions to ensure accessibility and high quality of rural education is one of priority areas modernization of education in the PMR. From the analytical reports of the heads of rural schools it follows that, thanks to the opening of specialized classes, over the past two years the quality of education of graduates has improved, and the percentage of admission to higher and secondary vocational educational institutions has increased. But, as school directors note, the vast majority of rural school graduates who enter universities do not return to their native village. Therefore, no matter how paradoxical it may seem, more accessible higher education contributes to the fact that the village remains without an influx of young personnel.
The main problem of rural society: lack of life prospects
for most village residents. Depression and the burden of collapsed economic problems isolate the family, leaving it alone with its troubles. There is a sharp decline in the living standards of many families, a deterioration in the social well-being of adolescents and young people, and parents with minor children. The consequence is the collapse of spiritual values, manifested in the loss of ideals, confusion, pessimism, crisis of self-realization, lack of trust in older generations and official government structures, which gives rise to legal nihilism. But at the same time, the only stable functioning social institution in the village remains the school: “For us, the very presence of a teacher in the village, a rural intellectual who sets the cultural level of the environment, is very important. Remove the teacher from the village and you will get a degraded environment. A rural school, without a doubt, is a means of cultivating the environment and social stability of rural society.”
The rural teacher also finds himself in this same environment of spiritual vacuum. Today there is a need to include the Pridnestrovian State Institute development of education, the most effective of the many ways to preserve teacher culture in rural areas, namely the system of advanced training for teachers on a cumulative basis. Such a system of activities includes:
System seminars with on-site visits to individual organizations general education;
work as part of the teaching staff, ensuring the involvement of rural teachers in organizational and technological support of seminars at the republican level on an equal basis with representatives of urban general education organizations, primary and secondary organizations vocational education(conferences, exhibitions, presentations, etc.).
A society under conditions of general modernization requires teenagers to be able to quickly adapt to new conditions of existence. A teacher working in rural conditions faces a problem: how to preserve the moral qualities of a growing person in conditions of fierce market competition, a shift in the value vector of the individual from high ideals to the ideals of material wealth, and profit.
IN school period children, adolescents, and youth are not consistently included in the sphere of society’s activities, do not participate in the discussion of the problems that adults live with - labor, economic, environmental, socio-political, etc. And this leads to infantilism, selfishness, spiritual emptiness, and acute internal conflict and artificial delay in the personal development of young people, depriving them of the opportunity to take an active social position. The teaching staff considers the most effective means formation and development of an active social position of growing village residents; special forms of school self-government. The specificity of these forms is that they combine, on the one hand, Active participation students in traditional events for our territory (for example, in school self-government days), on the other hand, they are included in the social life of their native village. Among the non-traditional means of forming an active life position of growing villagers is the functioning of Children's Services that take part in village gatherings, work organizing creative exhibitions of joint family works of students and their parents, and much more.
Another problem is the failure to take into account the gender, age, individual and other characteristics of students. Not all types of activities organized by rural schools contribute to the development of spiritual culture in children and adolescents. Often the emphasis is on the quality of knowledge, rather than on the mental and spiritual development of schoolchildren. However, teachers of rural educational organizations initiating modernization processes note a number of important aspects:
- · the school, being in most cases the only cultural center of the village, has a significant influence on its development; it is important to establish close interaction school and social environment in order to use its potential in educational work;
- · limited opportunities for self-education of rural schoolchildren,
- · lack of institutions additional education, cultural and leisure institutions necessitate the organization cognitive activity students during extracurricular hours on the basis of the school and the feasibility of using for this purpose associations of the circle, club type, which includes schoolchildren of different ages, teachers, parents, social partners (representatives of the village administration) depending on their interests and abilities;
- · in a rural school, favorable conditions are created for the use of the surrounding nature, traditions preserved in the village, folk art, and rich spiritual potential in educational work;
- · in the life of a rural schoolchild, labor activity occupies a significant place, which, with irrational organization of changes in the types of activities of a teenager, affects the decrease in the importance of education in general in the village.
Rural teachers admit that the school’s work with families is insufficient, which largely determines the civic passivity of parents in relation to the fate of their children. Unfortunately, at this stage, in most rural general education organizations, work with parents is in the nature of one-time actions. The effectiveness of these events is indisputable, but it is not possible to assess their systemic effectiveness in promoting civic engagement among parents.
It also seems problematic that parents, teachers and educators consider health to be the leading values, and real life In rural areas, studies note an increase in drug trafficking, smoking, and drunkenness. It seems interesting to develop a value attitude towards the health of future defenders of the Fatherland, which involves organizing a field camp in the summer. The idea of paramilitary camps is certainly not innovative. However, this approach to the conditions, factors, and details of the implementation of this idea makes it truly effective. For the camp director, educators, and leaders of basic military training, each shift in such a camp is a carefully simulated business game. Boys living in a militarized environment learn to act in emergency situations, learn the basics of first aid, and learn interesting information about new products military equipment. Feeling the elbow of a comrade, realizing my responsibility for his life in conditions emergency, teenagers acquire a different outlook on their own lives and health.
Unfortunately, the majority of teachers from rural educational organizations consider their main task to be the transfer of knowledge, skills and abilities to students. However, the question of effective application in life of the knowledge, skills and abilities acquired at school remains for independent decision graduates and their parents.
One of the most important factors for success in modern life is access to up-to-date information. It's no secret that residents of many rural settlements deprived of the ability to connect to information networks. This fact brings the greatest damage to that part rural population who is capable and ready to educate herself. Implementation becomes impossible distance learning.
In overcoming the education crisis in the context of socio-economic changes, we understand that this is only possible on the basis of a detailed strategy that takes into account both the real situation in the field of education, the current trends and relationships, and the individual affairs of each school.
In our time, the educational capabilities of rural society have decreased.
The school becomes the only means of spiritual revival of the village. Of course, one school cannot resolve all crisis situations, but a rural school can help a growing person implement the principle of free civil choice, ready for a reasonable choice of life positions. It is such a graduate who will be successful in life and work.
UDC 338.26:373.1
N.M. Shashlova, graduate student, (Russia, Moscow, RAKO APK)
RURAL EDUCATION IN RUSSIA AND WAYS TO ITS MODERNIZATION
Issues related to current state rural education in Russia and ways of its modernization through the Internetization of education. Problems of the socio-economic sphere of the village, the situation of youth are presented within the framework of sustainable development of rural areas.
Key words: rural education, rural youth, socio-economic problems of rural areas, sustainable development of rural areas, information technologies in education, priority national project “Education”.
The modern village, as an economic and social space of human activity with its own specific living conditions, is a special living environment characterized by a low standard of living of the population, low incomes of most families, often not providing a minimum of consumption, which forces people to live on the brink of poverty or destitution.
The village has an underdeveloped social and engineering infrastructure. This refers to the shortage of comfortable housing, services, and the extremely low level of comfort and improvement of the housing stock. Here the social conditions of life, work, everyday life, and leisure are very unfavorable; the population's access to prompt qualified medical care, social, cultural, and educational services is limited; the concentration of intelligence is low, the educational and cultural level of the population is lower compared to urban ones; limited adaptation capabilities in terms of secondary employment of the population, its labor and professional activity.
Opponents of the rural lifestyle still believe that Russia should not produce its own agricultural products, pointing to the West, where the rural population makes up 3 to 6% of the total and this population copes with the task of not only feeding people in their own country , but also sell products abroad. Such arguments were made by numerous foreign advisers who poured into the country, and at first glance such arguments are logical. On the one hand, this is fair. At the same time, in Russia the rural population today accounts for up to 20% of the total population and, before the disastrous reforms, could not cope with the task of food security. Without getting drawn into a discussion on this issue, we will note only one thing - the specificity of Russian reality in dozens of parameters has no analogues.
Today, the role and place of education and its importance in reforming the country’s agricultural sector are increasing. We are talking about Russian education as a sphere of formation and enrichment life values and ideals of man and society; as a fairly rigid system for the formation of personal qualities that not only live, but also constantly participate in the improvement of the rural environment; as a system that ensures the normal and constant development of the state and society.
Just two decades ago, almost all settlements where children lived had schools. Of course, rural schools for the most part did not provide education of the same quality as urban ones, but capable students, as a rule, entered universities without any problems. Ongoing education reform, " shock therapy» In the 90s, the liquidation of collective and state farms led to the closure of many rural schools.
IN Russian Federation the rural school has a special place, this is due to the role that is traditionally assigned to it in social life villages
In raising a hard worker who knows how to rationally manage the main national property - the land. Rural school always predetermines the formation and development of personality. The village has its own specifics, which inevitably leaves an imprint on educational and educational activities. The rural school is the main, and sometimes the only, cultural and intellectual center of the village, and therefore the solution to many issues is directly dependent on its activities. The national project “Education” should be aimed at creating conditions for increasing the accessibility and quality of education, reducing the gap between rural schools and urban schools, and introducing new methods of educating and training the younger generation. This will help solve pressing problems of the economic, social and spiritual revival of the village.
Today's graduates of rural schools are forced to compete on equal terms with urban schoolchildren when entering higher and secondary educational institutions, must be able to quickly adapt to dynamically changing socio-economic conditions, and have a stable motivation for highly productive work in the agricultural sector of social production.
The current education system in rural society is poorly focused on meeting the growing needs of various age and socio-professional groups and ensuring continuity of education.
In recent decades, there has been a noticeable reduction in secondary rural and urban schools and the network of preschool institutions. In rural areas of the Russian Federation, there are approximately 46.4 thousand daytime comprehensive schools, which educate 6.5 million schoolchildren. The reduction in the number of rural schools makes it difficult
efficiency in organizing the transportation of schoolchildren from remote settlements to educational institutions for classes.
The existing structure of education does not meet the expectations and needs of the rural population, since parents express a desire to obtain a complete secondary education for their children, and in rural areas the largest share of educational institutions is in primary and secondary schools. So, if in the city secondary (complete) schools make up 84% of the total number of schools, then in rural areas it is only 47%. The share of basic schools is large - 25% (in urban settlements - only 7% of the total number of schools).
Skill level teaching staff rural schools are slightly lower than in urban settlements. Thus, 70.8% of teachers have higher professional education, secondary vocational education
28% (in urban educational institutions - 83% and 16.7%, respectively).
In rural areas 70-75% primary schools up to 20 students study, in 70-75% of basic schools - up to 100 children and in 30-35% of secondary schools - up to 200 students. The poor demographic situation has led to a decrease in the number of students in rural schools and an increase in the number of small primary, basic (nine-year) and secondary schools. The scale of the spread of this phenomenon is so great that small schools today are the predominant type of schools in rural areas of a number of Russian territories. It has become common in rural areas for a basic school to have fewer than 100 students.
In rural areas, the process of differentiation of the network of educational institutions is developing less rapidly than in the country as a whole. Only 73 rural secondary schools (30 thousand students) had the status of gymnasiums, 47 lyceums (16 thousand students).
The material base of rural schools continues to deteriorate, more than one third of them are in need of major repairs. Almost 3.0 million children (44.5%) study in these schools. About 500 thousand rural schoolchildren study in buildings recognized as unsafe. Only 1/3 of rural schools have all types of amenities.
Preschool education in the countryside in the pre-reform period it was maintained due to the collective farm-state farm system and with its transformation practically disappeared in most settlements. Consequently, the current state of affairs with the education of young people in the village really encourages parents to leave this territory or have not two or three children, but one, and do everything so that he does not remain in the village.
The surviving system of boarding schools separates parents from children, and the education of the latter follows the model of orphanages, the army and even prisons, which ends disastrously for most teenagers and their parents.
During the crisis, secondary vocational and higher education has become difficult for graduates of rural schools to access. Rural residents, especially young people, need knowledge in the field of organizing business activities, effective management of peasant (farmer) and personal subsidiary plots. Therefore, today the ideas of bringing primary and secondary education closer to the place of residence, obtaining secondary vocational and higher education on the job and various methods of advanced training are becoming especially relevant.
In general, the educational opportunities of rural youth are significantly lower than those of their urban peers. This leads to the formation of migration sentiment among young people, since most of them associate the possibility of improving their lives with obtaining a high-quality and higher education. At the same time, the transition to a two-stage system of higher education will, in essence, completely close access to knowledge for rural youth.
The comprehensive school occupies a special place in rural life. Often this is the only social institution in the village that has the highest level of concentration of intelligence and has an organized, intelligent, cohesive team. All this allows us to consider the rural school as an engine of social transformation, which is capable of putting forward ideas, proposing new projects and programs, and which is focused on the socio-economic development of the village.
The traditional, historically conditioned sociocultural proximity of the teacher to the local community, his involvement in social needs and ideals is a strong basis for transforming the school into an active force that most effectively influences the position and opinions of rural residents. For the inhabitants of remote settlements, where the center of life has moved to the school, it remains the only culture-forming center of the village, this turns the school into the most powerful sociocultural factor.
We can highlight the main position of the modernization of rural education - the creation of continuous education for children and adults directly in their place of residence, the main characteristics of which are accessibility, openness, flexibility, stability, integrity, adaptability, dynamism.
Modernization of education involves improving teaching potential; increasing the cleanliness of the ecology of the habitat; humanization of life in rural areas. All this can be achieved by organizing, based on the principle of continuity, the education system in rural areas, through the opening and development of small populated areas secondary schools that will engage continuing education children and adults, the development of all social institutions villages (churches,
public organizations, healthcare, culture, physical education and sports, preschool institutions, secondary schools, additional education, agricultural enterprises).
IN national project In education, there is a block that can significantly transform education in rural areas and alleviate many problems - the Internetization of schools.
Isolation from the objects of education forces children to take a special look at the pre-school and school preparation of children in such families. First of all, the option of educating children away from their parents is excluded, and married couples know this in advance. Other options are also excluded, except for one - distance learning using the Internet resource, when the student has the opportunity to communicate with teachers in real time, gain access to all educational programs across the entire range of disciplines being studied or mastered. All textbooks for children from such families should be created, and examples in mathematics, physics, and chemistry should be borrowed from the processes taking place in a given farmstead or in its environment.
What does the application give? information technologies At school?
For students. A variety of methods increases interest in the study of physics, mathematics, biology, etc., and makes the learning process attractive. Using a computer allows introverted students to open up and share their knowledge with others, increases independence in the learning process, and helps their development. creativity, increases the level of communication and culture, develops written speech. Gives you the opportunity to participate in various competitions, quizzes, and olympiads.
To the teacher. By solving new methodological problems, deepening knowledge on the subject, he improves his professional level. Increasing authority among students, colleagues, and parents. Stimulates the process of joint creativity with teachers of other subjects (joint creation of small programs for lessons and extracurricular activities). The computer allows you to create a database for monitoring student progress, which makes it possible for both the teacher and the student to more effectively monitor the dynamics of their results. The computer allows you to create a set in a more convenient form test tasks, independent and control work.
To parents. Gives confidence that their children develop harmoniously, receive quality education, meeting the requirements of the time. Increases respect for teachers' work. Changes relationships with own children better side: parents listen to their child, appreciating his knowledge and skills.
The reality of this approach has been confirmed many times. The advent of the Internet has significantly changed teaching methods, making them easier and enriching. Knowledge of the basics of distance learning and control functions for it must be mastered by one of the parents. Even higher education can be
be acquired remotely, and it cannot be ruled out that some of the grown children will not leave the parental home because they will acquire a specialty related to agriculture. To avoid interruption of continuity, the state must encourage large families both materially and morally.
It is education that can become the “locomotive” that can “pull” the Russian village out of a protracted systemic crisis. It is quite obvious: only educated people are able to modernize production and social sphere sat down. Only specialists in the field of education can improve the cultural and educational level of rural residents, thereby creating conditions for their transformation into subjects of the process of transformation in rural areas. Through education, primarily distance education, organized taking into account the specifics of the village, young people can obtain professions that are in demand locally. By means of education, in particular school education, it is potentially possible to solve the problem of life and professional self-determination of young people with the choice of the sphere of self-realization in rural conditions.
Bibliography
1. Bocharova V.G. Strategy for the modernization of rural educational society / V.G. Bocharova, M.P. Guryanov. 2007. Access mode: www.portalus.ru.
2. Kiselev N.V. Problems of organizing educational
process in rural educational institutions. Pedagogical science and practice: problems and prospects: collection. scientific articles /
N.V. Kiselev, E.I. Vlasova. Vol. first. Moscow: IOO MES RF, 2004.
3. Knyazev D.A. Information and communication technologies in secondary schools. ICT in school organization educational process/ YES. Knyazev // Bulletin of St. Petersburg University, 2005.
Education and the ways of its modernization in a village in Russia
In article are considered questions concerning modern condition of rural education in Russia and the ways of its modernization by means of education via the Internet. Social and economical problems of village and the young’s role are presented within the realms of sustainable development of rural territories.
Introduction
Education is the process of mastering Images of the world and oneself in it, i.e. education should also include an educational function. Upbringing contributes to the formation of personality, and education contributes to the development of personality. Today, upbringing and education are given in different places.
The unemployed in our country are mainly women and men with a fairly high level of education. Often these are former employees of scientific and design institutions, office workers, engineers and designers of enterprises of the military-industrial complex. During the Soviet period, city organizations accumulated a surplus of workers in this profile.
Inconsistency between the acquired professions and the demands of the labor market, the need to subsequently change the profile of specialization (about 1/2 of all types of professions for which training is conducted in educational institutions are not required in the labor market; in this regard, up to 50% of young specialists are retrained without starting work according to the profession mastered at the educational institution) and, as a result, low interest in the quality of the education received.
Object: students receiving (received) education in educational institutions
Subject: factors influencing students' education
Purpose: to analyze the dynamics of students’ educational level.
Objectives: First, to identify problems in the accessibility of higher education. Secondly, determine the percentage of people with higher education in specific situations. Thirdly, to determine the growth dynamics of students receiving higher education.
Identification of problems of accessibility of higher education
"In terms of research value orientations is given Special attention values "education".
Speaking about education, it should be noted that today several specific promising trends in the development of a modern university have emerged:
1. The attitude of students and their parents towards university education is becoming more and more consumerist. Great importance acquire such components of choosing a university as a well-known brand, a beautiful and convincing catalogue, good advertising, a modern website, etc. In addition, and perhaps first of all, the “price-quality” principle becomes the leading one in determining a higher educational institution for future students and their parents. The university should be a megamarket for the consumption of knowledge with all the ensuing consequences.
2. For the majority of students, university education has lost the characteristic of “fatefulness”. Studying at the university is just an episode in their life, unfolding along with other, no less important episodes: parallel work, personal life and so on.
3. The university must be at the forefront of the technical and technological process, offering students the latest achievements in the organization educational process and student life.
4. Gradual university education is included in the virtualization process, i.e. programs are gaining more and more weight distance education, teleconferences, education via Internet sites, etc. For any student, the university and the teacher must be promptly accessible" Pokrovsky, N. E. A by-product of globalization: universities in the face of radical changes [Text] / N. E. Pokrovsky // ONS - 2005. - No. 4. - pp. 148-154..
At the same time, over the past 15-20 years, many problems have accumulated in the Russian education system that threaten the preservation of the high educational potential of the nation.
One of the serious negative trends in the Russian education system has been the strengthening of social differentiation in terms of the degree of accessibility of different levels of education, as well as the level and quality of education received. Interregional differentiation continues to increase, between urban and rural areas, as well as differentiation of opportunities for children from families with different income levels to receive high-quality education.
“There is a problem of accessibility of higher education for people with disabilities associated with reforming the education system and social policy in relation to people with disabilities.
Despite the current federal legislation guaranteeing benefits for applicants with disabilities, a number of factors make it problematic for people with disabilities to enroll in a university. Most Russian universities are not provided with even the minimum conditions necessary for the education of disabled people. Institutions of higher education do not have the opportunity to reconstruct their premises according to the principles of universal design from their own budgetary funds.
Currently, applicants with disabilities have two alternatives. The first is to enter a university at your place of residence, where there is unlikely to be an adapted barrier environment, where teachers are unlikely to be prepared to work with people with disabilities. And the second is to go to another region where such an environment exists. But then another problem arises related to the fact that a disabled person who comes from another region must “bring with him” funding for his rehabilitation program, which is difficult due to inconsistency among departments” Yarskaya-Smirnova, E. R. The problem of accessibility of higher education for disabled people [Text] / E. R. Yarskaya-Smirnova, P. V. Romanov // Socis. - 2005. - No. 10. - pp. 48-55..
Within the boundaries of the pan-European educational space, students and teachers will be able to freely move from university to university, and the resulting educational document will be recognized throughout Europe, which will significantly expand the labor market for everyone.
In this regard, complex organizational transformations are ahead in the field of Russian higher education: the transition to multi-level system personnel training; introduction of credit units, the required number of which a student must obtain to obtain a qualification; practical implementation mobility of students, teachers, researchers, etc.
Any education is a humanitarian problem. Education, of course, means awareness and professional competence, and characterizes personal qualities person as a subject historical process and individual life.
Currently, there is a tendency towards the commercialization of higher education, towards the transformation of universities into commercial enterprises. The relationship between a teacher and a student is increasingly acquiring a market nature: the teacher sells his services - the student buys them or orders new ones if the ones offered do not satisfy him. The taught disciplines are reoriented to the immediate needs of the market, as a result of which there is a “decrease” in the importance of system fundamentality. There is a reduction in the share of courses basic sciences, which give way to the so-called “useful knowledge,” that is, applied knowledge, primarily numerous special courses, sometimes esoteric.
Russia inherited free higher professional education from Soviet times, one of the main principles of which was the competitive selection of applicants to the university. But it existed and especially reveals itself in modern conditions, along with the official one, a completely different practice for selecting applicants for higher education. It is based, on the one hand, on the social connections of applicants’ families, on social capital, on the other hand, on the basis of monetary relations, in other words, on the purchase of the necessary results of competitive selection, regardless of the actual level of training of applicants and their intellectual development. Those who go to study are not those who are better prepared and have a better understanding, but those for whom their parents were able to pay the required amount of money.
University is both intellectual and information Center for local civil society institutions, as well as a forge leadership qualities for them. Higher education, especially universities, can play a key role in the deep evolutionary transformation of regions, the country as a whole, and in the formation and development of civil society in it. This requires the formation of interest both in university structures and in the student environment.
“The first paid places in state universities appeared in 1992. The demand for paid higher education services began to form precisely from that time, i.e. even before the opening of the first non-state universities (1995) In 2001 - 2002. 65% of respondents considered paid education more prestigious, and among the group of “payers” this opinion was expressed by 75% of respondents” Ivakhnenko, G. A. Dynamics of student opinions on the modernization of higher education [Text] / G. A. Ivakhnenko // Sotsis. - 2007. - No. 11. - P. 99.. In 2006-2007. total number students who deny the greater prestige of commercial education compared to education in state universities increased to 87%, and the share of those who hold the same opinion among “paying students” was 90%. Among the reasons why one or another education system is chosen, the main ones are still ease of admission and the desire to reduce the risk of failure in exams to zero (more than 90% in both 2001-2002 and 2006-2007). . Other reasons - the level of training of teachers, better technical equipment of universities - do not have a significant impact on the selection process. When studying students' attitudes toward paid education, it is important to consider their ability to pay for their studies.
Also, based on the research of E. V. Tyuryukanov and L. I. Ledeneva, it can be noted that now the prestige of higher education is high both in general among the population of migrants they examined, and in each individual region. At the same time, in general, migrant families are characterized by limited adaptation resources: both material, information, communication and social. They are taken out of their usual life context and have limited access to social services and cultural values. The successful integration of migrants into Russian society, their transformation into an organic part of the Russian population will, in particular, contribute to the implementation of the educational orientations of their children
UDC 378.013.2
AVAILABILITY OF HIGHER EDUCATION AS AN INSTITUTIONAL BASIS OF MODERN SOCIETY
E.A. Anikina, Yu.S. Nekhoroshev
Tomsk politechnical University Email: [email protected]
The relationship between the availability of higher education, fees and credit is analyzed. A classification of forms of access to education is given, which helps to determine the priorities for the development of the education system as a whole. An analysis has been made of the possibility of developing the Russian system of higher professional education along the path of increasing individual costs, and an assessment has been made of ways to overcome the financial limitations of families when obtaining higher education. The conclusion is made about the need to create optimal educational lending programs.
Keywords:
System of higher professional education, accessibility of higher education, universality, mass participation, financing of education.
System of higher education, higher education accessibility, universality, large-scale participation, funding education.
The modern economy, positioned as innovative, largely depends on the quality of the country’s human capital, the formation of which, in turn, presupposes a high-quality and diverse educational system, including, thanks to market expansion, both formal and informal variations, extra-systemic changes. Such a transformation of education, while solving the problem of accessibility, leads to conflicting goals, calling into question the quality and effectiveness of the services provided.
In this regard, the problems of accessibility of the system of higher professional education become particularly relevant, since in market conditions the receipt of higher education is not guaranteed by the state to all citizens, and its role becomes decisive from the standpoint of the country’s entry into the trajectory of a stable economic development and introduction of new technologies.
Russia's achievement of acceptable economic growth and modernization of the economy is impossible without solving the problem of modernizing the educational system and expanding its coverage of all age and social strata of the population. As a result, there is a need to analyze the relationship between accessibility - payment - credit.
By the accessibility of the system of higher professional education (SVPE), we will understand the accessibility of the main structural elements of SVPE, namely, higher educational institutions that provide high quality services, regardless of their organizational and legal forms, types and types, implementing educational programs and state educational standards of various levels and orientations for the bulk of the population, regardless of socio-economic factors (economic accessibility), as well as the availability of entrance exams, educational programs
And educational standards from an intellectual standpoint for the bulk of the population (intellectual accessibility). Economic accessibility assumes that households’ financial expenses for the purchase of quality higher professional education services (including related expenses) should be characterized by a level that will not jeopardize or undermine the satisfaction of other primary needs, i.e. these expenses should constitute such a part of their income , which is not burdensome.
Essentially, the availability of SVPO can be interpreted even more simply as the level of costs for overcoming obstacles, which include financial (economic accessibility) and mental (intellectual accessibility) costs.
In addition to direct inequality in access to SVPO, we highlight inequality of intentions (social accessibility) - the dependence of the probability of intention and desire to enroll in a university on social differences. Inequality of intentions is generated by socio-economic factors that determine the availability of higher education in general, and, in particular, that social environment, in which a person grew up ( social media), as well as less significant factors, such as confidence, certainty and knowledge that a person has the right to certain actions.
It is necessary to determine which availability is primary and which is secondary. To begin with, we note that in Russian education the global trends of transforming higher education from elite to universal are repeated. It is not received by the chosen ones, but most of young people who have graduated secondary school. As a result, in the modern market of educational services, the declared universal accessibility of higher education is predominantly a slogan, since in many countries it has transformed
becomes excessively widespread. It is important to emphasize: universality and mass character are different concepts. By universality we mean the availability of SVPO for everyone who has the talent, interest, and intellectual abilities to obtain higher education, regardless of socio-economic factors (implies a high criterion for selecting students based on intellectual abilities). And by mass scale - the availability of SVPO for everyone who is able to bear the costs associated with obtaining higher education, regardless of talent, interest, intellectual abilities (low criterion for selecting students based on intellectual abilities).
Thus, in Russian system Higher education today has two subsystems: one - “elite” education, characterized by a relatively high quality of services provided, and the other - mass higher education of low quality. Higher education of low quality can, with some assumptions, be called relatively accessible, both financially and intellectually. Opportunities for high quality education vocational training future specialists have declined for most of the population from both positions.
As a result, analysis of access to higher education must be focused differently in relation to the two existing systems, providing educational services of respectively low and high quality. It is obvious that expanding the availability of mass low-quality higher education cannot be a task of social and economic policy.
However, even taking into account the differences in the quality of services provided, the primary one today is economic accessibility, which determines the overall availability of SVPO.
Data from sociological studies show that insufficient financial resources of the family are often cited as motivations for refusing to obtain higher education; more than a third of households put this factor in first place. It is worth noting here that among university students the so-called “ middle class"(53% from families of entrepreneurs, managers and specialists). But even they, most often (73%), say that paying for a student’s studies is very significant for the family budget, as it requires serious restrictions on other expenses.
It turns out that the most selective (high-quality) part of higher education is accessible to a relatively small number of students, while others are rejected and dropped out of the competition.
The persistence of differences in opportunities to obtain a higher level of education is due to
caused by differences in learning abilities and in the individual efforts expended on acquiring knowledge is justified. The accessibility of higher education should be determined by the level of abilities, talent, high personal investments in human capital, and not the level of financial and social capital of the family.
In addition, as the results of annual sociological research over the past 5 years show, an increasing number of parents are striving to “give higher education” to their children. Since 2002, more than 1.5 million people have overcome the school-university barrier. .
It is obvious that in the context of growing demand for higher education services, previous methods of financing are unable to provide large-scale training of specialists in high level. This poses the problem of creating such financing mechanisms for the higher education system that would ensure the expanding production of highly qualified personnel at rational use society's resources and reducing the scale of redistribution processes. In essence, this implies a rejection of full budget financing and a transition to a private investment system, i.e. a transition from a system with partial reimbursement of costs to a system with full reimbursement of costs as the prevailing one, which can already be observed in modern Russian conditions. A partial cost recovery system is a system of financing higher education in which the state pays the full cost of a student’s education at a university, and partially reimburses (or does not reimburse at all) the costs of related expenses (accommodation, educational materials, additional services, meals, etc.). A system with full cost recovery assumes that all of the above costs are fully borne directly by the consumer of the educational service (student and/or his family).
However, the question of the ratio of education costs for all interested parties and the possibility of developing Russian SVPO along the path of increasing individual costs is ambiguous and contradictory from the point of view of ensuring its accessibility and quality.
Education is an economic good, so it cannot be “free”. If the costs do not fall on the student or his parents, then they are distributed among all other citizens of the country. Moreover, in conditions market system In economics, higher education is a “mixed economic good”, combining the features of both public and private goods, that is, the consequences of the consumption of educational services turn out to be a benefit not only for the direct consumer, but also for the economy and society as a whole. This implies another important feature of higher education as a
of a given economic good, which is that it has positive internal and external effects.
This allows us to draw an important conclusion that higher education should be paid for in one way or another by all stakeholders, which include the student and his family, the business sector, universities, the state and society as a whole. In this case, a very important point should be taken into account: graduate School does not exist on its own, it is part of the social whole and must correspond to it. Therefore, the introduction of the market in education should follow the development of the market in the economy.
In this sense, the market in education, understood as an absolutely free, completely uncontrolled and unlimited game of private interests, is unacceptable. Education, as already noted, is a “mixed” good, that is, not only private, but also public. But the social value of education is of decisive, primary importance. If education follows only the logic of the development of a market economy, then in the course of competition in education the same thing will be observed as in the modern business sector. Which will lead to a violation of the main tasks and functions of higher education in society. Thus, market competition in this area is completely inappropriate. And the market mechanisms that exist here require the intervention of society and the state. The market itself is unable to bring order to the training of specialists, since worst universities are able to offer their “product” at the lowest price.
Thus, higher education cannot focus only on the needs of the market, that is, private, selfish and short-term interests, it must also remain a public good and serve the strategic goals of the development of the individual, society and the state.
In addition, education belongs to the category of trusted goods, that is, to those goods and services the quality of which the buyer himself is practically unable to assess directly even after their acquisition and is forced to rely on information that he receives from someone, in particular from a university . In other words, the confidential nature of education determines the uncertainty of its quality. However, this is not the only type of uncertainty for education. Another source is the applicant’s lack of information at the time of making a decision about how useful and valuable his chosen profession will be. Accordingly, here too he is forced to rely on signals from outside.
The trusting nature of this good opens up wide opportunities for opportunistic behavior by more informed market players. Moreover, even the established fact of opportunism in the form of providing low-quality educational services does not necessarily
allows the buyer to receive compensation from the university - after all, the consequences of such education are not immediately apparent. That is why in the educational market, more than anywhere else, mechanisms are relevant that would discipline sellers and prevent them from taking advantage of information asymmetry. These should not be contractual, but institutional mechanisms. And the problem of the design of such mechanisms and their effectiveness is directly related to the problem of financing education.
Thus, educational policies that do not take into account the institutional environment lead to negative economic consequences for higher education. In general, we can conclude that the parallel coexistence of two education systems with partial and full cost recovery is inevitable. This is how it actually exists; there is not a single country in the world where higher education for the population is completely free, and there is not a single one where it is completely paid. Proportions vary, but are probably largely determined by features social systems; in socially oriented countries (developed European countries, for example, Germany), a system with partial reimbursement of costs predominates, and in market-oriented countries, the share of places with full reimbursement of costs in universities is much higher.
As for Russia, there are clearly not enough funds in the state budget to improve the quality of training, modernize universities and decent remuneration for teachers. In this regard, there is a gradual predominance of a system of higher professional education with full cost recovery.
Based on the current situation in the field of higher education in Russia, we can conclude that the problem of economic accessibility of SVPO will only intensify in the future, which can lead to extremely undesirable consequences for the socio-economic development of the country. To avoid this, it is necessary to provide ways to solve these problems. One of these ways is the development of a system of public (or private) educational loans and subsidies, which in modern world experience in the development of higher education are considered as mechanisms for ensuring equal access to SVPE for the population belonging to different strata of society. But here the question arises: can Russian families afford this?
Unfortunately, the majority of the population today has an income level below average. As a result, only 25...30% of families can potentially participate in financing their children's education. According to experts, by 2010 the number of such families will increase to 40.45%. Therefore, the majority of Russians believe that education, including higher education, should be free. In this connection, 70% of families
They are focused, first of all, on the possibility of their children enrolling in a budget department, and tuition for a fee is considered as a backup option, that is, payment for consumers of educational services acts as a compensatory mechanism.
Thus, we receive clear confirmation of the fact that the decisive reason limiting the availability of quality higher education is the costs associated with its receipt. In general, for the average Russian, the share of education costs per family member is about 35% of his income. Therefore, it is no coincidence that three-quarters of families of university applicants (73%) believe that their children’s education will require serious restrictions on their family budget. Moreover, for the majority of them (54.6%), the burden on the family budget will be very noticeable, and for 28.5% it will be reasonable. The burden on the family budget will be almost imperceptible for only 3.4% of parents.
As can be seen, the financial capabilities of Russian households are clearly insufficient to ensure that all students pay tuition fees under the conditions of the gradual predominance of a system with full cost recovery.
Of course, the state is not going to introduce a higher education system everywhere with full reimbursement of costs; moreover, today it is not able to do this, since in accordance with the Constitution of the Russian Federation (Article 43, paragraph 3) “everyone has the right to receive free education on a competitive basis” higher education in state or municipal educational institution and at the enterprise." Based on this, it should be assumed that the state will pay for the training of such a number of people who, firstly, it needs for the purposes of effective functioning and fulfillment of its main tasks, related, first of all, to ensuring national security countries. Secondly, that part of talented young people who want and can study. For the rest of the citizens, obtaining a higher education will be, and is already, in fact, their personal issue, in which the state should help them, as is done in all developed countries, for example, through special grants and student loans.
Indeed, in the context of the inevitable reduction of budget places in universities and the actualization of the problem of economic accessibility of SVPO for the majority of Russians, a logical option for solving this problem is the development of the institution of educational lending, as a damper way of transition from an education system with partial reimbursement of costs to a system with full reimbursement of costs as the prevailing one. This will lead to an increase in the economic accessibility of SVPO, which in turn can cause ambiguous and contradictory consequences:
1. Universities, placed in strict conditions of competition for applicants, all other things being equal, will be forced to accept everyone, of whom there will be quite a lot, since the financial problem, which is currently the main limiting factor in obtaining higher education, will be solved with the help of a loan. As a result, we get a system of mass higher education of low quality with all the ensuing consequences.
2. Another development of the situation is possible, which is a more probable option than the first, taking into account current trends. The predominance of an education system with full reimbursement of costs can cause a significant reduction in those wishing to receive higher education, since for the majority the financial problem will not be solved with the help of an educational loan due to its high cost and/or the conservatism of Russian society, which is expressed in the reluctance of the population due to sociocultural and mental features of taking out any loans. Confirmation is the following fact: today, every second family (57%) of university applicants is ready, if necessary, to borrow a large amount to pay for education. Half (51%) know about the existence of an educational loan, but only a little more than a third of families (35%) are ready to take advantage of it on acceptable terms, and only 1.2% actually took advantage of it. At the same time, the majority of household heads believe that such a loan should be interest-free and should be written off if a person, after receiving a diploma, goes to work in those places and for the salary that will be offered by the state.
In general, these features in the field of educational lending correspond to the general attitude of Russians towards loans, namely, reluctance to take out loans and fear of the prospect of living in debt. Thus, according to research by the Public Opinion Foundation, only 36% of the population have used credit over the past 2-3 years (taking out a bank loan or buying goods in a store on credit). At the same time, 61%, in principle, do not allow themselves the opportunity to use any credit in the future. Of those who are ready for loans, only a few (3%) consider the option of a loan for educational needs.
As a result, in this situation, either a massive reduction in universities is possible, as a result of which the country will receive a high-quality SVPO, accessible both financially and intellectually to only a limited number of citizens; or, if the number of universities remains the same, the country will have low-quality SVPO, accessible financially and intellectually. In fact, these trends are already observed in modern society, so if nothing is done, they will intensify.
Thus, we can conclude that in modern conditions the majority of the population is not yet ready for educational loans, either financially or mentally. Due to the identified features of Russian society, we come to the conclusion that an educational loan can only be a partial mechanism for increasing the economic accessibility of SVPO, capable of providing assistance mainly to wealthy segments of the population (“middle class” and above), if they need it at all. For the “minority”, which is understood as a certain part of society, characterized by the presence of less power, which is often, but not always, small in number compared to the dominant (numerous) group and has comparatively worse choices, an educational loan practically does not solve the problem of economic accessibility of SVPO in many reasons associated primarily with their negative attitude towards the possibility of loans, not so much because of personal economic calculations, but because of their dislike of debt. Therefore, such students need special solutions aimed at increasing the accessibility of SVPO. This, however, does not indicate the uselessness of educational lending as an institution.
The need to develop new approaches to attracting private resources to education is due to the generally low level of income of the population and the need to provide convenient and profitable savings schemes for them.
BIBLIOGRAPHY
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It should be noted that there are differences in the strategies of families. Families experiencing financial difficulties more often pay for education from the savings of the older generation (parents) or borrow money. Families with higher incomes (“middle class” and above) pay for education primarily from the current earnings of their parents.
All this puts on the agenda the development of mechanisms for private investment in education. In our opinion, the main problems of their formation are:
Lack of mechanisms for direct government support for private investment through the development of both private and government lending and subsidizing programs;
The underdevelopment of the system of financial instruments for targeted savings, which makes it possible to distribute the costs associated with obtaining education over time and thus reduce the burden on the family budget (educational securities, educational insurance, educational lending).
From the analysis of the material presented, it follows that for most students, studying at a quality university is associated with very high costs; Given the opportunity to obtain a higher education that is not of the highest quality, but affordable in terms of finances and intelligence, many households choose the latter. In the current situation, well-planned student loans can help solve these problems.
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