Yanchenko
I. V.
Ryabikhin I. S.
Khakas
Technical Institute – the Branch of SFU
Prospects of higher education for sustainable
development of the society
Technical and economic
evolution of the society in which economic activity is focused on the
prevalence of "production for production's sake" leads to negative
consequences of scientific and technical progress, including finite resources,
environmental issues, demographics, "information explosion",
financial security, anti-technological, military, natural disasters and so on.
Identified problems identified priority of the state to stabilize the economic
growth and the development of social and economic policies in order to achieve
sustainable socio-economic development of society.
Under the sustainable
socio-economic development is understood as the balance of external and
internal factors of the national economy, providing a positive trend change its
parameters without jumps and failures together with the identification and
prevention of the negative effects of economic activity in the future. Among
the factors of sustainable economic development, competitiveness and quality of
isolated human resources are inextricably linked with technology, information,
financial and others. Resources that provide overall improvement of the
environment, improving the quality and life expectancy.
One way to accomplish
the task - to develop a strategy of rational use of human resources with an
emphasis on staff development, career planning and business activities of
employees. Considering the higher vocational education, as a public institution
in the plane to overcome the negative effects of human economic activity in the
future, the educational policy of the state aims to increase its
competitiveness, its sustainable socio-economic development. In connection with
what is so urgent task of formation of professional competence of university
students in the process of higher education, which is reflected in the federal
state educational standards of higher education. In these circumstances, the
educational system of universities is seen as a source of intellectual capital
and innovation in technology upgrades, as a source of formation of personnel
reserve for sustainable socio-economic development of the country.
In today's society is
widely known, became anecdotal phrase:
- to include in the process of higher education students, "Now remember
what they taught you in school ...";
- for graduates includes
professional activities "Now forget what you taught at the institute
....".
However, in higher education
institutions take on the learning outcomes of the previous level of education,
and to work without a diploma did not accept. This allows us to conclude – translates modern
education plays an important role in modern society. Education in schools is
one of the foundations on which to base subsequent human activities requiring
further continuing education, professional training, and training. Of course,
learning life as a natural process plays an essential role. In this case, the
formation of personality as a natural evolutionary process and information is
due to adaptation to life and everything in it is happening. According to I.V. Ilyin and A.D. Ursul this model of
unsustainable development, forming the "lagging" life consciousness,
her momentary display [2, 6].
According to A. D. Ursul educational
process, whose motto is "Survival through education" refers not only
to the individual, but also the whole of humanity as a whole [2]. The way this
innovative educational process associated with overcoming internal
contradictions interrelated:
- Education - inertial,
conservative system in which the transmitted "obsolete, outdated methods
established knowledge";
- The education system is
in crisis and no longer meets the needs of modern life and basically simulates
a significantly deformed as past of our civilization and science. [2,3,4].
Understanding the impact of these
new conditions socio-cultural reality resulting from the technical and economic
evolution of society, can not use the exhaust earlier approaches and requires a
fundamentally new and innovative leading solutions in the education. An
education consistent with the process of evolution and survival of humanity is
called advancing.
Theoretical background of advanced
training are presented in the works of Vygotsky and other scientists involved
in developing training (P. Y. Galperin,
V. V. Davydov, A. Disterverg, L.V. Zankov, A. N. Leontiev,
N. A. Menchinskaya, I. H. Pestalozzi,
S. L. Rubinstein, K. D. Ushinskii, D. B. Elkonin).
"Education is only
good when it is the creator of development. It encourages and brings to life a
variety of functions, which are in the stage of maturity and are in the
"zone of proximal development". Training should run ahead of
development, accelerate and cause tumors"(L. S. Vygotsky)
[1].
Education is called a
leading, if:
1) advancing acts
systemically property pedagogical system and defines the requirements for all
of its components;
2) the content of
education is based on the anticipation of future requirements for the person as
a subject of social activity, contributing to the disclosure of the student's
cognitive activity, enabling effective self-education, formation of individual
converting intelligence as the ability to compromise multiple criteria in
assessing the consequences of decisions;
3) educational
technology actualize the potential of the individual as an individual human
essence in the process of constructive activity in the emerging problem
situations that require the transfer of methods and activities to new
conditions in the actual process of scientific knowledge;
4) the impact of
education is determined by:
a) the formation of free
and responsible individual, combining professional competence to civil
liability, having humanistic worldview and moral consciousness;
b) the development of
intelligence of the person, manifested:
- in clear and concise
terms, which operates a man;
- awareness of the
connections between objects and phenomena;
- the ability to establish
causal relationships between phenomena;
- the ability to
anticipate events by analyzing trends in cash, which determines the possibility
of predicting the future, and thus extends the sphere of human activity;
- the ability to find new
ways to solve problems in the presence of well-known.
Analysis of scientific literature,
research Institute of Human Rights and other work allowed us to determine the
essence of advanced education the following provisions:
- advanced education is
designed to carry not only the traditional social function of knowledge,
experience and culture from past to future generations, but also the function
of preparing the person to advancing action on the survival of civilization in
the global crisis and the transition to sustainable development [5];
- overcoming conservative
translation mechanisms obsolete knowledge and culture, advanced education puts
emphasis on the problems associated with the strategy of sustainable
development and will be the basic mechanism for solving global problems [4, 5];
- advanced education as
prognostic allow a certain extent predict the future, to take forward-looking
action to resolve the crisis, which requires the formation of a collective
integrated intelligence, acting as lead and vision of social life, manage
preventive action of the international community (which is why it is often called
the noosphere formation ) [7];
- advanced education
should be developed at a faster rate compared to others, especially the
material kinds of social activities, and be guided by the enduring fundamental
values and objectives, on the
coming culture conducive to the survival of civilization [7];
-
advanced education involves consideration of the
subject of the educational process, not only in this "here and now",
but as a subject able to take responsibility for the future is not yet known
threats and challenges, as the subject is able to develop this condition, its
features during the development of new ways to work in the conditions its
increasing complexity and updates.
Thus determined advancing higher
professional education requires a specification and substantiation of
principles of construction of educational content and the choice of educational
technologies, ensuring the development of personal and intellectual capacities
of the subject of the educational process.
References
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