Education is a strategic resource for the socio-economic and cultural development of society, ensuring national interests, strengthening the authority and competitiveness of the state in all spheres of activity in the international arena. The integration process of cultural, educational and scientific and technical areas is the introduction of modern norms and standards in education, science and technology, the dissemination of their own cultural and scientific and technological achievements. A particularly important task is the implementation of joint scientific, cultural, educational and other projects, the involvement of scientists and specialists in scientific research programs.
Definition and implementation of national educational standards
The definition and implementation of national educational standards are the main trends in the development of education in modern Russia. The integration of education concerns all its levels, but most often it is used in the formation of the content of basic education. Nationaleducational standards are the sum of clearly defined regulatory requirements for the content of curricula. The attitude of teachers to the standardization of education is ambiguous. Some of the experts believe that unification is based on rigid standards that bind all children to a single cultural and intellectual model without sufficient consideration of their individual characteristics. Increasingly, one can hear thoughts that the standardization of the content of education should not mean the standardization of the personality of the student. So, in training, it is advisable to fix the minimum necessary knowledge and skills, while maintaining a wide space for variable training programs. This is what determines the need for standardization of education with further improvement of systems of differentiated education.
Adapting curricula to the conditions and needs of a multicultural and multiethnic student body
The new curricula are entrusted with a responsible task: to ensure that children from different cultures and ethnic communities master the language minimum of basic knowledge as the basis for constructive social integration. Solving this problem requires significant efforts at the level of society - organizational, financial, political and, above all, directly educational. Therefore, in recent years, the development of education on the basis of multiculturalism has been singled out as a special direction for the modernization of programs and, in particular, the content of basic knowledge.
Careful,respect for different cultures, dialogues, mutual enrichment and mutual knowledge of different peoples and ethnic groups as the priority principles of multicultural education are receiving increasing trends in the development of school disciplines. To this end, school curricula include knowledge about modern and former civilizations, about various geopolitical regions of the world and individual countries, as well as religious studies courses. A special trend in the development of the education system is acquiring local and regional educational initiatives. In the process of studying some educational topics (clothes, food, entertainment, hygiene products), children are taught to understand and respect the right of everyone to be different. Religious studies courses in schools are of great importance in the context of multicultural education. Teaching religious studies is designed to familiarize students with various beliefs, world religions, the activities of universal churches and contribute to the formation of a rationalistic worldview in young people, instill moral virtues, ensure tolerance and pluralistic thoughts in relations between people of different faiths.
Humanization and humanization of the content of basic education
Humanity and humanitarianism are immanent characteristics of the trend in the development of children's education. And the role and importance of these components of school education has a clear upward trend. The tasks that the modern school is called upon to solve require not only taking into account the humanistic and humanitarianaspects of the formation of the content of knowledge, but also to engage in their strengthening and development. Ensuring full literacy, preventing functional illiteracy, professional self-determination and self-realization of the individual, socialization of young people - this is not a complete list of truly humanistic and humanitarian tasks, in the solution of which trends in the development of the modern education system occur.
However, the problems of humanization and humanitarization continue to be urgent and relevant for high school today. The movement continues to ensure the safety of this school from manifestations of violence, for the establishment of the principles of tolerance and cooperation in pedagogical relations. In the process of teaching humanitarian subjects, it is recommended to study not only wars and political events, but also provide students with knowledge about a wide variety of types and aspects of human activity - trade relations, economic activity, religion, art, and the like. As already noted, all varieties of basic knowledge, now natural-technical and mathematical, are subject to the tendencies of humanization and humanitarization. These trends in the development of education are implemented in pedagogical practice in several ways. The value-semantic aspect of the natural-mathematical block of knowledge is also of considerable importance, although it is equally inherent in humanitarian knowledge. Human life is the highest value.
Trends in the development of education in China
Using the experience of developedcountries of the world in the field of organization of higher pedagogical education in China is, of course, a positive trend of recent decades. In China, there are many universities that cooperate with foreign institutions, in April 2006 there were 1100 of them. 20th century a one-party policy was chosen. This has its drawbacks: one-sided views, constant control, following the ideas of Mao Zedong. In Chinese pedagogical universities, as well as in non-pedagogical ones, the main subjects include: ideological and moral education, the foundations of law, the principles of the philosophy of Marxism, the principles of political science of Marxism, entry into the teachings of Mao Zedong, entry into the teachings of Deng Xiaoping.
Historically, in the early twentieth century. Six districts of the PRC were identified where educational institutions that trained teachers were located: Beijing District, Northeast Province District, Hubei District, Xi Chuan District, Gong Dong and Jiang Su. China is a large country, and the most successful and we althy provinces are those that border the ocean. In the west of the country (where the desert) the worst conditions for the development of higher education. Not all graduates of pedagogical universities want to travel to remote corners of their country, especially to villages. Therefore, the state is pursuing a policy of encouraging young people to do this in the spirit of patriotism and devotion to communist ideas. In China, as in many countries around the world, technical universities are given more resources and financial support for development and improvement. Special laboratories, research institutes, sites for experiments, etc.similar. For example, Beijing Polytechnic University is included in the list of the state plan "Project 211", that is, it is focused on the world level of development. Pedagogical universities lag behind technical universities in this respect. Positive trends in the development of modern education prevail, and therefore it can be argued that the process of modernization of teacher education in the PRC is gaining new momentum.
Development of higher education in Ukraine in the context of European integration
The role and importance of the training potential in ensuring social progress is growing more and more. Education is a strategic resource for the socio-economic and cultural development of mankind, ensuring national interests, strengthening the authority and competitiveness of the state in all spheres of activity in the international arena. Trends in the development of modern education in Ukraine are determined by the strategy of the Bologna process. The introduction of its principles is a factor in the European integration of Ukraine and a means of increasing citizens' access to quality education, it needs a deep reform of the structure and content of education, learning technologies, their material and methodological support.
Reformation of education, both structurally and substantively, is an urgent social need of today. Entry into the Bologna space for Ukrainian society has become important and necessary due to the need to solve the problem of recognition of Ukrainian diplomas abroad, improve the efficiency and quality of education and, accordingly, the competitiveness of Ukrainianhigher education institutions and their graduates in the European and global labor market. At the same time, there is uncertainty about the prospects and principles of relations between Ukraine and the European Union. This is one of the objective restrictions on the integration of Ukrainian higher education into the European space. The way out of this situation is to answer the question: which trend in the development of education in Ukraine is correct, depending on the level of readiness of Ukrainian higher education for this.
Modern higher education in Poland
An experience for our country can be the experience of the Republic of Poland, which is the first post-socialist country to sign the "Bologna Declaration" on June 19, 1999. The end of the 20th - the beginning of the 21st centuries is characterized as a period of signing by the ministers of education of the leading European countries of documents on reforming higher education in accordance with the conditions of the modern world. The Magna Carta of the Universities was signed on September 18, 1988.
Now Poland has the best trends in the development of education in the world (from secondary education to doctoral programs) by young people aged 15 to 24 years. These achievements of Polish teachers coexist with a deep decentralization of management with the country's top leadership. The Central Council for Higher Education (established in 1947), which consists of 50 elected representatives of universities and the scientific community (of which 35 are doctors of science, 10 teachers without a doctorate degree, and also 5 representatives fromstudents).
The law has given the Council considerable oversight rights, because without the consent of the budget funds are not distributed and ministerial orders are not issued. State higher education institutions receive funds from the state treasury to solve problems related to the education of students enrolled in programs, graduate students and researchers; for the maintenance of universities, including the repair of premises, etc. These funds are allocated from a part of the state budget, which is managed by the Ministry of Science and Higher Education. State universities do not charge tuition fees, but students must give money in case of a second year of study due to poor performance, for courses in a foreign language and courses that are not provided for in the program. Public universities also accept payment upon admission, and public colleges may charge fees for entrance exams.
Trends in the development of higher education in Russia
Higher education, as one of the leading public institutions, is undergoing constant changes in accordance with the dynamics of social processes - economic, political, cultural, social. However, the response of training systems to social challenges occurs with a certain inertia. For this reason, there is an urgent and constant need to purposefully bring the main parameters of disciplines in line with social changes. Such an element as content is subject to the modernization trend of development.education. The process of constitution has two main aspects - social and pedagogical, because they are interconnected. Therefore, a change in the social aspect does not always automatically cause a change in the pedagogical one. However, sooner or later their coordination becomes an objective necessity and requires purposeful pedagogical actions. This need reveals itself in the permanent process of reforming the content of higher education in Russia. The rapid scientific and technological progress, the development of the latest technologies, the high level of market relations, the democratization of social relations are the factors that determine the needs and form the prerequisites for improving the content of higher education.
Contradictions in improving the education system
Today, the improvement of student training programs occupies one of the leading places in the general context of the modernization of the content of higher education. Describing the development of the content of teaching at the university and institute, one can identify such dialectically important contradictory aspects of this process as:
- The contradiction between the unlimited volume of knowledge accumulated by mankind and the limited training programs. There are no full opportunities to display this knowledge in sufficient volume and with proper depth.
- The contradiction between the integrity of the spiritual and practical experience of mankind and the predominantly fragmentary or disciplinary way of teaching it to students.
-The contradiction between the objective content of knowledge and the objectivity of forms and ways of their translation and assimilation.
- The contradiction between the social conditionality of the content of knowledge and the individual-subjective characteristics of student needs and dispositions before its assimilation.
Modernization of education in Russia
To the extent possible, teachers strive to mitigate or smooth over these contradictions. In particular, the directions of modern modernization activity in the field of shaping the content of higher education are largely subordinated to this very goal. Accordingly, the following trends in the development of education in Russia can be classified as priority areas:
1. Closing the gaps between the achievements of modern sciences and the content of disciplines.
2. Enrichment and modernization of the invariant component of the content of higher education.
3. Optimization of proportions between blocks of humanitarian and natural-mathematical knowledge.
4. Humanization and humanization of the content of higher education.
5. Consolidation of curricula through the formation of interdisciplinary integrated blocks of knowledge content.
6. Introduction of academic disciplines of social and practical direction, the latest information technologies.
7. Adaptation of curricula and their methodological support in accordance with the conditions and needs of a multicultural and multiethnic student body.
8. Improving organizational mechanismsand methodological foundations of teaching program knowledge in order to ensure their assimilation by the absolute majority of students.
