Innovations in the system of higher education. Innovations in education. Higher educational institution as an innovative structure. Innovations in universities

16.01.2022

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The current socio-economic situation in the country reflects the transitional nature of the era. On the one hand, the management mechanisms, social and economic structures characteristic of the planned economy of a socialist state have been destroyed. On the other hand, market relations in the full sense of the word and their corresponding structures have not yet been created. At present, a course has been taken to transfer the Russian economy from a raw material development path to an innovative one. The role of higher education in this process is key. But it itself faces a huge number of problems, one of which is to improve the quality of its functioning and guarantee the results of its activities. This problem is closely related to the introduction of innovations.

Innovation in education should be understood as an innovation designed to resolve the current problem situation in order to optimize the educational process, improve its quality or organize favorable conditions for students to master the material.

The very concepts of "innovation" and "innovation" are often confused with each other, but they should be distinguished. A.V. Khutorskoy in his book "Pedagogical Innovation" points out that innovation is a potentially possible change, and innovation (innovation) is a realized change that has become real from a possible one.

The following types of innovations in the system of higher professional education are distinguished:

intra-subject innovation- innovations contained "inside" the subject or the way it is taught. For example, the introduction of original teaching methods and the creation of educational and methodological commissions (TMC) in various areas of training;
general methodological innovation- the introduction of non-traditional technologies in teaching, which are universal in nature, which makes it possible to apply them in any subject area. For example, the development of creative assignments for students and the orientation of teaching in higher educational institutions mainly on the independent work of students, as well as the use of distance learning;
ideological innovation- changes due to the renewal of consciousness and trends of the times. For example, teaching students of all specialties computer skills, since it is now difficult to imagine a specialist applying for any job and not having this skill;
administrative innovation- decisions made by managers of different levels, leading to an increase in the efficiency of management of an institution of higher professional education. The most striking innovation in this area can be considered the widespread introduction of quality management systems (QMS) and the principles of Total Quality Management (TQM) in the management system of a higher educational institution. It should be noted that the presence of a QMS at an institution of higher professional education is a mandatory accreditation indicator.

The first three types of innovations most often do not require significant costs, and the main factor hindering their implementation is pedagogical conservatism, and administrative innovations sometimes require restructuring of the entire management system and therefore are difficult to implement. In order to understand what kind of innovations a higher school needs, it is necessary to assess the state of the educational services market. This market at this stage of development is characterized by the following features:

the elimination of state regulation of the labor market and a powerful system for the distribution of graduates;
increased competition in the market of educational services due to the emergence of many non-state educational institutions and the development of paid education in state educational institutions;
the rapidly changing situation in the labor market, the ever-emerging shortage of specialists in certain specialties. This problem is exacerbated by the fact that this shortage cannot be met instantly, since the preparation of the necessary graduates requires a certain period of time;
unstable demand for specialists on the part of employers, which no one is engaged in forecasting in educational institutions;
low efficiency of the educational processes themselves due to insufficient funding of the higher education system and, as a result, the impossibility of applying the most modern teaching methods.

The existing problems indicate the need for large-scale changes, which should, first of all, ensure a high level of competitiveness of a higher education institution in the educational services market. Obviously, the institution of higher professional education needs, first of all, the introduction of administrative innovations. As already noted, one of the innovations in this area is the orientation of the entire management system, and indeed the entire activity of a higher educational institution, on the principles of TQM and the creation of a quality management system. This is especially important for public educational institutions, because, despite the greater confidence on the part of employers, as the main consumers of their services, they are traditionally characterized by a low quality of the educational process due to outdated material base and insufficient funding from the state. In addition, as possible reforms in the financing of public higher education institutions, the possibility of introducing "educational vouchers" to implement the principle "money follows students" is being considered. If these innovations are implemented, higher education institutions will have to fight for each applicant, and in such conditions they will simply be forced to use all possible market tools in the competition. One of them may be the orientation of all their activities to the needs of customers and other interested parties.

In addition, the process of introducing innovations into the activities of higher education should be considered from the point of view of its accession to the process of creating a single European educational space. In this case, administrative innovations in higher education should also play a special role. In order to introduce the principles of mutual recognition of qualifications and ensure the mobility of specialists and teachers, it is necessary not only to create a unified regulatory framework, but also to build confidence in the quality of educational processes and professional training. Since the standards that the QMS must comply with are international, the presence of such a certificate is a guarantee of a stable, sustainable quality of the educational services provided, including on the scale of the international market.

The traditional educational system, the effectiveness of which is estimated at a level of no more than 60%, cannot be simultaneously reorganized in all respects. The principle of gradualness is the main principle of introducing innovations in educational processes. Their introduction into the activities of higher education should be based on a certain concept, which exactly corresponds to the trends of the times. As such a concept, an idea that has long been exploited by many industrial enterprises and service organizations can be used - this is "customer orientation".

BIBLIOGRAPHY

Innovations in education. Speeches of the participants of the VII-th All-Russian remote August scientific and practical conference // Internet magazine "Eidos". - 2005. - September 10. http://www.eidos.ru/journal/2005/0910-26.htm.
Khutorsky A.V. Pedagogical innovation: methodology, theory, practice: scientific publication. - M.: Publishing House of the UNC DO, 2005. - 222 p.

Bibliographic link

Leontieva O.A. INNOVATIONS AS A NEW PHILOSOPHY OF HIGHER EDUCATION // Fundamental Research. - 2006. - No. 7. - P. 83-84;
URL: http://fundamental-research.ru/ru/article/view?id=5209 (date of access: 02/01/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History" 1

The transformation of higher education is associated with an audit of functional features: research activities, teaching, and the provision of educational services cannot run counter to the value foundations and cultural and historical goals of the academic university society. Forms, methods of scientific research (for the teaching staff) of teaching and learning must be constantly improved in the direction of the existing internal structure, as well as the organization of the scientific and educational life of higher education, its academic space. Among the conditions for the transformation of the educational space of higher education is the successful development by students of various social practices, a set of skills and abilities, and the acquisition of a culture of professional behavior. Higher educational institutions are the main source and leading professional resource base, thanks to which changes in the socio-economic structure of the country are formed. Emphasis on quality education in a developing society, high human potential are dominant in the process of introducing various areas of transformation. An adequate socio-economic policy, both at the regional and especially at the federal level, contributes to the build-up, concentration and effective use of the scientific and educational potential of universities and society as a whole. The article considers the main systemic and structural changes in modern higher education in Russia, indicates the main ways of innovation in higher education.

higher education

professional training

innovative changes in higher education

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2. Bulakh K.V., Banshchikova T.N., Shneider E.M. The problem of identifying and evaluating the development of a personal component in the structure of the competence model of a future specialist / Modern problems of science and education. - 2015. - No. 5.? id = 22295 (date of access: 07/24/2017).

3. Lyapunova A.D. Innovative system of university management in modern conditions / A.D. Lyapunova // Materials of the round table of the II All-Russian scientific and practical conference "Innovations and information technologies in education", April 09-10, 2009: Lipetsk State Pedagogical University (Lipetsk), 2009. - P. 43-47.

4. Sultanova D. M. Organizational and pedagogical conditions for the preparation of a university teacher for innovative and commercial activities: dis. ... cand. ped. Sciences: 13.00.08 / Sultanova Dilara Mirzalievna; [Place of protection: North-Caucasus. state tech. university]. - Makhachkala, 2011. - 202 p.

5. Dolgopolova N.V. Systemic and structural changes in modern higher education in Russia / N.V. Dolgopolova // Proceedings of the International Scientific and Practical Conference "Science and Business: Ways of Development", 2014. - No. 8 (41): TMBprint Publishing House (Tambov). - S. 34-37.

6. Belov S.A. Preparation of vocational education teachers for the development of innovative educational technologies / S.A. Belov // Proceedings of the International Scientific and Practical Conference "Perspectives of Science". - Tambov, 2013. - No. 9 (48). - S. 37-41.

One of the key characteristics of the world community at the present stage of historical development is the radical acceleration of social and scientific and technological progress, as well as the widespread dissemination of modern ideas and technologies. In this regard, the reproduction of knowledge, based on innovation, has an increasing impact on the pace of economic development. The dynamics of the introduction of innovations in the Russian economy, set by the top leadership of the country, largely depends on the formation of its new structure, in which the scientific and educational sphere occupies an increasingly important place, which is largely due to the strengthening of the positions of its most effective institutions - higher educational institutions . In order to form a development strategy aimed no longer at recovery, but at expansionary dynamics, Russia has no other way than the formation of an economy based on knowledge and skills of a new, innovative type. This circumstance, together with the potential of the scientific and educational sphere, which ensures innovation in industry and the economy, determines the special location of this socio-economic system in the macroeconomic system of the country. To implement the required innovations, the scientific and educational sphere itself is obliged to apply the most modern information and innovative technologies in its activities. The latter is directly related to the improvement of technologies, mechanisms and methods of managing the innovative development of the scientific and educational sphere. These conclusions have been fully and repeatedly confirmed by world experience, which shows that modernization and improvement of the education system based on innovation is impossible without defining the fundamental priorities of the state's economic policy, which set the main vector of control actions on the educational environment. There is also no doubt that the scientific and educational sphere in general and higher education in particular, due to their unique position in society, are not so much the ultimate goal of introducing innovations, but an indispensable condition for the stable innovative development of the economy of any country.

The deepening of the significance and role of innovation in the development of society quite naturally leads to an acceleration in the development and implementation of innovations. The accumulation of prerequisites for qualitative transformations in educational institutions, namely in higher education, entails not only the transformation of its external parameters, but also leads to an active search, as well as the introduction of new qualities of the education system. The study of transformations in higher education is called to life not only by the progressive process of socio-economic transformations of Russian society, but at the same time by the crisis of the foundations of higher education, as a deepening contradiction between the new needs and demands, in particular, of the emerging post-industrial society, and persistently preserved established forms and methods. development of knowledge, as well as building a system of scientific and educational practice of subjects of study. In general, all vectors, pace, as well as the results of the transformation processes in the university are set taking into account the educational policy, correctly formulated management decisions and the readiness of the scientific and pedagogical team to participate in the transformation associated with the advanced development of society.

Leading the way can take place with the help of constant and systematic changes, which in turn require strategic development of plans for the development of higher education in the modern socio-economic environment, self-identification in the face of changing requirements for higher professional education. These changes include: the absorption of both managerial and educational processes by new technologies, the tightening of requirements for the quality of higher education, a variety of methods for transferring knowledge (within corporate, distance and other types of training), support for the principle of diversity in areas of training, levels, forms of obtaining higher education, general accessibility, as well as the responsibility of higher education to society. Along with this, universities, as social institutions, always strive for a state of stability and for this reason resist radical changes.

Although it is impossible to accurately determine the genesis of the term "innovation" (innovation), it is assumed that this term came from the natural sciences to the social sciences, since innovations are first and foremost introduced in the fields of medicine, industry and agronomy. Although innovations accompany society from the very beginning of its formation, as a pedagogical category they are relatively young and this is one of the main reasons that there are big disagreements in their definition, but at the same time there are no significant misunderstandings and discrepancies.

The most critical differences in the definition of the term "innovation" are associated with the use of related and similar terms to characterize them. This diversity of terms, although it emphasizes the synonymous richness of the language, also indicates the urgent need for their concretization, and not only for the sake of theory, but also for the sake of practice. Innovations are not only ideas, but also means, processes, and results, taken in the unity of the qualitative improvement of the pedagogical system. Some teachers consider innovation to be a narrow understanding of the modernization of education, some - a broad one, etc. Others - the word "innovation" is replaced by the terms modernization, modernization, reform, optimization, improvement, etc.

By the definition of "pedagogical innovations" we mean reforms carried out in the pedagogical system that improve both the course and the results of the educational process. But innovations can not only improve, but also worsen the system. Some of the innovations can be or become a brake on the modernization of the educational system. The issues related to the results of the introduction of innovations in education can be attributed to the same extent to the field of pedagogical innovation.

The first attempts to transfer Russian education to the path of modernization development date back to the early 2000s, when the stage of formation of an updated education system in post-Soviet Russia ended, which, in turn, consisted in the emergence of non-state higher educational institutions, reorientation of the higher education system to meet the demands labor market, as well as the gradual application of international standards for the organization of the educational process. In the early 2000s The country's leadership, realizing the urgency of modernizing the education system as a basis for Russia's cultural and economic competitiveness on a global scale, set a course to stimulate developments in the field of innovative models and technologies, as well as their introduction into the higher education system. At the present stage of socio-economic development, the higher education system cannot exist outside the space of state control and support, only due to commercial investments alone. Therefore, the question of the formation of a unified strategy for the modernization of higher education and the implementation within its framework of the general course for the socio-economic and socio-cultural development of the Russian state is becoming increasingly relevant.

Innovative searches for pedagogy of higher education in the light of the implementation of the paradigm of a competency-based approach to education are aimed at designing and organizing the educational process that would take into account the needs of the personality of a future specialist in developing their creative potential, readiness and ability to act successfully in non-standard situations. In recent years, pedagogy has developed a number of innovative teaching technologies, appropriate forms, methods and means that have great potential in the development of the personality of a future specialist.

The fundamental values of higher education lie on the positions of innovation in development, which expands its cognitive potential, based on the principles of problem-oriented and interdisciplinarity, as well as practice-oriented forms of education. The traditional functions performed by universities are: conducting scientific research and broadcasting knowledge. At the same stage of the development of society, universities are increasingly involved in solving problems of regional development, which in turn formulates the third function of the university - to be a socio-cultural center, a system-forming factor in the development of the regional space. At the same time, by their nature, many innovations conflict, on the one hand, with everything conservative, which is aimed at preserving the traditionally established academic position of higher education, and on the other hand, are aimed, within the framework of strategic planning, at a significant increase in technical and economic efficiency. all types of university activities. In this case, these goals can be achieved by ensuring the integration of educational and scientific activities in the structural units of the university, the freedom of scientific creativity, the accumulation of resources in the main vectors of the development of science, engineering and technology, the creation of favorable organizational and pedagogical conditions for all subjects of innovative processes.

We note some facts , which influence the improvement and optimization of the main directions of the higher education system, namely:

1) dynamic changes in working conditions;

2) formation of a new paradigm of economic development;

3) democratization of education;

5) changes in the demographics of countries.

It should be noted that changes in higher education are taking place both in Russia and in all post-industrial countries. If we conduct a comparative analysis, we can understand that the Russian reforms differ in many respects from the same reforms taking place in other countries of the post-Soviet space. It should be noted that in many countries of the world, it was the influence of the state on the activities of universities that decreased, which resulted in the massive spread of higher education, as well as the difficulty of meeting the significantly increased needs of society in obtaining people of this educational level.

In the new edition of the Strategy for Innovative Development of the Russian Federation until 2020, the goal of the innovative development of the Russian society is the formation of the competence of an “innovative person” among the citizens of the country, which includes the following components: readiness and ability for continuous education, critical thinking, professional mobility, creativity and entrepreneurial spirit, competitiveness, combination of individual and team abilities, knowledge of foreign languages as communication tools. Accordingly, the education system in the country should be focused on the development of the above innovative qualities in citizens, including through a certain modernization of the educational process, introducing innovations in educational plans and programs, as well as expanding the functional component of institutions of higher professional education. One of the most important areas within the framework of the strategy for the modernization of Russian higher education has been the expansion of research and development activities of higher educational institutions. To solve this problem, a course was taken to create and develop small innovative enterprises at universities. An important moment in the process of modernization of Russian education is the development of state educational standards, including federal and national-regional components. The federal components of the standards determine the mandatory minimum content of the main educational programs, the maximum amount of teaching load, and the requirements for the level of graduates' training.

In our opinion, the transition of universities to an innovative development model is inherently a dynamic process of high intensity and efficiency, and triggers various factors, among which the human capital factor occupies an important place, i.e. entities capable of developing, implementing and promoting the modernization of society. Universities constantly set themselves the task of creating and implementing projects and successfully solve them. Higher education institutions actively apply relevant technological solutions, analyze and develop ways to solve problems, as well as monitor and find competitive advantages. At the same time, if the primary importance is given to the accumulation of one's own experience, the accumulation of knowledge using one's own potentialities, as well as the development and improvement of one's own knowledge base for one's business, then such universities are called self-learning. It is these universities that are positioning themselves in the market of scientific and educational services that are aimed at introducing innovations. Education is especially important for such a university, since it builds its competitive advantage on innovation.

Among the conditions for the transformation of the educational space of higher education is the successful development by students of various social practices, a set of skills and abilities, and the acquisition of a culture of professional behavior. Higher educational institutions are the main source and leading professional resource base, thanks to which changes in the socio-economic structure of the country are formed. Emphasis on quality education in a developing society, high human potential are dominant in the process of introducing various areas of transformation. An adequate socio-economic policy, both at the regional and especially at the federal level, contributes to the build-up, concentration and effective use of the scientific and educational potential of universities and society as a whole.

Determining the difference in the features of the functioning of universities gives the right to talk about the polarization of the regional development of higher professional schools, about the diversity of structural and content transformations in higher education institutions, in particular, in the use of a variety of methods, resources and strategies for their implementation. This choice is often predetermined by the orientation towards the short term, the solution of current, momentary tasks, the traditional approach to tactical choice. This target vector allows us to talk about the importance of developing innovative educational technologies that incorporate the experience available in pedagogical science and practice in implementing the basic principles of a humanistic approach to the student's personality. It is difficult for many higher education institutions to fully decide on the strategic directions of their development, to choose the policy that will be implemented within the framework of strategic management. Innovative methods for the development of higher education at present quite fully reflect the development of relevant ideas of continuous learning, as well as modern trends in the formation of a single educational space. The use of a modular structure of vocational training in the higher education system, the humanization of education, as well as the active development of high technologies are included in the main resources of the modern formation; it is planned to implement numerous projects for the development and implementation of basic educational programs for undergraduate and graduate programs.

Bibliographic link

Shneider E.M., Dimitryuk Yu.S., Tamoshkina E.V. INNOVATIVE CHANGES IN MODERN HIGHER EDUCATION IN RUSSIA // Modern problems of science and education. - 2017. - No. 5.;
URL: http://science-education.ru/ru/article/view?id=26813 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

INNOVATIONS IN HIGHER PROFESSIONAL EDUCATION

INNOVATION IN HIGHER PROFESSIONAL EDUCATION

Mednaya T. A. student of the JURIU RANEPA, faculty of the State Medical University, group GMUB_411

Mednaia T.A. student

South Russian institute of management of the Russian Presidential Academy of National Economy

and Public Administration faculty GMU groups GMUB_411

The article analyzes innovations in the field of higher professional education in the Russian Federation, their implementation and functioning in practice. The list of the main tasks of higher professional education and the functioning of innovative educational activities are considered.

Key words: innovations, higher professional education, levels of education, bachelor, master.

The article analyzes the innovations in the field of higher professional education in the Russian Federation, their implementation and operation in practice. A list of the main tasks of higher education and operation of innovative educational activities is considered.

Key words: innovation, higher education, levels of education, bachelor,

At present, significant changes are taking place in the educational policy of Russia in our country. Modern Russian education is the result of huge changes that have taken place in the system of national education in recent years. In this sense, education is not just a part of the social life of society, but its avant-garde: hardly any other subsystem of it can confirm the fact of its progressive development with such an abundance of innovations and experiments to the same extent.

Education is always present, although it is based on past experience and looks to the future. A lot has been written about the upbringing and education of a future specialist, which indicates an interest in this problem, on the one hand, and the absence of static in understanding the image of a modern specialist and a specialist of the future, on the other.

The problem of innovation has long been of interest to scientists. L.P. Knyazhenko, after analyzing the essence of innovation and the innovation process in education, draws the following conclusions: 1) innovation is a means, and innovation is the process of mastering this means; 2) the innovation process should be understood as the activity of creating pedagogical innovations, their use and dissemination.

According to the World Declaration on Higher Education for the 21st Century published by UNESCO, higher education, which has a history of several centuries, has convincingly demonstrated its vitality and its ability to change, to promote transformation and progress in society.

A number of state documents of the Russian Federation contain the following definition of higher professional education - this is education on the basis of secondary (complete) general or

secondary vocational education, carried out in a higher educational institution according to the main professional educational programs (corresponding to the established standard), culminating in the final certification and the issuance of a document on higher professional education to the graduate.

The standard regulation on a state institution of higher professional education presents a list of the main tasks of higher education, it looks like this:

1) Satisfy the needs of the individual in intellectual, moral and cultural development, through higher professional education;

2) Develop sciences and arts through scientific research and creative activities of scientific and pedagogical workers and students, use the results obtained in the educational process;

3) To promote the training, retraining and advanced training of workers with higher education and scientific and pedagogical workers of the highest qualification;

4) To form in students a civic position, the ability to work and live in the conditions of modern civilization and democracy;

5) Preserve and increase the moral, cultural and scientific values of society;

6) Disseminate knowledge among the population, raise its educational and cultural levels.

The educational standard of higher professional education was formed by 1994. It includes general provisions concerning the system of higher professional education as a whole; Classifier of directions and specialties of higher professional education; State requirements for minimum content and level of training

graduates in each specific area of specialty.

There are three levels of higher education fixed in the State Standard of Higher Professional Education.

The first level is called incomplete higher education, which is received by a student who has studied at a university for at least two years and has successfully passed an intermediate certification. Of course, no separate educational programs are created for this level of education. In fact, it exists as an unfinished passage of some educational program of a higher level.

The second level of higher professional education ends with the qualification "Bachelor". The corresponding educational program assumes a standard period of study of at least four years.

And finally, the third level of higher professional education corresponds to educational programs of two types that provide training for specialists with the qualification of "master" or the traditionally indicated qualification - "teacher", "agronomist", etc., the generalized name for which is the term "specialist".

Education is directly related to innovation. So what is it? Let's define the term "innovation". Let's turn to the article of famous Canadian researchers Charles Belanger and Paul Mejit. They write: “Innovation is generally defined as the process by which value, such as new economic and social benefits, is derived from skills and knowledge through the generation, development and execution of ideas for the production of new and improved products, processes, services. In their article, scientists revealed a pragmatic approach to innovation, which, in their opinion, became the main one in order to increase the value of applied knowledge.

The development of innovative and educational activities depends on

external and internal factors affecting higher education institutions. The external environment is characterized by increased competition, changes in government policy aimed at modernizing the education system, as well as changes in the contingent of applicants and the requirements for graduates from employers. The internal environment is characterized by a competency-based approach, third-generation standards that require significant correction in the organization of the educational process. All these factors, one way or another, lead to an increase and dissemination of pedagogical innovations that allow bringing the quality of education to a new level that meets the requirements of today and tomorrow.

The initial conditions for the development of innovative and educational activities are determined by the following factors:

Organizational - technological;

Motivational - psychological;

Material and technical;

Informational.

An innovative approach to teaching is predetermined by:

> rapid obsolescence of knowledge;

> intensive informatization of society;

> delayed transfer of social experience;

> organizational-structural crisis of the global education system.

In this regard, pedagogical innovations can be considered as a systemic response to the socio-cultural dynamics of the development of both civilization as a whole and a separate one.

Russia's entry into the world educational space is accompanied by a number of trends:

1. The first trend is related to the development of a multi-level system

education at many universities in Russia. The advantages of this system are that it provides greater mobility in the pace of learning and in the choice of a future specialty; to form new specialties on the basis of the received university education.

2. The second is the enrichment of universities with modern information technologies, the wide inclusion in the Internet system and the intensive development of distance learning for students.

3. The third is the universalization of higher education in Russia and the process of integrating all higher educational institutions with leading domestic and foreign universities, which leads to the emergence of university complexes.

4. Fourth - the inclusion of Russian universities in the process of updating higher professional education, taking into account the requirements of world standards.

Universities that change in the process of innovative search are classified as self-developing education systems.

Bordovskaya and Rean note that different types of innovations are distinguished in the system of domestic higher education. I use the following criteria:

> scale of university transformations;

> the degree of depth of the transformation being carried out;

> degree of novelty by the time factor.

the ability on the scale of the entire education system and other spheres of human activity to disseminate and apply innovations that radically change the morality, spirituality, and intellectuality of society.

In the late 1970s for the first time the topic of innovation was sounded thoroughly

and innovation. The meaning of innovation in pedagogy was first linked to the expansion of the reproduction of experience. (M.V. Klarin)

There are two types of study abroad:

1. supporting (similar to our reproductive traditional);

2. innovative, which could be modernizing (in the version proposed by us - active and transforming (innovative - intensive).

In recent years, a synergistic approach has gained ground. The ideas of synergetics in modeling and forecasting the development of educational systems are being developed by a number of authors (Prigozhin, Adamsky, Boguslavsky, etc.).

G.K. Selevko identifies the following structure of pedagogical technology, which includes: the conceptual framework, the content of the training and the content of the educational material, the procedural part, which includes the organization of the educational process, methods and forms of educational activities, students and the teacher, diagnostics of the educational process, etc.

The future of Russia, its place in the world community, the well-being of the population is largely determined by whether it will be able to develop and implement the main priorities in the field of innovation, economic and social development. Today, the strategy for the development of innovations, optimization of innovation management for Russia is the moment of truth. It is possible to turn the tide and become one of the world's leading countries by relying on the "knowledge economy", the development of social and human capital.

Bibliography:

1. Mitusova O.A. Innovative approach to the language education of the future specialist. // Izvestiya SFedU Philological Sciences, 2010, No. 2,

Page 164-165.

2. Slastyonin V.A. Pedagogy of vocational education. Moscow, 2006.

3. Kostyukevich S.V. Innovations: the approach of modern Western authors in the context of Russian experience. Bulletin of the higher school. Education abroad. 2011. No. 4. Page 69-73.

4. Is innovation in the field of terminology always a consequence of the development of scientific knowledge? Methodology. 2004. No. 3. Page thirty.

5. Salnikov V.A. Innovative learning: a student-centered approach. 2010. No. 11. Pages 22-27.

6. Nepomniachtchi. A.V., Pisarenko V.I. Innovative education: achievements and prospects. 2007. No. 7. Page 14-19.

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8. Mitusova O.A. Architectonics and logical and semantic content of the language educational space: formal, non-formal, informal education of students // State and municipal management. Scientific notes of SKAGS. 2011. No. 3. S. 171-176

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10. Frolova Yu.G. The system of higher education as a necessary element of the strategy of innovative development // State and municipal management. Scientific notes of SKAGS. 2012. No. 1. S. 241-246

The term "innovation" means "innovation". The main indicator of innovation is a progressive start in the development of the university in comparison with established traditions and mass practice. Therefore, innovations in the education system are associated with changes in the goals, content, methods and technologies, forms of organization and management system; in the styles of pedagogical activity and the organization of the educational and cognitive process; in the system of control and evaluation of the level of education; in educational and methodological support; in the curriculum and programs; into the funding system. The needs of the country, region, city, district - as a social order - can act as sources of ideas for updating the university; achievements of the complex of human sciences; advanced pedagogical experience; intuition and creativity of leaders and teachers; experimental work; Foreign experience.

Today, a number of trends are observed on the way of reforming higher education. The first is connected with the development of a multilevel system of training specialists in many universities. This system provides wide mobility in the pace of learning and in the choice of a future specialty. It forms the ability of graduates to master new specialties on the basis of their education. The second trend is the powerful enrichment of universities with modern information technologies (the Internet system, telecommunication forms of education). The third trend is the universityization of higher education in Belarus and the process of integrating higher education institutions with leading universities in the country and in the world, which leads to the emergence of university complexes. The fourth trend is the transfer of higher education to self-financing. Inclusion of Belarusian universities in the renewal of higher professional education, taking into account the requirements of world standards. Therefore, there is a transition of the Belarusian university to the mode of experimental work on testing new curricula, educational standards, new educational technologies and management structures (N.V. Bordovskaya, A.A. Rean).

General vocational education is being replaced by a holistic, cumulative, student-centered education. The basis for this is the development trends of modern education.

1. Each level of education is recognized as an integral part of the system of continuous education.

2. Information technologies are widely introduced into education, which changes the traditional cognitive-oriented education, the technologization of education significantly expands the intellectual activity of students.

3. There is a transition from a strictly regulated organization of education to variable, block-modular, contextual learning, which implies a high level of development of educational independence, self-education.

4. The interaction between the teacher and the student is changing, acquiring the character of cooperation.

These trends characterize the current state of education in developed countries and determine the principles of its reform at the beginning of the 21st century and the formation of corresponding innovations (Zeer).

A full-fledged systemic education received in the process of learning creates conditions for a person to realize himself as a person, gives him socio-professional mobility. Today, three paradigms of professional education are presented in pedagogy: cognitive-, activity-oriented and student-oriented. In accordance with the cognitive paradigm, education is considered by analogy with cognition, and its process (goals, content, methods and means of teaching) as a research activity. The purpose of training reflects the social order for the quality of knowledge, skills and abilities. Educational material - as didactically "prepared" scientific knowledge. Education is understood as the transmission of the socio-cultural experience of a new generation. The pedagogical concepts of this paradigm are traditional, academic, and reproductive. From an ideological, managerial point of view, this is the most effective and preferred approach. From a psychological and pedagogical point of view, this is a personally alienated education (M. M. Potashnik). The activity-oriented paradigm of education is focused on the fulfillment of the social order. Education is a socio-cultural technology for the formation of knowledge, skills and abilities that ensure the success of social, labor and artistic and applied activities - this is the target setting of this educational paradigm. Both cognitive and activity-oriented education are aimed at achieving the quality of education, understood as learning and social and professional preparedness.

The central element of student-centered education is the continuous development of the personality of the trainees. This paradigm is adequate to the philosophy of open education, it implies not only education, but also self-education, not only development, but also self-development. Focused on the individual psychological characteristics of the individual, it should be variable, provide students with a free choice of educational routes (D. G. Levites). The fundamental provisions of this paradigm of education include:

1. Priority of individuality;

3. The leading nature is ensured by the formation of social and professional competence and the development of extrafunctional qualities of a specialist in the process of educational and professional activities;

4. Personally-oriented vocational education is maximally addressed to the individual experience of the student, his need for self-development. Personally-oriented education from the state and managerial positions is extremely difficult, expensive, and from the pedagogical point of view, it is not technologically provided.

In accordance with the National Strategy for Sustainable Socio-Economic Development until 2020 and the main directions of the socio-economic development of the Republic of Belarus, the transition to an innovative path of economic development is considered as a necessary condition for ensuring long-term economic growth and a steady increase in the welfare of Belarusian citizens. Innovative development involves building a new type of economy based on the creation, dissemination and use of scientific and technical knowledge in all industries and sectors of the economy to reduce production costs, increase labor productivity and increase the competitiveness of national production.

A successful transition to an innovative path of development requires a highly developed scientific and technical potential in the country - first of all, scientific personnel and a wide network of research and educational institutions that produce scientific and technical knowledge. Nevertheless, as international experience teaches, knowledge by itself does not transform the economy, and the costs of its production do not always bring high returns. Successful construction of an innovative economy requires the creation of mechanisms that ensure the demand for scientific and technical knowledge in the economy and a high return on their implementation.

Despite the significant difficulties of the transition period, Belarus as a whole managed to maintain a significant scientific and technical potential. However, the problem of the discrepancy between the “structure and scientific and technical level of research to the needs of the development of the economy” and the “lack of practical application in the economy of many developments” still remains unresolved. In world practice, the solution to this problem is carried out by creating a national innovation system (NIS), which ensures the coordination of the activities of producers of scientific and technical developments (including research institutions, higher educational institutions) and consumers of these developments (enterprises) based on market principles, t .e. based primarily on profitability criteria. Belarus is one of the countries that made a political decision to build such a “market type” system.

Higher education institutions should become an important part of the national innovation system, which makes it necessary to significantly transform their traditional functions, both in the field of education and training, and in the field of scientific research. In particular, the integration of universities into the NIS will require a revision of the content and objectives of education, taking into account the needs of the economy, as well as strengthening their role in conducting scientific research and implementing their results in economic activity. These changes are implemented mainly through the creation of innovative infrastructure facilities within universities that are engaged in the commercialization of scientific developments, technology transfer and research on a contract basis: high-tech parks, technology parks, innovative business incubators and technology transfer centers. The activities of such structures ensure the integration of the university into the processes of production, transfer and implementation of knowledge as market participants.

In Belarus, the creation and operation of innovative infrastructure facilities is largely based on foreign experience, primarily the United States and other English-speaking countries. Based on the analysis of the Belarusian experience and its comparison with foreign experience, this material will analyze the first results and identify some potential problems for the research and educational activities of universities related to the work of innovation departments.

In modern innovation management, innovations are defined as purposefully carried out changes in all areas of the organization's activities to adapt to the external environment in order to achieve long-term operational efficiency (Z. G. Naydenova). While maintaining their essence, innovations, being formalized through the implementation of certain activities, are nevertheless identified in relation to the area in which they are implemented. The field of higher education, including higher legal education, is no exception.

The need for innovation in the field of education is caused by the involvement of the educational space of the Republic of Belarus in the national innovation system, including in the sphere of innovation relations, complicated by a foreign element. The most important consumer of the results of innovation activity is the economy - the area where the effectiveness of the innovation environment is most pronounced. In the specialized literature, it is rightly noted that a market economy requires innovative education, which could form in students the ability to self-educate as an activity aimed at the future, educate them in social responsibility, confidence in their professional abilities (V. I. Nozdrin-Plotnitsky).

The priority areas of innovative activity in the system of higher education are:

1. Based on systemic changes in the educational space of the Republic of Belarus, changes in the local nature of the educational process in educational institutions at the level of structural units and, above all, faculties and departments. All possible changes in the educational space at the level of individual educational institutions and their structural subdivisions should be based on the identification of the educational space of the Republic of Belarus as a single educational space with its inherent general patterns of development.

2. Development and use of innovative products in the system of higher education: educational local rule-making; target software; promising educational and methodological support; post-educational professional adaptation; exchange of professional skills, etc.

The innovative model for the development of higher education involves the implementation of a systematic approach to the development and use of innovative products with their distribution to all types of educational activities. At the same time, it is necessary to be guided primarily by such general principles as the priority of education, the secular nature of education, the democratic nature of education management, the continuity of levels and the continuity of education, the active participation of the state as the main guarantor of the constitutional right of citizens to education in the development of the education sector, the priority of universal human values, human rights, the humanistic nature of education, which implies the freedom of choice by teachers of teaching and upbringing methods, pedagogical technologies, teaching aids, and by students - educational institutions, directions, training profile (specialty), forms of education.

3. Planning innovative educational projects of various levels and urgency: systemic and local, long-term and short-term, national and international, etc. Innovation in higher education should be based on the planning of specific projects with the development of elements inherent in planning. Planning allows you to ensure the consistency and quality of educational activities, as well as rationally manage the available resources.

4. Modeling of national and international integration processes in the field of education, as well as the activities of state bodies, commercial and non-profit organizations. Innovative activity in the field of higher education cannot be successfully carried out if it is carried out outside the integration processes taking place in economics, law and politics.

5. Development of supporting elements of the higher education system, including: information, material, law enforcement, etc. Supporting elements of the higher education system can be positioned as an educational infrastructure necessary to ensure the educational process.

The whole path of development of pedagogical science shows that the main contradiction in the educational process is manifested in the relationship of the "old" and the new, that is, traditional and innovative. The reason for this is, on the one hand, the need for sustainable components to stabilize the educational process, which subsequently develop into pedagogical traditions, but on the other hand, innovations are mandatory, innovations that ensure the dynamics of the development of this process.

Thus, we can conclude that the system of higher legal education, as well as modern education in the Republic of Belarus in general, needs innovation. The process of implementing innovations in the existing system of higher education should be considered as a continuous process, taking into account the state and level of development of the national system of higher education. On the other hand, innovations in the system of higher education are distinguished by their characteristics and should take into account the specifics of the specialty and the prospects for professional development.

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Federal State Budgetary Educational Institution of Higher Education

Russian University of Economics named after G.V. Plekhanov

Faculty of distance learning

Test

By discipline: "Innovation management"

On the topic: “Innovations in education. Higher Educational Institution as an Innovative Structure”

Alaeva Khava Akhmedovna

Scientific adviser: Doctor of Economics, Professor

Filin Sergey Alexandrovich

Moscow, 2016

Introduction

1. The concept of innovation in education

2. Higher education institution as an innovative structure

Conclusion

Bibliography

Introduction

Innovations, or innovations, today are carried out in almost any area of human professional activity and therefore, naturally, become the subject of study, analysis and implementation. Innovations in education are the result of scientific research, advanced pedagogical experience of both individual teachers and teachers, and entire teams.

In relation to the pedagogical process, innovation is the introduction of something new into the goals, content, methods and forms of training and education, the organization of joint activities of the teacher and the student.

Innovative technologies in education allow you to regulate learning, direct it in the right direction. They play a particularly important role in higher educational institutions, since the main task of universities is to "produce" specialists, and the process of training personnel requires appropriate changes in the role, approaches and methods of managing the innovative scientific and educational activities of modern universities to match them with the real pace of economic development.

The innovative activity of the university is a systematic, qualitative change in the institution of higher professional education as a result of the targeted development and implementation of innovations in the educational, scientific and educational process of the university. The goals of management are the development of the creative abilities of students, the training of high-class specialists, as well as the creation of high technology, the implementation of these technologies in life.

This paper discusses the features of the concept of innovation in the field of education, as well as the most important components of the university as an innovative structure.

1. The concept of innovation in education

In the 80s of the 20th century, special studies of the problem of innovation in pedagogy began in our country, and it was at this time that the question of innovation in the Russian educational system was raised. The terms "innovations in education" and "pedagogical innovations", used as synonyms, were scientifically substantiated and introduced into the categorical apparatus of pedagogy.

Pedagogical innovation is an innovation in pedagogical activity, changes in the content and technology of training and education, with the aim of increasing their effectiveness.

Thus, the innovation process consists in the formation and development of the content and the organization of the new. In general, the innovation process is understood as a complex activity for the creation (birth, development), development, use and distribution of innovations, and innovation is a purposeful change that introduces new stable elements into the environment, causing the system to transition from one state to another . The innovation process is considered as the development of three main stages: the generation of an idea (in a certain case, a scientific discovery), the development of an idea in an applied aspect and the implementation of an innovation in practice. In this regard, the innovation process can be viewed as a process of bringing a scientific idea to the stage of practical use and the implementation of related changes in the socio-pedagogical environment. An activity that ensures the transformation of ideas into innovation and forms a system for managing this process is an innovative activity.

Educational innovations are considered to be innovations specially designed, developed, or accidentally discovered as part of a pedagogical initiative. The content of innovation can be: scientific and theoretical knowledge of a certain novelty, new effective educational technologies, a project of effective innovative pedagogical experience, ready for implementation, made in the form of a technological description. Innovations are new qualitative states of the educational process, which are formed when the achievements of pedagogical and psychological sciences are introduced into practice, using advanced pedagogical experience.

Innovations are developed and carried out not by public authorities, but by employees and organizations of the education and science system.

For a complete and accurate representation of the specifics of the innovation processes taking place in the modern Russian educational space, two types of educational institutions can be distinguished in the education system: traditional and developing. Traditional systems are characterized by stable functioning, aimed at maintaining the once established order. Developing systems are characterized by a search mode.

In the Russian developing educational systems, innovative processes are implemented in the following areas: the formation of a new content of education, the development and introduction of new pedagogical technologies, the creation of new types of educational institutions. In addition, the teaching staff of a number of Russian educational institutions is engaged in the introduction of innovations into practice, which have already become the history of pedagogical thought. For example, alternative educational systems of the early twentieth century M.? Montessori, R.? Steiner, etc.

2. higher education institutionas an innovative structure

The development of higher education cannot be carried out otherwise than through the development of innovations, through the innovation process. In order to effectively manage this process, it is necessary to understand it, and therefore - to know what the study of its structure, or structure, implies. Any process (especially when it comes to education) is a complex dynamic (mobile, non-static) formation - a system that is polystructural, and therefore the innovation process itself (like any system) is polystructural.

The activity structure is a combination of the following components: motives - goal - tasks - content - forms - methods - results. Indeed, everything starts with the motives (incentives) of the subjects of the innovation process (rector, teachers, students, etc.), defining the goals of innovation, transforming goals into a “fan” of tasks, developing the content of innovation, etc. All these components of activity are implemented under certain conditions (material, financial, hygienic, moral and psychological, temporary, etc.), which are not included in the very structure of activity, but if ignored, the innovation process would be paralyzed or would proceed inefficiently.

The subject structure includes the innovative activity of all subjects of the development of an educational institution: the rector, vice-rectors and his deputies, teachers, scientists, students, parents, sponsors, methodologists, university teachers, consultants, experts, employees of educational authorities, attestation service, etc. This structure takes into account the functional and role ratio of all participants in each of the stages of the innovation process. It also reflects the relationship of participants in the planned private innovations.

The level structure reflects the interconnected innovative activity of subjects at the international, federal, regional, district (city) and university (institute) levels. It is obvious that the innovation process in the university is influenced (both positively and negatively) by the innovation activity of higher levels. In order for this influence to be only positive, special activities of managers are needed to coordinate the content of innovations, innovation policy at each level. In addition, managing the development process of a particular university requires consideration of it at least at five levels: individual, small group level, university (institute), district and regional levels.

The content structure of the innovation process involves the birth, development and development of innovations in education, educational work, organization of the educational process, in university management, etc. In turn, each component of this structure has its own complex structure. So, the innovative process in? training may involve innovations in? methods, forms, techniques, means (that is, in? technology), in? the content of education or in? its goals, conditions, etc.

Life cycle structure: a feature of the innovation process is its cyclical nature, expressed in the following structure of the stages that each innovation goes through: emergence (start) - rapid growth (in the fight against opponents, routineists, conservatives, skeptics) - maturity - development - diffusion (penetration, distribution) - saturation (mastery by many people, penetration into all links, sections, parts of the educational and administrative processes) - routinization (meaning a fairly long-term use of innovation - as a result of which for many people it becomes common phenomenon, norm) - crisis (meaning the exhaustion of opportunities to apply it in new areas) - finish (innovation ceases to be such or is replaced by another, more effective one, or is absorbed by a more general effective system). Some innovations go through another stage, called irradiation, when, with routinization, the innovation does not disappear as such, but is modernized and reproduced, often exerting an even more powerful influence on the development of the school. For example, the technology of programmed learning before and after the widespread use of computers in universities with access to the Internet.

The management structure involves the interaction of four types of management actions: planning - organization - leadership - control. As a rule, the innovation process in the university is planned in the form of a university development concept or - most fully - in the form of a university development program, then the activities of the university staff are organized to implement this program and control its results. Particular attention should be paid to the fact that the innovation process at some point can be spontaneous (unmanaged) and exist due to internal self-regulation (that is, all the elements of the above structure, as it were, do not exist; there may be self-organization, self-regulation, self-control). However, the lack of management of such a complex system as the innovation process in the university will quickly lead to its attenuation. Therefore, the presence of a managerial structure is a factor stabilizing and supporting this process, which, of course, does not exclude elements of self-government, self-regulation in it. Each component of this structure has its own structure.

In addition to those mentioned, in any innovation process it is easy to see such structures as the creation of innovations and the use (mastering) of innovations; a complex innovation process that underlies the development of the entire school, consisting of interconnected micro-innovation processes.

The more often the manager will turn to these structures in his analytical and, in general, managerial activities, the sooner they will be remembered, they will become self-evident. In any case: if the rector fixes a situation when the innovation process is not going on at the university (or is going inefficiently), the reason must be looked for in the underdevelopment of some components of a particular structure.

Knowledge of all structures is necessary for the rector also because it is the innovation process that is the object of management in a developing university, and the head must know the object that he will manage in detail.

All the above structures are organically intertwined with each other not only by horizontal, but also by vertical links, and moreover: each component of any structure of the innovation process is implemented in the components of other structures, that is, this process is systemic.

Innovations in higher education themselves imply a system consisting of several components:

the learning objectives;

· motivation and means of teaching;

participants in the process (students, teachers);

· performance results.

When analyzing learning technologies, it is important to highlight the use of modern electronic means (ICT). Traditional education involves overloading academic disciplines with redundant information. With innovative education, the management of the educational process is organized in such a way that the teacher plays the role of a tutor (mentor). In addition to the classic option, a student can choose distance learning, saving time and money. The position of students regarding the option of learning is changing, they are increasingly choosing non-traditional types of learning. The priority task of innovative education is the development of analytical thinking, self-development, self-improvement. To assess the effectiveness of innovation at the highest level, the following blocks are taken into account: educational and methodological, organizational and technical. Experts are involved in the work - specialists who can evaluate innovative programs.

Among the factors hindering the introduction of innovations in the educational process, the leading positions are occupied by:

Insufficient equipment of educational institutions with computers and electronic means;

Insufficient qualifications in the field of ICT of the teaching staff;

The inattention of the leadership of the educational institution to the use of innovative technologies in the educational process.

To solve such problems, retraining of teachers, seminars, video conferences, webinars, the creation of multimedia classrooms, educational work among students on the use of modern computer technologies should be carried out. The best option for introducing innovations into the system of higher education is distance learning through the use of global and local world networks.

Innovations in education, examples of which are given above, not only “bring science to the masses”, but also reduce the material costs of education, which is quite relevant given the global economic crisis.

The head of any university, especially one in which the innovation process is organized, is obliged to carry out all transformations on an impeccable legal basis. The legal norm is an important and necessary tool for management activities.

In the innovative activity of higher education, documents of various levels are used - from acts of international law, federal laws to resolutions of local authorities, decisions of the Ministry of Education and Science of the Russian Federation, municipal and regional educational authorities, governing bodies and officials of the university itself. The priority of international and federal norms over regional, local, departmental and intrauniversity norms is obvious.

Today, in the conditions of the increased independence of universities, its leader gets the opportunity to rely directly on the norms of the law, including international ones. This kind of management practice is innovative in itself.

The central place in the normative-legal support of the development of the university belongs to the law of the Russian Federation "On Education".

The university, in accordance with the procedure established by the legislation of the Russian Federation, is responsible for:

Failure to perform functions related to? Its competence;

Implementation of incomplete educational programs in accordance with the curriculum and schedule of the educational process;

The quality of education of its graduates;

Violation of the rights and? freedoms of students, listeners and? employees of the university;

Life and health of students and workers during the educational process.

innovative educational educational communication

Conclusion

So, innovation in education is an important and even necessary industry, since in today's rapidly changing world a person must constantly develop and quickly adapt to new trends and discoveries in all spheres of life. Innovations in the educational process contribute to the most effective and high-quality training of future specialists, so the topic of innovation is especially relevant for universities.

The innovation process in higher education institutions is a complex system consisting of many interrelated structures, such as activity, level, content, subject, life cycle structure, management structure, etc. The functioning of each of these structures plays a huge role in the implementation of the innovation activity of the university, and if the innovation process of the university is not carried out or is carried out inefficiently, most likely the reason lies in the underdevelopment of some components of one or more of these structures.

Examples of innovations in education carried out in universities today can be the introduction of IT technologies or distance learning.

Also, any innovation process should be based on regulatory legal acts. In our country, these are acts of international law, federal laws, resolutions of local authorities, decisions of the Ministry of Education and Science of the Russian Federation, municipal and regional educational authorities, governing bodies and officials of the university itself.

Bibliography

1. Analysis of the innovative activity of higher educational institutions in Russia / I. I. Grebenyuk, N. V. Golubtsov, V. A. Kozhin and others - Penza: from the Academy of Natural Sciences, 2012

2. Gafforova, E.B. Innovative component as a factor in the effective development of the university / E.B. Gafforova, E.Ya. Repina // Innovations in Education: Journal. --2014. -- No. 1. -- S. 58-66.

3. Novikova, G.P. Innovative activity is the most important condition for the professional and personal development of a teacher / G.P. Novikova // Pedagogical education and science: journal. - 2015. - No. 3. - S. 11-14.

4. Repina, E.Ya. To the question of the definition of the concept of "innovation" / E.Ya. Repin, E.B. Gafforova // Innovations in education: journal. -- 2014. -- №2. -- S. 25-32.

5. Sazonova Zh. V. Innovative activity of the university in the context of corporate culture [Text] // Actual issues of economics and management: materials of the international. scientific conf. (Moscow, April 2011). T. II. - M.: RIOR, 2011. - S. 128-131.

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Innovations in the system of higher education. Innovations in education. Higher educational institution as an innovative structure. Innovations in universities

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