The system of innovations in higher education. Modern problems of science and education. Problems of introducing innovations

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, with a history spanning 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 to produce 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.

7. Solodova E.A. New models in the education system. Moscow, 2011.

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

9. Avdulov N.S. Science and innovation // State and municipal management. Scientific notes of SKAGS. 2008. No. 3. S. 6-15.

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

• Sozaev Konstantin Gubadievich, Candidate of Sciences, Associate Professor, Associate Professor
• North Ossetian State University named after K.L. Khetagurova

• INDEPENDENT WORK OF STUDENTS
• COMPETENCES
• COMPETENCE
• TEACHER
• STUDENT
• INNOVATIONS
• EDUCATIONAL PROCESS

The article attempts to analyze the problems that arise during the approval of new forms and methods of organizing work in the educational process of the university to enhance the educational and cognitive activity of students, their independence, and the development of creative thinking.

• Faith as one of the assistants in working with incurable patients
• Improving the quality of customer service

In recent decades, the quality of the education system of the domestic higher school has come into conflict with social development, the further progress of science, technology and economics, the development of mankind as a whole. In order to get out of this critical situation, scientific research has intensified in our society, steps have been taken to optimize the educational process of universities, a new strategy for the development of Russian higher education is being developed, the basic parameters for the modernization of education have been outlined, and a new generation of federal state educational standards has been developed. In the system of higher education, goals are set to improve the quality of life of university staff of various innovations through the establishment of a competency-based approach.

The concept of "innovation" comes from the Latin language, and in translation means the introduction of something new, the process of change associated with the creation, recognition or introduction of new elements (or models) of material and non-material cultures. In the pedagogical literature, the term "innovation" means ideas, processes, means and results, taken in the unity of a qualitatively perfect pedagogical system. Solving the goals and objectives of higher professional education in the field of training specialists who are fluent in their profession and key competencies, capable of effective work in their specialty at the level of world standards, readiness for continuous professional growth, social and professional mobility and entry into intercultural professional communications , the Russian system of higher education is based on the provisions and principles of the Bologna Declaration. The purpose of this document, signed by Russia in 2003, is to create a European educational space in order to increase the employability of graduates, increase student mobility, and increase the competitiveness of higher education. The first and, most likely, the main provision of the declaration is the requirement to introduce two-level education at the university, in particular, the bachelor's level, lasting 3-4 years (but not less than 3 years) and the master's level, lasting 1-2 years. The first of these levels ends with the graduate being awarded the title of "bachelor", the second - "master".

The declaration further recommends the "implementation" of a credit system (credits), similar to the ESTC (Europan Commrinity Course Cretit Transter System) of the European credit recalculation system, as an appropriate means of supporting large-scale student mobility, allowing students to move freely from university to university for recruitment points. The document proposes "free movement" of students from one university to another within both their country and Europe as a whole. Along with students, it is recommended to "expand" the mobility of teachers, as it is supposed to organize competition among universities for teaching staff. The transition to a two-level model of our system of higher education (bachelor-master) is associated with a radical change in the entire structure of the educational process.

The adopted new Federal Law “On Education in the Russian Federation” (dated December 29, 2012 No. 273-FE), the Federal State Standards of Higher Education (FSES HE) are aimed at solving this acute and urgent task. The focus of these documents is the issue of a radical increase in the quality of education as a complex characteristic of education and training of students, covering in a holistic way the process of socialization of a person, in particular, a student, both his educational and extracurricular activities. At the same time, it is defined in the documents as a modern prerequisite for the effective-target basis of the educational process and the role of developing the personal qualities of students in its implementation, that is, its expected result in terms of "competence" and "competence", meaning the ability of the individual to apply knowledge, skills, abilities and other qualities for successful activity in a certain professional activity. The implementation of a new model of education, which includes quality and a competence-based approach as the main goal, requires, accordingly, the application of an integrated approach to the organization of the entire educational process and pedagogical activity in general.

In Russian science, the sociological problems of education are in the field of attention of G.E. Zborovsky, R.E. Kesaeva, Z.M. Sabanova, K.G. Sozaeva, V.G. Kharcheva, E.L. Shchuklina, the problems of an integrated systematic approach, according to which the pedagogical system is understood as the integral unity of all factors of education, the activity approach to the forms of formation and training of the personality, and the concept of the phased development of mental actions were developed by V.I. Andreev, PYa. Galperin, A.N. Leontiev. A.K. Markov, psychological theories of personality L.S. Vygotsky, S.P. Rubinshtein and others. The issues of self-organization and educational and professional activities and independent work are considered in the works of V.P. Bespalko, A.A. Verbitsky, B.A. Takhokhov. The problems of education quality management were analyzed by M.M. Potashnik, V. Dobrenkov, E.V. Kovalev, R.F. Kutliyarova, L.Kh. Magazova, V.Ya. Nechaev. The issues of the development of the modern concept of the quality of training of highly qualified specialists are considered in the works of S.A. Ambalova, V.I. Baidenko, M.I. Bekoeva, E.Zh. Volodina, A.P. Egorshina, E.M. Korotkov. The works of M.I. Bekoeva, A.S. Belkina, Z.K. Malieva, A.M. Novikova, B.A. Takhokhova, A.V. Khutorsky, V.F. Yakovlev and others. The current concept of modernizing the process of improving the quality of education within the competence-based approach in universities focuses on the inclusion in the content and organization of training, both direct participants in the educational process, and other employers interested in this matter, parents of students. Guided by the principles of the Bologna process, the Education Law of 2012. The third generation of the Federal State Educational Standards, the National Doctrine of Education in the Russian Federation until 2025, the main task of higher education is the formation of key competencies in students, which are indicated in the Federal State Educational Standards of Higher Education for the relevant specialties. The standards of the third generation indicate that a graduate must have a number of general cultural and professional competencies. The structure of competency-based experience includes an indicative basis for: 1) competent performance of activities based on the image of the intended product and the logic of its creation; 2) conceptual knowledge about the essence of the process and the result of the activity; 3) a set of methods of activity tested in their own experience (thinking, organizational, communicative, informational, etc.); 4) performing this activity in problematic conditions (with incomplete task conditions, lack of information and time, etc.). ); 5) reflection and self-control of their actions.

The competency-based format of the federal state educational standard of higher education involves assessing the quality of professional education through the competencies of the graduate, which is understood as the integral result of mastering the educational program. Thus, the main task of higher professional education is the formation of key competencies among students, which are indicated in the Federal State Educational Standard of Higher Education for the relevant specialties.

In order to resolve these contradictions and increase the level of the process of education and upbringing in higher education, there is a reorientation in it from a sociocentric in orientation and authoritarian in nature approach to the educational process, to a new concept - a humanitarian one, which places the student at the center of education with his individual abilities and abilities, those. in the “teacher-student” logical scheme, the student comes to the fore, and the teacher becomes his assistant, tutor-mentor and supports the student in the course of joint educational work with him. As a result of this restructuring, the leading source in training and education becomes, firstly, the activity of the student himself, secondly, self-actualization acts as a form of student development, and, thirdly, the conditions for the effective development of the student is to satisfy the basic needs of the individual (in comfortable interpersonal relationships , in the realization of creative potential in cognition in accordance with their individual cognitive strategy, fourthly, equipping the student with the necessary psychological knowledge, skills and abilities to build their life strategy, their behavior, activities and communication.

Thus, the principles of the Bologna Convention, which are currently being introduced in the domestic higher education, as innovations, contribute to the establishment in it on a larger scale than before of the individualization of students' cognitive activity in combination with a developmental approach. And in order to achieve this goal, as experts point out, it is necessary to put the student in conditions that cause him an internal need for knowledge, since only in this case can we talk about improving the quality of training specialists, to form a creative personality. The process of introducing the Bologna Declaration into the activities of universities is accompanied by the approval of various innovations in profile and distance learning, new and information and communication technologies for improving the material base, financing and independence in management. At the same time, innovations cover not only the content of programs, plans of academic disciplines, but also forms of teaching technology, the introduction of pedagogical and managerial innovations into the educational process (new content of education, education, management, new ways of working, new organizational forms, etc.).

Changes are also made to the teaching methods. Methods of problem-based and projective learning, research methods, training forms, etc., are used more and more actively, providing for the actualization of the creative potential and independence of students. In modern conditions, the organization of new forms of training and education of students at the university in accordance with the requirements of the Bologna Declaration for the quality of education is slowing down due to difficulties in two problems: First of all, due to the difficulty of restructuring the position of the personality of teachers from authoritarian control of students to joint activities and cooperation, Secondly, difficulties in the transition from a predominant focus on reproductive learning tasks to a focus on the productive and creative mental activity of students.

In order to optimize these contradictions, universities are actively changing the position of teachers in the course of educational work with students, orienting them towards creating a co-creative environment in the classroom, which is defined as “syncretic or dialogic, or communicative”. Today, university teachers are much more active than before, they began to pay attention to the problems of developing the student's personality, the formation of his abilities for self-education, self-learning, striving to form his motives for developing skills and abilities to deepen and expand their knowledge, develop thinking and intelligence.

An important direction in this plan is pedagogical activity at the university, aimed at “teaching the student to learn” in the process of independent and extracurricular work. For this, such forms of developing quality skills as skills and abilities to work with special literature, reference books, mastering information and telecommunication technologies, the ability to search for the necessary information on the Internet, mastering rational methods in preparation for practical, seminars, testing and self-testing began to be used. on a computer, etc. With the introduction of the principles of the Bologna Convention into the educational process of the university, the functions of the teacher in the presentation of educational information are changing. Students should now receive as much "live" "today's" knowledge as possible. And not only in the course of practices, but also from the lips of a teacher, who in this case should be a researcher, an experimenter, and not just a translator of what is written in textbooks, knowledge that was not obtained by him at all. And if we are talking about quality, i.e. the adequacy of knowledge and the educational process by the changing requirements of social life and business practice, then “live” knowledge should be of a leading character.

The implementation of this provision into practice becomes possible due to the introduction of hitherto unknown didactic and educational programs in the educational process - educational and methodological complexes that involve optimizing the activities of the teacher. They are aimed at improving the quality of training by developing students' creative abilities and independence and provide for the use of problem-based and projective learning methods, research methods, and training forms in the educational process, through which the creative potential of students is updated.

Having made the strategic goal of the domestic higher school the maximum disclosure of the creative potential and opportunities for self-realization of the student's personality for the benefit of society, and, while emphasizing the activity, independence of students, their ability to adapt to changing conditions, an important role is played by the control, accounting and evaluation of students' knowledge, as the most important stage and means of teaching, which allows not only to determine the degree of mastering the educational material by students, but also, at the same time, to identify the shortcomings of teaching and outline ways to eliminate them.

It is known that traditional methods of knowledge control at a university often allow taking into account only the actual knowledge of students when answering standard questions, assessing their skills and abilities. But it is no less important in the final assessment of knowledge in the discipline to take into account the student's individual abilities for independent work, the ability to solve specific problems. These goals are designed to solve the innovation introduced in the country's universities - the rating assessment of the results of various types of activities in the university, including educational. The word "rating" comes from the English "torate" - evaluate and "rating" (assessment, evaluation). The rating technology for assessing learning and training in the discipline being taught is based on the scoring of all types of students' activities for a certain period of time and the calculation of their points.

The rating system for assessing the level of knowledge, for example, was introduced at the SOGU named after. K.L. Khetagurov in 2007. It is aimed at assessing the student's level of preparation both in the course of the current educational activity of his skills and abilities in the process of participating in seminars, laboratory classes, preparing essays, writing tests, and performing computer testing, passing oral tests and exams. At SOGU them. K.L. Khetagurov in the first and second years of a number of faculties - philology, economics, pharmaceuticals, law and art, a study was conducted on how the score-rating system of knowledge quality control satisfies the needs of students in education, how successfully it functions and affects learning motivation. Most of the students surveyed - 53.5% of first-year students and 61.4% of sophomores - admit that the point-rating system has both pluses and minuses. 34.0% of the respondents pointed out the advantages of the BRS, 28.0% of the respondents pointed out the disadvantages of this system. Students refer to the advantages of the point-rating system that you can earn more points yourself and get a test and an exam according to the accumulated amount, it is possible to take educational material fractionally, in blocks, the system keeps the student on their toes and, accordingly, improves discipline and attendance, which contributes to a stronger assimilation of knowledge, the written form of certification helps to give clearer, more thoughtful answers (compared to oral forms of control), avoids excessive excitement in the exam, anonymity of work, eliminates the subjective approach of the teacher, etc. Students consider the following factors to be the shortcomings of BRS: little time is spent on preparing for ratings, a large number of attestations in one week, 2-3 papers have to be submitted in one day, the neurotization factor (the psychological pressure of the observer), insufficient time to write the paper, the impossibility of objective assessment of knowledge, it is possible not to work during the semester, just write off and get the maximum number of points and get an undeserved high mark, the subjectivity of teachers when checking work, a small number of points awarded for the student's current work.

The comments and suggestions of students on the organization and implementation of the rating system for assessing the level of knowledge indicated in the study were taken into account by the staff of the university education quality department. Therefore, in the process of organizing work on the point-rating system, special attention is paid to ensuring that it contributes to greater activity and interest of the student, stimulates his systematic educational work. assessing the complexity of disciplines, the competency-based approach leads to certain positive improvements in student performance and learning, which inspires some hope that the crisis in higher education will be reversed and positive dynamics of improving the quality of education will be created. But in the activities of universities today, unfortunately, along with the noted improvements, there are many negative, problems and unresolved issues, both in the course of approving the principles of the Bologna Declaration, and making changes to curricula, content, methods, technologies, forms of training sessions. , the style of pedagogical work and the organization of the educational and cognitive process, the control and evaluation of the level of education, etc.

Thus, sociological studies show that while in universities, as before, there is no sufficient and painstaking work with first-year students in the period of their adaptation to the conditions of educational activities, assisting them in developing the skills and abilities of independent work with literature, at lectures, in the process of preparing for seminars, etc. In universities, there is a shortage of necessary literature and teaching aids. In recent years, many new textbooks, manuals and translated monographs have appeared, attempts are being made to write textbooks in the departments and publish them in a small edition for their own educational needs. But this is clearly not enough. Therefore, it is advisable to stimulate the production of both domestic and translated, as well as the ability of universities to create textbooks and teaching aids that strictly comply with the requirements of state standards and a competency-based approach.

There are a number of other urgent problems in the activities of universities to introduce innovations and improve the quality of education. In particular, the introduction of innovations in universities is slowed down most often, from the point of view of teachers, by an excessively high workload of their teaching hours, and their lack of material interest. The new system of stimulating the work of teachers does not satisfy many of them. Therefore, it is necessary to resolve the issue of decent wages for teachers, since without this it is difficult to demand from them the full dedication of their efforts and a significant increase in the level of their pedagogical skills.

Another "pain point" of most universities is the outdated material and technical base of the educational process. The need for its modernization is indicated by the fact that at present the faculty staff owns only one computer class with 8-10 computers, which, alas, are not enough for normal work.

Equally important is the problem of the need for organizational work to generalize and disseminate the experience of teachers who are creatively working on the introduction of innovative teaching technologies in order to show the advantages of these new forms using the best examples, to direct the interests of their other colleagues to innovation.

And, finally, a constant analysis of the changes taking place in the university system is necessary and extremely important. Such an analysis can be carried out in various ways, one of which can be a study of public opinion of the main subjects of the higher education system - students and teachers. Their assessment of the progress of innovation is important because, ultimately, they are directed at them and it is up to them to bring these innovations to life. Comparison of the received estimates will allow us to talk about the problems that arise in universities, about their prospects, etc. For if teachers and students do not provide support for the proposed innovations, then it is hardly possible to hope for a successful outcome in the transformation of higher education.

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1

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, in the full sense of the word, relations and structures corresponding to them 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, 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 state 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 resources 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

1. 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.
2. 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"

Until May 15, inclusive, the acceptance of applications for, which is carried out by the HSE and the Rybakov Foundation with the support of the Agency for Strategic Initiatives, continues. Over the past three years, more than 2,000 projects have been submitted to the competition, many of which are now well known in the professional community and beyond.

Individual developers and teams of 2 to 6 people, regardless of professional affiliation, can participate in the competition. The winner of the competition receives a travel grant to present his project anywhere in the world. In addition, the partners of the competition usually award various incentive prizes to the finalists and provide them with consulting support.

So, this year the Far Eastern Federal University has introduced a new nomination - "Educational technologies that compress space and time." “We are six thousand kilometers and seven time zones away from the capital, so we are interested in technologies for the simultaneous presence of users in the educational space, technologies for managing teams of educational projects distributed in space, technologies for remote talent identification,” says Dmitry Zemtsov, Vice-Rector of the University. The winner in this nomination will receive an order for the implementation of their solution in FEFU in the amount of up to 350 thousand rubles.

In the previous three years, KIvO incentive prizes were awarded by the Moscow Polytechnic University, the Agency for Strategic Initiatives, the Moscow City Pedagogical University and other organizations.

In April 2017, about twenty project leaders who participated in KIvO in different years were noted on the Map of Innovation Leaders in Education, prepared by the Center for the Promotion of Innovation in Education "SOL" on the basis of interviews with experts. Those whose activities are related to innovations in education, who plan to participate in KIvO, will certainly be able to take into account their experience in their own professional development. Here are some of these projects.

"Lifestyle" (winner of KIvO-2014)

Intensive socialization programs, designed mainly for high school students - vacation camps in the city and beyond, training, working on ideas. The project is based on the idea that people choose not a profession, but a way of life, so they need an environment for life experiments. According to the author of the project, Diana Kolesnikova, KIvO "was the first positive feedback on what I do."

School of digital creativity "Codabra"

Courses for teaching children to create their own computer games, mobile applications and interactive animations. In the classroom, children work in teams, distributing roles among themselves, brainstorming, coming up with ideas for projects, helping each other to implement their plans. There is a format when children study together with their parents. One of the school's slogans is "Stop playing, let's create!"

"Moscow through the eyes of an engineer" (winner of KIvO-2015)

Excursions, lectures and master classes for children about architectural monuments, about how the city works from the point of view of an engineer. Children are taught project work skills and an engineering way of thinking. Since 2014, the project has been at the top of the TripAdvisor rating among entertainment companies in Moscow. The author of the project, Airat Bagautdinov, advises future KIvO participants not to focus on trying to win, but to make the most of the competition environment in order to find a partner or investor.

"Teacher for Russia"

The Russian version of the American program "Teach For All", which is being implemented in dozens of countries, including the UK, India and China. From among the best graduates of universities, primarily non-pedagogical ones, those who are ready to work as a teacher for two years in schools located in the "outback" are selected. The program provides training for future teachers and additional financial incentives.

EduNet crowdsource project "Education of the Future"

An open community of people interested in updating the education system and creating a set of educational resources: a personnel and methodological center, a modern Internet platform, a model of a new type of school, a conglomerate of educational projects and methods. Customers, creators and consumers of educational services interact in a self-regulating network space.

Innovations in education are those innovations that contribute to improving the quality of the educational and educational process. Search and constant inventions, the introduction of innovative technologies prove that education is an innovative area.

Types of innovations

Innovations in education are systemic changes, the main purpose of which is to obtain effective and stable results. Innovations include not only large-scale changes in the educational system: a unified state exam, an electronic diary, ICT. Innovation in teacher education is also a change in the standard methods and methods of work, allowing to improve the performance of students. Such innovations are developed by the teacher for a specific class team, an individual child.

Innovations in the education system according to novelty are divided into the following groups:

• completely new techniques that have no analogues;
• innovations in which well-known elements are also used.

The second group gives a smaller result, as it is based on old components.

Depending on the object of education, innovations in education can contribute to:

• renewal of the educational organization;
• socialization of schoolchildren;
• educational and educational process;
• maintaining the mental and physical health of children.

The scale of innovation in education

Transformations can improve the work of a particular team, school, or be applied throughout the country. In order for innovations in education to give a stable positive result, and they can be distributed throughout the country, an experimental region (school) is first selected.

Within the framework of such an experimental site, the effectiveness of new methods and methods of work is tested, intermediate and final monitoring is carried out. Upon receipt of stable positive results, the experience is transmitted to other educational institutions.

Any innovations in teacher education appear in the head of a particular person, and only then do they become the property of the country. The process of introducing a new idea is a multi-stage long period, which involves not only testing the innovation, but also analyzing the results obtained, adjusting the methods and methods of work (if necessary).

Preschool education

The Center for Continuing Education and Innovation deals with the systematization and implementation of innovations at all levels of the educational and educational process. The requirement of modernity is the transformation of preschool education. The quality of educational and upbringing activities, the implementation of federal standards of the new generation depend on the effectiveness of the development of innovations in preschool educational institutions.

All innovations that are used in preschool institutions are distinguished by a student-centered approach. The child in the educational and upbringing process comes to the forefront. The Center for Innovation in Education offers the following options for innovation in preschool educational institutions:

• developing activities (creative, playful, musical);
• techniques for relieving excessive emotional stress;
• color therapy;
• fairy tale therapy;
• art therapy.

Employees of the center analyze the effectiveness of each appointment, the possibility of transferring positive work experience.

The specifics of the elementary school

The Center for Continuing Education and Innovation of St. Petersburg pays special attention to innovations at the initial stage of domestic education. In elementary school, priority is given to identifying the child's creative potential, creating optimal conditions for development and self-realization.

The Center for Education and Innovation (St. Petersburg) pays close attention to the professional growth of teachers. Specialists select the best courses for improving the qualifications of primary school teachers, help young professionals choose the most effective methods and methods of upbringing and educational activities.

Innovations contribute to the activation of the child's activity, his involvement in the educational process. The student argues, analyzes, looks for answers to the questions posed to him, and the teacher acts as a coordinator.

Problem lessons and activities

They are an effective innovative method that is familiar to teachers and educators as problem-based learning. Thanks to him, you can get high and stable results in the assimilation of information by children, maintain interest in development and learning in the younger generation.

Problem-based learning is widely used by teachers of chemistry, physics and biology. For example, schoolchildren are asked a certain question, for the solution of which they independently perform practical work.

Acquisition of skills of analysis, processing of the obtained results will be useful for schoolchildren in their professional activities.

Continuous education and innovations are essential conditions for the formation of a socially active personality.

health care

It is impossible to apply even the most advanced pedagogical technologies without due attention to the health of the younger generation. Among the main innovative areas of work for both kindergartens and schools, we will single out health-saving components. Among the forms of work that should be used in educational institutions, we single out sports holidays, outdoor walks, breathing and finger exercises, hardening, water procedures.

Thanks to such activities, children develop a positive attitude towards a healthy lifestyle, they receive first aid skills.

During the lesson or extracurricular activities, the teacher monitors the change of dynamic postures. He uses a special visual material that allows you to reduce the nervous excitability and mental fatigue of preschoolers and school-age children.

Information Technology

Thanks to their introduction into educational organizations, the connection "science - innovation - education" has become a reality. ICT is a reliable ally for any teacher. These innovations help teachers to activate children's cognitive interest, develop associative thinking, which positively affects the strength of the acquired skills and abilities. With the proper use of multimedia presentations, educational films, educational interactive aids, the teacher fully implements the requirements for the level of preparation of preschoolers and schoolchildren of the second generation of the Federal State Educational Standard.

Design and research activities

The Center for Continuing Education and Innovation (CNE) pays special attention to the analysis of the effectiveness of the implementation of the project methodology in preschool and school education. Involvement in research and project activities of the younger generation has become a prerequisite in every academic discipline.

Thanks to independent experiments, the child acquires the skills to work with scientific information, its processing, and the selection of the necessary data. Forming a hypothesis in the course of research is a great opportunity for the development of logical thinking. Any project involves processing the results, summing up, thanks to which the guys improve their communication skills.

Additional education

Not only teachers and educators, but also children's librarians use innovative technologies in their professional activities. In order to instill in the younger generation a love of reading, a careful attitude to literary sources, they use information technologies:

• create electronic catalogs;
• prepare themed evenings;
• make presentations;
• organize exhibitions.

Libraries are now becoming centers for additional development of children. Their employees offer classes where children sew soft toys, learn the art of knitting and embroidery, learn the traditions and history of their native land. Practically all libraries have developed cycles of classes for different ages, aimed at early diagnosis of giftedness, development of creative abilities in each child.

Local history, theatrical, handicraft clubs and circles organized by librarians and other teachers on the basis of libraries are a great opportunity to form an active citizenship in children and help them in career guidance.

Purpose of innovations in education

The whole set of innovations introduced into preschool and school state organizations, as well as into the system of additional education, is aimed at the harmonious development of the younger generation. Within the framework of the new federal standards of preschool, primary, basic, vocational, higher education, requirements have been created for the level of graduate training. Such a "portrait" is a guideline for the work of educators and teachers in the selection of innovative techniques and methods of work.

In recent years, there has been a huge number of initiatives in the educational field. Among them are the Federal State Educational Standards, the Unified State Examination, the OGE, the VPR, the transition in higher educational institutions to the bachelor-master system. Such activity is the result of a new economic reality, the integration of the country into the WTO, the involvement of the Russian Federation in the Bologna process.

Reforming education in the Russian Federation

Today, the entire Russian education system is at the stage of significant reform. The basis for such a process was the introduction of new state standards at all levels of education.

Among their differences from the requirements of the first generation is the presentation of the results of upbringing and education in the form of various competencies.

The system-activity approach is considered the basis of the Federal State Educational Standard. Its essence lies in the maximum development of the thinking of pupils. A modern child must learn independently, therefore, a simple transfer of knowledge from a teacher is not expected, mechanical memorization is excluded, the emphasis is on the formation of an active and creative personality.

Conclusion

Among the positive aspects associated with innovation, there are:

• improving the quality of extracurricular activities (formation of citizenship, healthy lifestyle skills, general cultural development, social orientation);
• introduction of project methodology into the educational process;
• informatization of educational work.

When compiling the content of classes, the teacher uses the innovative experience of colleagues, the wishes of parents (legal representatives), as well as the interests of children.

Among the innovations that have taken place in domestic education, the transition to a two-level higher education deserves special attention. The first stage lasts 3-4 years, the second stage - 1-2 years. Graduates of the master's program have the right to continue their education in graduate school, then in doctoral studies. They can work in scientific centers and research laboratories.

Among the innovations of the Bologna system, the concept of continuous education, which provides for lifelong learning, is of interest. This approach allows a person to receive several academic degrees and diplomas in his life. At the same time, higher-level educational institutions receive additional funds that they can use to upgrade equipment.

Also among the innovations related to higher education, it is necessary to mention the loan for education. This innovation has already been used by many students who dream of a prestigious education.