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MAIN DIRECTIONS OF STATE POLICY IN MANAGEMENT OF THE LIFELONG EDUCATION SYSTEM
А. E. Suleymankadieva
Analysis of the lifelong education system aggregate potential based on: (a) evaluation of the efficiency of the accumulated knowledge; (b) research of influence of external effects, such as knowledge and innovative determinants, on the economy of the country; (c) study of special literature on these problems [4-7, etc.], study of statutes and other regulatory documents [1-3] made it possible to make the following conclusions: first of all, today’s Russian system of education (first of all, secondary-level and higher professional education) in the context of its continuity is characterized by low values of composite indices of accumulation of new knowledge, which results in its lagging behind the lifelong education of economically developed European countries; secondly, the economic system of Russia is characterized by a low rate and speed of the use of new knowledge in the real sector, which results in lagging of the Russian economy behind the progressive European economic systems; thirdly, the intensively developing economy of knowledge determines main directions of development of countries (first of all, well-developed countries), has an impact upon other economies of the world, and consequently, puts the requirements and dictates conditions of their development; fourthly, such a situation results in a decrease of the level of competitiveness of the national economy, and consequently, is a reason of loss of the role of the scientific (including innovative) leadership in the international economic arena; fifthly, in view of the increase of the interdisciplinary and transdisciplinary character of many knowledge-intensive innovations, the role of lifelong education has increased considerably. Nowadays, an educational institution (in particular, systems of higher and vocational secondary education) is not only the “site” of transfer of knowledge to students, but also is a copartner in the process of creation and implementation of the new scientific ideas and knowledge.
On the one hand, the educational system should actively participate, together with the scientific and research centers, in the process of creation of new knowledge, and on the other hand, it should implement joint scientific and research projects together with commercial production. The system of lifelong education, as an intermediary member in triad «Lifelong Science System - Lifelong Education System - Real Economy System” (hereinafter “LSS - LES - RES”), has a serious task to accelerate the process of accumulation and use of new knowledge. In solving this problem the government, in our opinion, must play a leading role. In view of the above, we think it expedient to determine the main directions of the state policy in the field of management of LES in triad “LSS - LES - RES”):
First of all, transformation of education, integration of the lifelong education system and lifelong science system in the triad “LSS - LES - RES”, on the one hand, and strengthening of interconnection of LES with the real sector. We believe that for the purpose of creation of an innovative, knowledge-intensive economy, the government needs to provide for close cooperation of the scientific, educational
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and economic systems of the triad, and to create the scientific and educational and scientific and technical alliances where the system of lifelong education will play the most important role, because this is a linking member in the triad. In our opinion, on the one hand, it is expedient to strengthen the scientific and research component in the lifelong education system, to create and strengthen the status of a scientific and educational sector, to consider this sector not only as a member that transfers knowledge. On the other hand, LES must be closely connected with the real sector of the economy, where all the accumulated knowledge should be used, transformed and translated by carriers of knowledge to the real sector. We believe that this will allow the government to concentrate all its efforts and resources on all directions starting from the fundamental and research work, through the applied, design and technological developments, up to production and implementation of the innovative products and services and assimilation of new niches of the market economy. LES must be very sensitive and meet all the requirements of the changing economy1;
Secondly, to encourage scientists and teachers: (a) who actively use the innovative technologies in their practical work; (b) who have knowledge and can present lectures in foreign languages and use works of the foreign authors in foreign languages in their scientific and pedagogical practice; (c) who can develop and update new curriculums in innovative subjects; (d) who participate in different innovative scientific and educational projects; (e) who actively upgrade the level of their qualification in Russia and abroad;
Thirdly, to encourage educational institutions (higher educational institutions, institutions) involved in entrepreneurial activities that actively transform the results of their scientific work into industrial innovations and commercialize them;
Fourthly, the intensive development of communications, development of international cooperation and exchange of scientific and educational and scientific and innovative experience. This direction includes: (a) activation of the international exchange of potential teachers and scientists who are able to receive the useful experience of the innovative development abroad and use in it the context of the Russian economy; (b) use of the economic and non-economic methods of encouragement of scientists and teachers, who have many publications in national and foreign periodical editions and whose works are actively cited by other authors;
Fifthly, development of national innovative projects in the area of education, for example, in the system of higher professional education (HPE). Expansion of the diversity of projects with the purpose of encouragement of teachers of different age for participation in the projects. At the present time, such competitions are organized in the educational system for the best work-improvement solutions of
1 In view of the above, it is necessary: to determine the types of knowledge and skills which are the most in demanded in the market and by businesses; to update knowledge and cardinally change the educational programs under the influence of external factors, such as impact of knowledge upon the national economy; to develop innovative information and communication technologies used in the educational process; to improve the scientific and methodological support; to change the form of organization of the educational process and content of the disciplines and curriculums; to update the educational standards and competences, disciplines and to improve the system of training and retraining of staff, content and structure off the advanced training programs and additional professional education, etc.;
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social and economic problems of the national economy or at the regional level. However, there is still an insufficient number of such projects for activation of participation of the scientific and the teaching staff in them.
In development of partnership relations between LES and business structures, we should note that the government should encourage this cooperation using the system of tax and non-tax benefits for organizations-participants of the scientific and educational and production cluster. It is necessary to increase the number of work placements of students to commercial organizations starting from the first year of their study at a higher educational institution, to encourage joint participation of students, teachers and business structures in the scientific research and development work (for example, applied work, which is demanded and implemented in the commercial structures) and in creation of small innovative structures inside the higher educational institutions, where students may undertake awareness-rising, production and economic internship, and teachers can restore or study the new knowledge and get practical skills in the area of organization of business, which are important in the process of education, etc.
Thus, in today’s conditions of globalization, when it is a time of the run-out of stock of economic growth opportunities, there is a need to switch to economy-based knowledge. In such case, the lifelong education system becomes an important factor of new knowledge buildup and its translation to the real economy sector for conversion of such knowledge into new goods and services, since the quality and efficiency of work of this system has an impact upon the efficiency of implementation of the received knowledge by users in production, the real sector, and service industry. That is why the government needs to carry out adequate and continuous policy of state support and participation in activity of the triad “LSS -LES - RES” taking into account the specific character of the market system mechanism.
References
1. Об образовании: закон РФ от 10.07.1992 N 3266-1(ред. от 10.07.2012). Доступ из справ.-правовой системы «Консультант Плюс» (дата обращения: 05.10.2012).
2. Об утверждении Стратегии инновационного развития Российской Федерации на период до 2020 года: распоряжение Правительства РФ от 08.12.2011 N 2227-р // Собрание законодательства РФ. - 2012. - № 1. - Ст. 216.
3. Стратегия инновационного развития Российской Федерации на период до 2020 года: утверждена распоряжением Правительства РФ от 08.12.2011 N 2227-р // Собрание законодательства Рф. - 2012. - № 1. - Ст. 216.
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5. Макаров В. Л., Клейнер Г. Б. Микроэкономика знаний / отд. обществ. наук РАН, Центр. экон.-мат. ин-т. - М.: ЗАО «Изд-во „Экономика"», 2007. - 204 с.
6. Макаров В. Контуры экономики знаний // Экономист. - 2003. - № 3. - С. 75-80.
7. Мильнер Б. З. Теория организации: учеб. / Б. З. Мильнер. - 8-е изд., перераб. и доп. -М.: ИНФРА-М, 2012. - 848 с.
Translated from Russian by Znanije Central Translations Bureau
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