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Innovation at Higher Education Institutions. Realities and Expectations.
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- 2016 год
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Abstract
A fresh innovation paradigm for higher education is likely to emerge very soon with arrival of new technology and fundamental changes in society over last 15 years. Many industries were changed dramatically or even disappeared in last 10-20 years while educational industry mostly continue to use same technology and patterns similar to those used 20-50-100 years ago.
I want to explore opportunities for innovations in educational sphere as a whole. While there is a little we can do to introduce disruptive innovation in such conservative area as nursery and kindergartens. I would like to focus on new realities and expectation in higher education industry. I’m particularly interested in establishing more effective and efficient operation of Business schools.
Summary
Abstract 2
New concept: “continuous education” as response to increase of life expectancy 3
Teaching and Examination patterns 6
New technologies in education 9
Current trends and prognosis 16
References 19
Current trends and prognosis
During their life people often change the work, residence and specialty. This circumstance assumes need of obtaining new skills or retraining throughout the life. Continuous education is crucially important but, at the same time, is the weakest to the star-number in the developed national educational systems.
We will try to reveal a number of the calls facing an education system of adults. Depends on the adequate answer to them how developing system of continuous education will manage to fit into the existing picture of the world and successfully to resist to global challenges. Undoubtedly, creation of a theoretical and methodological basis of a modern situation and its influence on prospects of education is important. Long ago it is noticed that education is a point of intersection of social problems.
The understanding of changes inevitability, obsolescence of skills and process of their depreciation can become the main driving force for training, especially in the "growing old" societies. It is promoted by understanding of the principle that "training at an extent of all life" is equivalent to "earnings throughout all life" and "ability to employment and success throughout all life".
Not without justification experts claim that increase of the average level of adults education leads to increase in economic growth by 3,7% and the income per capita – for 6%. But not all countries, including Russia, hurry to take up this advantage. In Russia, for example, on official statistics about 600 thousand experts or slightly more than 16% of the population annually improve their skills.
As we see, degree of educational activity of citizens of Russia rather low. At the same time the people occupied in production with the higher and secondary vocational education in Russia nearly 54% that is twice more than in Europe. But at it is qualified a number personnel labor productivity level in the country approximately in two and innovative activities is three times lower, than in the European Union countries. [1]
The value of continuous education is guided mainly by needs of the person but not by structures which the person represents. Thus the person acts as a customer of educational services. Content of education is also guided by his requirements. Training in system of continuous education gives chance to the person to fit into a present context.
The most vulnerable is the problem of citizen motivation on inclusion in process of continuous education throughout all life. It is easy to find one more paradox if to analyses results of scientific researches of continuous education problems.
They are practically absent. And the problem of demand for additional education was studied by nobody. As a result absolutely disabled people, physically disabled people, villagers, pensioners drop out of continuous education process.
Despite the high level of literacy of the population (99,7%) and the number of the studying students on 10 thousand residents of the country (UNESCO has put Russia on the fourth place in the world by quantity getting a secondary vocational, higher and postgraduate education) education didn't become the prevailing value and an ideal of the personal development yet. The attitude towards this situation means that the instrument of the personal achievement purposes dominates. Not intellectual and social professional but material and economic motives prevail in modern Russian society.
And the main idea of continuous education is development of the person, the subject of activity throughout all remains a special formulation in future. The most difficult problem is generated by uncertainty of perspective requirements.
The future is inevitable and it is predetermined by all process but a problem that it is defined by nobody. Its contents isn't set, it needs to be defined in each new point of development. It is for this purpose important to possess new cogitative technicians and precisians who don't appear and they need to be trained and teach others.
Paradox of modern education, in our opinion, is that the virtual "digital" world is the world with undeveloped culture, with absence of traditions and continuity but with rich imagination where it is difficult to define the world as a reality.
Continuous education is not as a certain call to forms and the practical education characteristic of the past and the present. Searches of the answer to the equipment problem and staffing of continuous education system inevitably lead to discussion of contents, forms and modern techniques of training.
In education, as well as in other fields of activity, only the knowing, able, prepared people, according to the requirement of time, can provide substantial changes. How to improve skills of those who directly are engaged in training of people with their habits, stereotypes and developed "professional snobbery"?
It is possible to find a set of answers and offers. But now the developed stereotypes in this field of activity are that contents and forms satisfy both customers and interested persons only partly. There is a need for system preparation of the whole direction for pedagogics. Understanding as far as system of continuous education is like a modern public forces, structures, groups which are capable to carry out these transformations, joint search of answers to these difficult questions and sets strategy of actions, including for development of continuous education concept according to time calls.
And, at last, the most important is an understanding and concern not only scientists and practician but also the states development of continuous education – that training at an extent of all life plays an important role in constantly changing environment and can serve not only for the solution of problems but also gives chance to seize the opportunities which bring new circumstances. Continuous education is an answer to a call and a way of opposition to global problems.
References
1. Economic sociology: self-portraits. M.: Prod. house of GU HSE, 2015. 487th page
2. Porter Michael. Competition. M.: Williams publishing house, 2001. 495 page
3. . Shvager Dzh. New magicians of the market: conversations with the best traders of America. M.: Alpina Pablisherz, 2014. 652 page
4. Gardner Howard. Structure of reason: theory of multiple intelligence. M.: LLC I.D. Williams, 2015. 512th page
5. Albrecht Karl. Practical intelligence. Science about common sense. M.: Business Psychologists, 2014. 411th page
6. Slivotski M. Migration of value. What will be with your business the day after tomorrow? M.: Mann, Ivanov and Farber, 2006. 432nd page
7. Chukhlomin D. M. The New York diploma for the Russian students: Associate, bachelor, MVA. New York, 2010.
8. . Allan Dzh. Rowe. Creative thinking. M.: NT Press, 2007. 176th page. Economy in transition. Collection of the chosen works. 2003–2009. M.: The publishing house "Has put" ANH, 2010. 816 pages
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