Innovative processes in education as a manifestation of a global trend in the development of modern society. Essence of globalization processes in education Global processes in education
survivedindustrialization, collectivization,we will survive this too. A. Andreev
Study questions
Informatization of modern education
Globalization of modern education
Goals (as a result of the teaching you will be)
Know the concept, essence and main characteristics of the process of informatization of education.
Know the main provisions of the concept of informatization of education and the direction of informatization, as well as the content of state and interdepartmental programs that contribute to this process.
Educational materials
1. Informatization of modern education
An important distinguishing feature of the modern stage of development of society is its informatization. Starting in the 70s of the last century, the process of informatization of society in recent years has acquired a truly global character. At present, this process has covered not only all developed countries of the world community, but also many developing countries. Under the influence of informatization, cardinal changes are taking place in all spheres of life and professional activity of people: in the economy, science, education, culture, health care, and the domestic sphere. These changes are so large-scale and deep, and their impact on the life of society is so significant that it is quite reasonable to talk about the formation of a fundamentally new information environment on our planet - an automated infosphere.
The dominant trend in the further development of modern civilization is the transition from an industrial to an information society, in which information resources and scientific knowledge will become the objects and results of the work of the vast majority of the employed population. It has been scientifically proven that the informatization of education is one of the most important conditions for the successful development of the processes of informatization of society, since it is in the field of education that
those people who not only form a new information environment of society, but who also have to live and work in this new environment, are being prepared and educated.
The first steps in the field of informatization of education were made in our country in 1985, when an extremely important government decision was made to send several thousand of the first Soviet personal computers to the field of education and to introduce a general course in the basics of computer science and computer technology in secondary schools. A new concept of "computer literacy" began to enter the public consciousness. It meant mastering the skills of solving problems with the help of a computer, as well as understanding the basic ideas of computer science and the role of information technology in the development of society.
The Concept emphasized that the informatization of education is “the process of preparing a person for a full life in the information society”. At the same time, it was pointed out that the informatization of education is not only a consequence, but also a stimulus for the development of new information technologies, that it contributes to the accelerated socio-economic development of society as a whole.
The Concept rightly noted that the informatization of education is a long process, which is associated not only with the development of the necessary material and technical base of the education system. Its main problems are connected with the preparation of educational and methodological complexes of a new generation and the formation of a fundamentally new culture of pedagogical work.
The process of informatization of education in Russia is developing in the following four main directions.
Equipping educational institutions with modern means of information and telecommunication technologies (ICT) and using them as a new pedagogical tool that can significantly increase the efficiency of the educational process. Starting with the development and fragmentary introduction of computers into traditional academic disciplines, ICT tools began to develop and offer teachers new tools and organizational forms of educational work, which later began to be used everywhere and today are able to support almost all stages of the educational process.
The use of modern ICT tools, information telecommunications and databases for information support of the educational process, providing the possibility of remote access for teachers and students to scientific and educational-methodical
information, both in their own country and in other countries of the world community.
The development and wider distribution of distance learning, which allows to significantly expand the scope and depth of the use of information and educational space.
Revision and radical change in the content of education at all its levels, due to the rapid development of the process of informatization of society. These changes today are guided not only by the increasing general educational and professional training of students in the field of informatics, but also by the development of a qualitatively new model of preparing people for life and work in the conditions of the post-industrial information society, the formation of completely new personal qualities necessary for these conditions. and skills.
The analysis of the directions of development of the process of informatization of education listed above shows that its rational organization in the interests of the further scientific, technical, socio-economic and spiritual development of society is a complex and very relevant scientific, organizational and social problem. To solve this problem, coordinated and constant interaction between specialists in education and science is necessary, as well as effective support for this interaction from the state authorities and local governments.
In Russia today there is a certain understanding of the fundamental, scientific and social significance of this problem. Evidence of this is the creation of a scientific public organization - the Academy of Informatization of Education, the International Academy of Open Education and other organizations that contribute to the development and improvement of this area.
The currently available domestic and foreign experience of informatization of the educational environment convincingly indicates that it can significantly increase the efficiency of the educational process. Informatization of education creates good prerequisites for the widespread introduction of new methodological developments into pedagogical practice aimed at intensifying the educational process and implementing innovative ideas of the educational process.
True, it is appropriate here to recall the truthful words of the scientist and teacher V.F. Vzyatyshev, a man who devoted his whole life to the problem of computerization, who once said: “How many bitter words I heard about the dangers of computerization of education. Which
my face was covered with paint when the gray-haired Teachers reproached me for doing design automation: “Students are already so bad at thinking, and your computers will take away their last mind! How many kind warnings from foreign professors I heard that we should not get carried away with computers in education, not repeat their mistakes! We complain, but the process goes on! Today it is clear: the process of universal informatization (and development of the Internet) cannot be stopped. You need to live and work with him, write articles and write letters.
At the same time, the best results can be obtained in those educational institutions where an integrated approach to the problem of informatization is applied, and the process itself extends to all stages of preparation and implementation of the pedagogical process. Examples of the practical implementation of this approach in the Russian system of higher education are the Moscow State Institute of Economics, Statistics and Informatics (MESI), Penza State University, Peoples' Friendship University of Russia (PFUR), the Modern Humanitarian Institute, etc.
One of the urgent problems in the development of informatization of the education sector is to provide its information support with the necessary scientific and educational-methodical information. In recent years, the demand for such information in the field of education has been steadily increasing. All this forces teachers and students of universities and colleges to increasingly turn to public libraries to find the information they need, as well as to resort to the services of automated information systems, to information resources on the Internet.
The development of this area of information support for the education sector in Russia seems to be extremely important and relevant today, since the current level of this support, for a number of reasons, is one to two orders of magnitude lower than in developed countries. As a result of financial restrictions, the level of staffing of educational institutions in Russia has significantly decreased in recent years and today no longer meets modern requirements. In addition, the circulation of scientific and popular science literature has sharply decreased, which is becoming practically inaccessible for many educational institutions. That is why today many teachers, students and graduate students of universities know little about the latest scientific achievements in the field of global studies, synergetics, noospherology, biology, subquantum physics, information theory, and new approaches to solving economic, social and environmental problems.
The strategic direction of solving this problem is the creation in the country of territorially distributed automated information systems, specially
focused on solving the problems of information support of the education system with the necessary scientific, technical and educational and methodological information. The first steps in this direction are already being taken. For example, several comprehensive programs are currently being implemented in Russia, including:
State scientific and technical program "Federal Information Fund";
Interdepartmental program "Creation of a national network of computer telecommunications for science and higher education";
Interdepartmental program "Russian Digital Libraries";
Interdepartmental project "Network integration of information resources of leading libraries and information funds of Russia";
"Creation of a single information and educational space";
"Electronic Russia" and others;
The implementation of these programs is aimed at creating a modern information, educational and telecommunications environment for science and education.
Another important area of informatization of education is the development of funds of certified computer training programs recommended for use in the field of education. Today in Russia, such a fund has been created and is being actively used, the main tasks of which are to promote and introduce new information technologies in the teaching of general subjects and the management of the educational process. Currently, this fund already contains several thousand certified software for educational purposes that meet the requirements of Russian educational standards. The list of these tools is regularly published in the special catalog "Computer Curriculum", which is published by the Institute of Informatization of Education of the Ministry of Education of Russia.
An exceptionally acute problem for the education system today is the problem of replication and delivery to educational organizations of various kinds of manuals, textbooks and software products for educational purposes. This problem can be largely solved by using new technologies for information service of educational institutions. Today, this problem is being solved in Russia in two ways: by using the capabilities of the Internet, and also by organizing a continental satellite television and computer network "TV-inform". Within the framework of this network, a special network "Inform-Education" has been created and is currently functioning, based on the transmission of computer information as part of the television signal of the all-Russian television.
Informatization of education has become a condition for the emergence and development of a distance learning system.
The philosophical problems of education today cannot be considered in isolation from the ongoing processes of globalization and internationalization of education. Globalization in this case means the emergence of global trends. Global problems include problems that, due to their scale and severity, affect the vital interests of not only individuals, regions, but the whole of humanity, therefore they can be solved only by the joint efforts of the world community as a whole.
However, attempts to solve the global aspects of the problem of education within the framework of international cooperation and consensus are hindered by diametrically opposed systems of interests and values that are firmly rooted in various countries and regions. A positive reaction to constructive proposals and ideas is noted in most cases only at the level of government agencies or official organizations. Many societies, communities and individuals do not yet demonstrate an understanding of the need for international efforts. In addition to lack of awareness, this can be explained by their inability to think globally and immunity to global problems.
International cooperation in the field of education is coordinated within the framework of the so-called "major programs" of UNESCO. In the 1990s, two major areas of priority for education were:
1) the fight against illiteracy, the expansion and renewal of national education;
2) further development of education, taking into account the requirements of the 21st century.
Leading trends in education for 10-15 years, i.е. before 2000 were defined as follows:
First, they pointed to the rapid growth of social demand for education and the demand for its constant expansion in most developed and developing countries. However, this trend has its own characteristics in economically developed countries and in countries whose economy is based on agriculture.
Secondly, it was noted that the sphere of secondary and higher education is an arena of acute political struggle. Education was seen as an intellectual capital that could replace the traditional forms of the state of society.
Thirdly, the growth in the number of students at the expense of the adult population, the transformation of learning into a part of people's daily lives (the so-called lifelong education). This will positively affect the development of society.
At present, a new international model of education has become widespread in the world (partly as a hypothetical ideal), according to which it should be democratic, relevant, continuous, flexible and undifferentiated. This model shows signs of convergence, including a tendency to introduce the same structures and practices in different education systems.
Globalization and internationalization pose new challenges for national education systems, such as defining the content of knowledge to be transferred, developing capabilities and building value systems. However, while more and more problems are acquiring a global dimension, an extensive system of interconnections is developing in the world, electronic means of communication continue to globalize information flows, contributing to the formation of a truly global culture: national education and training systems, especially highly centralized ones, evolve very slowly in this direction, overcoming colossal momentum and resistance.
Western scientists emphasize that “the study of global problems presupposes a certain degree of internationalization of education, i.e. a unified scale of values and standardization of knowledge”, but “national educational systems do not show a tendency to such an evolution”.
From the 1970s to the present, in many parts of the world, national identities and national differences have come to the fore.
The carriers of ethnocentrism in the framework of educational programs are traditionally history and literature and, to a lesser extent, geography. “One of the reasons for the effectiveness of national and ethnic functions in education lies in their excessive emotional richness... Can such emotions color universal human values?... This is not obvious. All sociological studies show that... national symbols... are more familiar, faster recognizable than international ones... Symbols that carry a general or universal meaning are rare in history (the only exceptions, perhaps, are the red flag and the cross). It is much more difficult to formulate universal human goals and give them emotional and value significance.
Education, as a global problem, is closely related to many other aspects of modern global studies, including large-scale health problems. Numerous data testify to the impact on education of the quality of life of people, the incidence of the population, the improvement of the diet of children, and other similar factors.
There is a significant dependence of average life expectancy on literacy. The level of education of women affects child mortality: its level is lower with a higher level of education of mothers.
In general, in accordance with the sustainable development strategy adopted at the UN conference in 1992 in Rio de Janeiro, a new concept of education is required, reflecting the prospects of the 21st century. The emphasis, therefore, should be placed on qualitative changes in education, its value and worldview foundations, attitudes and content.
Orientation to the future can be carried out by implementing, for example, an advanced model of education. At the same time, a qualitative shift in education will cause chain reactions in other areas of human activity and will accelerate the transition to the sustainable development of modern civilization.
The main trends in the development of the modern institution of education include the following:
informatization of education;
Ecologization of education;
commodification of education;
technologization of education;
unification of education;
Deinstitutionalization of education.
1. Informatization of education .The task of qualitative restructuring of education, its orientation to the requirements of the 21st century and increasing its efficiency includes the use of new information and communication technologies.
Just as education has a leading role to play in solving development problems, information technology is increasingly at the center of the growth of education itself. In the development of new information technologies, there is a huge scope for international cooperation and exchange of experience. One of the arguments in favor of such cooperation is that all states, regardless of the level of development, have common interests in the field of pedagogical application of information technologies. The effectiveness of such cooperation will be higher if we focus on several priority areas: studying the impact of information technology on language, culture and education; production of relevant educational software products, dissemination of pedagogical information and training of pedagogical staff.
Informatization should be considered not only as a process (socio-technical), but also as a sustainable trend (regularity) of social development, as well as an intellectual restructuring of the life of a person and society based on the ever more complete use of an information resource through information technologies.
At the same time, it is important to emphasize that the concept of sustainable development of society and the transition to the information society are dual directions of civilizational development. The model of the information society organically fits into the model of sustainable development of civilization, since the transition to sustainable development is in principle impossible without the informatization of society.
The transition to the information society, in which cultural values act as the main values, means cardinal changes in the educational system as well. A wide range of problems arises in connection with the informatization of education, the possibility of imitation of cognitive activity, the prospects for the intellectual development of a person and his education in the information world.
The new generation is growing up in close contact with the computer. In this regard, the computerization of the learning process poses a number of non-traditional problems of a socio-ethical, pedagogical and philosophical nature. The introduction of information technology into the learning process and, consequently, education affects the way a person thinks, his attitude to the world.
Informatization of education poses problems - medical and ergonomic, didactic and organizational. One of the most difficult - and many experts agree on this - is the scientific substantiation of the psychological and pedagogical expediency of the excessive use of computers in teaching children. Perhaps, as a result of computerization, we will get a more efficient school. But will we not at the same time lose something more important that it will not be possible to restore later? For example, an accounting account, the ability to solve complex problems without electronic equipment, etc.
New information technologies are a way of intensifying the learning process, a means of enhancing the capabilities of the intellect by influencing a person's memory, as well as his emotions, motives, and interests. An analysis of studies on the informatization of education showed that most often the information society is called the “society of educators”.
At present, the direction of scientific and pedagogical search, which has as its subject the study of the system "informatics and education" has received the name "pedagogical informatics". Pedagogical informatics is designed to study the process of interaction between informatics and education, to identify patterns and trends in this interaction.
Awareness of the inevitability of informatization and its implementation in education and social practice is one of the priorities and imperatives of our era. Inclusion in the global development process is unthinkable without informatization. And our country will enter the world civilization the sooner, the more intensively the process of informatization of education unfolds.
2. Greening education trend .The environmental problem and the need to solve it led to the greening of the education system and a significant strengthening of environmental components in the structure of educational programs at various levels and directions.
In modern conditions of a radical change in the life of people, due to the catastrophic increase in the negative consequences of the ill-conceived development of technical civilization, humanity faces an alternative: a global ecological collapse or the search for a new worldview and attitudes of people's activities. Diverse crisis phenomena in human society testify to the disappearance of the possibilities of those principles on the basis of which modern civilization was formed. The global ecological crisis of our days is not the result of some single mistake, an incorrectly chosen strategy of technical or social development. This is a reflection of the deep crisis of culture, covering the whole complex of interactions of people with each other, with society and nature. The way out of the crisis is seen in the development of new value-normative relations that make it possible to overcome the alienation of man from nature, to develop an ecological worldview, ecological imperatives of interaction between society and nature. It is necessary to change the leading attitudes that determine the nature of priorities in the development of human activity. This process is already underway. There is a gradual transition from attitudes towards continuous progress, unlimited economic growth, to ideas about the limits of growth, harmonization of economic expansion and environmental limits, a transition from the dominance of relations of domination, competition, opposition to the ideals of cooperation, cooperation, coexistence.
All these trends and orientations in changing cognitive, value and activity attitudes in modern society must be supported and developed by a new system of continuous environmental education and training. The currently existing environmental education, based on analytical knowledge about Nature, narrowly pragmatically and consumer-oriented, could not reverse the nature-destroying tendencies of the worldview of a significant part of the population. This indicates the need for a radical change in the philosophy and methodology of environmental education and training, based on a fundamentally new, holistic, synthetic idea of the World and the place of Man in it. Such upbringing and training should give people a clear and reasoned knowledge about the basic principles and patterns of interaction between people, society and nature.
It is necessary to distinguish between environmental education and the greening of the education system. Although they are interrelated, they characterize in some respects different phenomena. Environmental education is the direct assimilation of environmental knowledge of various nature and levels. It determines, in particular, the process of training ecologists, but is not limited to this. Ecologization of the education system is a characteristic of the tendency for the penetration of ideas, concepts, principles, approaches of ecology into other disciplines, as well as the training of environmentally literate specialists of various fields of activity: engineers, doctors, economists, sociologists, etc.
It is obvious that the main problem that environmental education must solve is to restore order in the heads, without which it is impossible to overcome the environmental crisis. Thus, the goal of environmental education is the formation of a personality with an ecocentric type of environmental consciousness. According to S. Deryabo and V. Yasvin, in modern conditions, environmental education should solve three problems:
1) Formation of adequate ecological ideas, i.e. ideas about the relationships in the "man-nature" system and in nature itself. Such a system of ideas allows the individual to know what and how is happening in the natural world between man and nature, and how to act from the point of view of environmental expediency.
2) Formation of attitude towards nature. The presence of ecological knowledge in itself does not guarantee the ecologically expedient behavior of the individual; this also requires an appropriate attitude towards nature. It determines the nature of the goals of interaction with nature, its motives, the willingness to choose certain strategies of behavior, in other words, it stimulates to act from the point of view of environmental expediency.
3) Formation of a system of skills (technologies) and strategies for interaction with nature. In order to act in an ecologically expedient way, a person must be able to do this: both understanding and striving will not be enough if he cannot implement them in the system of his actions. The mastery of appropriate technologies and the choice of the right strategies make it possible to act in terms of environmental expediency.
3. Commodification of education represents a tendency to turn it into one of the types of goods, with all the properties inherent in the latter - better or worse quality, presented in a larger or smaller assortment, cheap or expensive, etc. Educational institutions (especially professional ones) are turning into a kind of enterprise or corporation for the production and sale of educational services. Students, accordingly, turn into clients of the corporation, its primary consumers (the secondary consumer of this kind of product is already the whole society).
In Russian social science, there has been both a critical and apologetic attitude towards this phenomenon. The marketization of education is considered unacceptable by such researchers as V.I. Baidenko, who argues that “the laws of the market and the logic of competition cannot be applied to education, including higher education” [Cit. according to 54, 1].
Along with this, domestic researchers often try to consider this trend as "objective", if possible, to distance themselves from its axiological dimension. Meanwhile, it is difficult, in our opinion, to perceive this process completely detached, guided by the well-known principle of “freedom from value judgments”.
At the moment, a fairly stable and developed opposition to the commodification of education has developed on the world stage and in the academic community.
S.Mathison and W.Ross in their work "The Hegemony of Accountability in Schools and Universities" note that the role of the university as an independent institution is increasingly threatened by the interests of the corporation, both implicitly and explicitly. “Globalization is, in fact, another name for capitalism, with the only difference being that this capitalism is bare-knuckle and operates on a global level in a historical period when the old restrictions and prohibitions no longer hold anyone back. This is extremely self-confident capitalism, which has no more or less serious rivals, and no, respectively. Any need to compromise or apologize has transformed both the internal and external relationships of the university, from teaching and research to the practice of allocating student benefits and placing vending machines with refreshments. Decreasing funding for higher education has made universities even more dependent on big money, and threatens academic freedom and research direction. according to 54, 3].
Thus, the commodification of education is often considered as the result of a globalizing liberal model of socio-economic relations, the effect of the socio-historical revenge of capital in relation to society that is being realized today.
4. Technologization of education represents a tendency, on the one hand, to increase the role of the competence principle, and on the other hand, to abandon the educational function of the institution of education. Fundamental knowledge is not in demand by society, the individual should become a narrow specialist, universities should not take on the responsibility of moral education - this, in a nutshell, is the credo of the apologists for this trend.
The formation of the trend of technologization of education in Russia, for example, turned out to be associated, on the one hand, with the so-called “de-ideologization” of society that took place during the period of “perestroika”, and on the other hand, with global trends to give the education system a more pragmatic orientation. The technologization of educational practice is, in fact, in the context of the technologization of social life in general.
There is also a contradiction between the need for technological modernization of the country and the lack of an ideology adequate to this task and its carrier - a socio-political subject that would be able to both initiate and contribute to the implementation of this task.
Thus, the technologization of education is an ambivalent phenomenon. On the one hand, technologization, as an optimization of the teaching and learning process, bringing it into line with the latest technologies of the information society, cannot but be welcomed. On the other hand, the withdrawal of the educational function beyond the limits of educational practice, accompanied by its dehumanization, cannot but cause alarm.
The technologization of education should not emasculate its educational function, both from the point of view of the social responsibility of the institution of education, and based on elementary considerations of state integrity and security, which are closely related to how a given state is perceived by its citizens and what perception is reproduced in the process of socialization , one of the most important parts of which takes place within the walls of educational institutions of various levels and levels.
5. Unification of education represents a trend towards bringing to a system of common denominators educational standards, norms, content of specialties, knowledge assessment systems and final degrees.
Currently, there are attempts by developed countries to pursue a coherent policy and even develop a unified strategy in the field of education. The last task is considered by the leadership of these countries in a broad political aspect, its implementation is associated not only with the achievement of certain economic, socio-political and ideological goals, but also with the formation of a supranational mechanism for managing the education sector. In this regard, the Organization for Economic Cooperation and Development (OECD) is implementing a long-term Education Financing and Planning Program aimed at developing a common concept of personnel training as a starting point and theoretical basis for unifying educational policy and creating a single educational space.
The trends and processes outlined above are most fully implemented in Europe, which has accumulated vast positive experience in integrating and intensifying international relations in the field of education. The European Union, the largest integration grouping in the modern world, is a pioneer in the convergence and harmonization of national systems of personnel training.
The process of creating a single educational space on the territory of Europe is not free, however, from contradictions, both in terms of its general logic and implementation mechanisms, and in terms of our country's participation in it.
First of all, the very fact of the need to focus specifically on the European educational model, with the appropriate procedures for interaction and unification, is not unambiguously obvious.
The Bologna process is criticized from the point of view of the problems of socio-cultural compatibility of its philosophy with the Russian educational reality. Russian education, according to L.S. Onokoy, is based on cultural and pedagogical national traditions and priorities, has deep historical roots and is formed taking into account the Russian mentality. “... Any innovations in education should be carried out after a thorough methodological, technological, marketing study in the presence of regulatory support and only when society is ready to accept them. The high social significance of the education sector does not allow it to be turned into a platform for rash experiments” [Cit. according to 54.6].
6. Deinstitutionalization of education represents a tendency of partial or complete withdrawal of the educational process outside of official educational institutions. Deinstitutionalization includes such developing or at least actively discussed phenomena and ideas as the informatization of education, adult education, lifelong education, self-education, education at home, additional education, civic education, etc.
This issue is beginning to attract more and more attention in Russian social science. There are even attempts to substantiate the sociology of lifelong education as a subdiscipline of the sociology of education, the relevance, the need for which is explained by the fact that “the share of the adult population participating in educational activities of this particular type (non-formal and informal self-education, leisure activities, etc.) will steadily increase and soon the number of adults educated in this way will exceed the number of children and young people employed in formal education. According to the UNESCO Institute of Education, in Russia, if it follows the course of economic modernization and gradual market reform, in the very near future the total duration of educational programs for the adult population should far exceed the duration of similar programs for children and youth education” [Cit. according to 54, 8].
Thus, the above-mentioned tendencies act as a result of changes in relation to the institution of education on the part of society, but they are contradictory and ambiguous in nature.
In such a situation, the principle of selection and selection of information, the definition of the infinite space of accumulated cultural material in accordance with social needs, comes to the fore.
The technocentric nature of education and self-education determines their focus on the modern content of life, their focus not on the spiritual development of the individual, but on utility. The entire information and technical potential of educational and self-educational technologies is used almost exclusively for the purpose of adapting a person to the changed conditions of his being, that is, it acts as a translator of the modern content of life.
The globalization of education, which essentially assumes universality and integrity as its main principles, creates fertile ground for synthesizing all aspects of the harmonious development of the individual. Another question is how effectively these opportunities are used at this stage of development.
In the modern world, the development of higher education is unprecedented in its scale, and there is a growing awareness of its vital role for economic and social development. Among the positive trends in the renewal of the educational situation, there are :
The emergence and development of variable educational institutions and the possibility of their choice by parents and students;
Formation of conditions for students to make a conscious choice of individual educational trajectories;
Expansion of the range of teaching methods, educational technologies and the freedom of the teacher in their choice and application; development of the sphere of additional education;
- expanding access to sources of educational information outside the school, etc.
G . Positive and negative manifestations in the economy in the field of education.
Some Western authors emphasize that among all areas of globalization (economic, cultural, political, etc.), the most "advanced" is economic. The main factor that influenced universities, in their opinion, is the economic ideology of globalization, which emphasizes the paramount importance of the market, privatization and the reduction of the role of the public sector, deregulation of the economy and intensification of labor. This has two implications.
On the one hand, economic globalization emphasizes the imperatives of market competition and the globalization of capital, combined with the convergence of the institutional structures of the leading countries, and in particular their educational systems. The worldwide network of market relations contributes to the standardization of knowledge systems in all leading industrial countries. Since nation-states organize and disseminate knowledge through formal education, this logic suggests a trend towards convergence of the educational systems of developed countries.
The cutbacks in government funding have forced universities to move closer to the market - through closer ties with private industrial firms, the creation of commercial properties, the sale of educational services to foreign students, and so on.
This is evidenced by the introduction or increase in tuition fees in universities, the transition from providing students with scholarships to providing them with educational loans, as well as to conducting commercially profitable research at universities to the detriment of fundamental ones.
Western researchers note that there are incentives to create "entrepreneurial" universities, characterized by "market" behavior and management. One consequence of these processes is the fragmentation of teaching and research.
The academic function of the university becomes secondary, market imperatives come to the fore.
survived
industrialization, collectivization,
we will survive this too.
A. Andreev
Study questions
Goals
(as a result of the teaching you will be)
1. Know the concept, essence and main characteristics of the process of informatization of education.
2. Know the main provisions of the concept of informatization of education and the direction of informatization, as well as the content of state and interdepartmental programs that contribute to this process.
Educational materials
1. Informatization of modern education
An important distinguishing feature of the modern stage of development of society is its informatization. Starting in the 70s of the last century, the process of informatization of society in recent years has acquired a truly global character. At present, this process has covered not only all developed countries of the world community, but also many developing countries. Under the influence of informatization, cardinal changes are taking place in all spheres of life and professional activity of people: in the economy, science, education, culture, health care, and the domestic sphere. These changes are so large-scale and deep, and their impact on the life of society is so significant that it is quite reasonable to talk about the formation of a fundamentally new information environment on our planet - an automated infosphere.
The dominant trend in the further development of modern civilization is the transition from an industrial to an information society, in which information resources and scientific knowledge will become the objects and results of the work of the vast majority of the employed population. It has been scientifically proven that the informatization of education is one of the most important conditions for the successful development of the processes of informatization of society, since it is in the field of education that 54
those people who not only form a new information environment of society, but who also have to live and work in this new environment, are being prepared and educated.
The first steps in the field of informatization of education were made in our country in 1985, when an extremely important government decision was made to send several thousand of the first Soviet personal computers to the field of education and to introduce a general course in the basics of computer science and computer technology in secondary schools. A new concept of "computer literacy" began to enter the public consciousness. It meant mastering the skills of solving problems with the help of a computer, as well as understanding the basic ideas of computer science and the role of information technology in the development of society.
Five years later, the Concept of informatization of education was developed and published, which determined the main directions and stages of development of an important process of development of our society.
The Concept emphasized that the informatization of education is “the process of preparing a person for a full life in the information society”. At the same time, it was pointed out that the informatization of education is not only a consequence, but also a stimulus for the development of new information technologies, that it contributes to the accelerated socio-economic development of society as a whole.
The Concept rightly noted that the informatization of education is a long process, which is associated not only with the development of the necessary material and technical base of the education system. Its main problems are connected with the preparation of educational and methodological complexes of a new generation and the formation of a fundamentally new culture of pedagogical work.
The process of informatization of education in Russia is developing in the following four main directions.
1. Equipping educational institutions with modern means of information and telecommunication technologies (ICT) and using them as a new pedagogical tool that can significantly increase the efficiency of the educational process. Starting with the development and fragmentary introduction of computers into traditional academic disciplines, ICT tools began to develop and offer teachers new tools and organizational forms of educational work, which later began to be used everywhere and today are able to support almost all stages of the educational process.
2. The use of modern ICT tools, information telecommunications and databases for information support of the educational process, providing the possibility of remote access for teachers and students to scientific and educational-methodical 55
information, both in their own country and in other countries of the world community.
3. The development and wider distribution of distance learning, which allows to significantly expand the scope and depth of the use of information and educational space.
4. Revision and radical change in the content of education at all its levels, due to the rapid development of the process of informatization of society. These changes today are guided not only by the increasing general educational and professional training of students in the field of informatics, but also by the development of a qualitatively new model of preparing people for life and work in the conditions of the post-industrial information society, the formation of completely new personal qualities necessary for these conditions. and skills.
The analysis of the directions of development of the process of informatization of education listed above shows that its rational organization in the interests of the further scientific, technical, socio-economic and spiritual development of society is a complex and very relevant scientific, organizational and social problem. To solve this problem, coordinated and constant interaction between specialists in education and science is necessary, as well as effective support for this interaction from the state authorities and local governments.
In Russia today there is a certain understanding of the fundamental, scientific and social significance of this problem. Evidence of this is the creation of a scientific public organization - the Academy of Informatization of Education, the International Academy of Open Education and other organizations that contribute to the development and improvement of this area.
The currently available domestic and foreign experience of informatization of the educational environment convincingly indicates that it can significantly increase the efficiency of the educational process. Informatization of education creates good prerequisites for the widespread introduction of new methodological developments into pedagogical practice aimed at intensifying the educational process and implementing innovative ideas of the educational process.
True, it is appropriate here to recall the truthful words of the scientist and teacher V.F. Vzyatyshev, a man who devoted his whole life to the problem of computerization, who once said: “How many bitter words I heard about the dangers of computerization of education. What 56
my face was covered with paint when the gray-haired Teachers reproached me for doing design automation: “Students are already so bad at thinking, and your computers will take away their last mind! How many kind warnings from foreign professors I heard that we should not get carried away with computers in education, not repeat their mistakes! We complain, but the process goes on! Today it is clear: the process of universal informatization (and development of the Internet) cannot be stopped. You need to live and work with him, write articles and write letters.
At the same time, the best results can be obtained in those educational institutions where an integrated approach to the problem of informatization is applied, and the process itself extends to all stages of preparation and implementation of the pedagogical process. Examples of the practical implementation of this approach in the Russian system of higher education are the Moscow State Institute of Economics, Statistics and Informatics (MESI), Penza State University, Peoples' Friendship University of Russia (PFUR), the Modern Humanitarian Institute, etc.
One of the urgent problems in the development of informatization of the education sector is to provide its information support with the necessary scientific and educational-methodical information. In recent years, the demand for such information in the field of education has been steadily increasing. All this forces teachers and students of universities and colleges to increasingly turn to public libraries to find the information they need, as well as to resort to the services of automated information systems, to information resources on the Internet.
The development of this area of information support for the education sector in Russia seems to be extremely important and relevant today, since the current level of this support, for a number of reasons, is one to two orders of magnitude lower than in developed countries. As a result of financial restrictions, the level of staffing of educational institutions in Russia has significantly decreased in recent years and today no longer meets modern requirements. In addition, the circulation of scientific and popular science literature has sharply decreased, which is becoming practically inaccessible for many educational institutions. That is why today many teachers, students and graduate students of universities know little about the latest scientific achievements in the field of global studies, synergetics, noospherology, biology, subquantum physics, information theory, and new approaches to solving economic, social and environmental problems.
The strategic direction of solving this problem is the creation in the country of territorially distributed automated information systems, specifically 57
focused on solving the problems of information support of the education system with the necessary scientific, technical and educational and methodological information. The first steps in this direction are already being taken. For example, several comprehensive programs are currently being implemented in Russia, including:
State scientific and technical program "Federal Information Fund";
Interdepartmental program "Creation of a national network of computer telecommunications for science and higher education";
Interdepartmental program "Russian Digital Libraries";
Interdepartmental project "Network integration of information resources of leading libraries and information funds of Russia";
"Creation of a single information and educational space";
"Electronic Russia" and others;
The implementation of these programs is aimed at creating a modern information, educational and telecommunications environment for science and education.
Another important area of informatization of education is the development of funds of certified computer training programs recommended for use in the field of education. Today in Russia, such a fund has been created and is being actively used, the main tasks of which are to promote and introduce new information technologies in the teaching of general subjects and the management of the educational process. Currently, this fund already contains several thousand certified software for educational purposes that meet the requirements of Russian educational standards. The list of these tools is regularly published in the special catalog "Computer Curriculum", which is published by the Institute of Informatization of Education of the Ministry of Education of Russia.
An exceptionally acute problem for the education system today is the problem of replication and delivery to educational organizations of various kinds of manuals, textbooks and software products for educational purposes. This problem can be largely solved by using new technologies for information service of educational institutions. Today, this problem is being solved in Russia in two ways: by using the capabilities of the Internet, and also by organizing a continental satellite television and computer network "TV-inform". Within the framework of this network, a special network "Inform-Education" has been created and is currently functioning, based on the transmission of computer information as part of the television signal of the all-Russian television.
Informatization of education has become a condition for the emergence and development of a distance learning system.
2. Globalization of modern education
Consider another factor that significantly affects the education system.
In recent years, the term "globalization" has firmly entered the scientific circulation and political lexicon. Most often, it is used to characterize the changes that have taken place since the end of the 70s in the system of "world economic relations and international relations." In particular, the well-known American political scientist S. Krasner notes that the term "globalization" denotes such phenomena that are characteristic of the world and; development at the end of the 20th century as the legitimization of human rights; unification of the rules for concluding commercial transactions; unprecedented rates of creation and distribution of new means of communication; increase in the number and influence of international non-governmental organizations; the rapid growth of international capital markets; expansion of legal and illegal immigration, etc.
Some researchers believe that the concept of "globalization" has replaced such concepts as "interdependence" and "internationalization", and characterizes a qualitatively new stage in the development of the system of international relations in the economic, social and political spheres. The most important feature of the new system is its transnationality. It is generally recognized that globalization is comprehensive, extends to all aspects of human activity and affects all spheres of social and individual life.
As M.A. Cheshko, the term globality means a wide range of processes and structures, which can be expressed as a process of interdependence, interpenetration and interdependence of the most diverse components of the world community. In other words, in the modern world a single whole is being created, where any local event is determined by events in other loci and vice versa. These processes act as a "phenomenon of globality and globalization".
To date, there is practically no clear definition of globalization in the scientific literature. The problems of globalization are dealt with by many social scientific disciplines, while the term "globalization" is invested with specific meanings inherent in a particular science. For some, globalization is "the spread of the market to the entire planet", "the revival of universal Western-centric values", "the establishment of the ideology of neo-liberalism", "the manifestation of a new imperialism and 59
new colonialism", "homogenization of the world". Others see globalization as a "movement towards universal values", "a positive process that promotes economic and social efficiency", etc.
At the end of the 1990s, as the impact of globalization on national, socio-economic and political systems manifested itself, views on it underwent a significant evolution. Numerous predictions regarding the "decline" of nation-states have not been confirmed. Concepts such as "world society" or "global culture" still belong more to the realm of social fantasy than they are reality. International organizations are not effective enough in achieving their goals, which, according to some authors, should have become the basis of a new global political governance. Moreover, they are increasingly criticized for lobbying the interests of transnational corporations and introducing market ideology into all areas of activity and around the world. As the French researcher E. Perrault wrote, globalization is "the process of integrating diverse cultures into a single market logic."
Recently, the negative consequences of globalization have become evident. First of all, this applies to such areas as mass information and world finance, where globalization has acquired the most clear and distinct forms.
Thus, instead of the "planetary village" into which the world was supposed to turn due to revolutionary changes in the field of telecommunications and the creation of the global Internet, today there is more and more talk about "cultural imperialism" and forced Westernization imposed by force. Movements are being activated to protect the rights of citizens and consumers for free access to information and cultural heritage. The latter requirement takes on a special meaning when one considers that, under the influence of globalization-driven migration, societies in developed countries are becoming increasingly multi-ethnic and multicultural, while standardized cultural stereotypes are being imposed on citizens through the media channels. As for developing countries, cultural globalization is fraught with growing tension in society, as it leads to the transformation or destruction of traditional ties, values and behavioral patterns.
The crises that shook the world financial system and financial markets, where the shares of high-tech companies that form the basis of the "knowledge economy", have shown that globalization has not eliminated the contradictions of the free market economy, but only transferred them to the global level.
60
The negative manifestations of globalization and unjustified forecasts, however, do not eliminate the fact that globalization is objective and has become the result of economic, political, institutional and social changes caused by radical transformations in the manufacturing sector under the influence of a technological revolution associated primarily with the microelectronic revolution.
Consider how globalization affects education. The informatization process discussed above has led to the fact that the human resource has become a new parameter of the competitiveness of enterprises. The growing influence of such indicators as improving the quality of goods and services, their diversification and shortening the life cycle, on competitiveness forces entrepreneurs to develop development strategies that integrally address the issues of introducing fundamentally new technologies, types of production organization, management and training. Education and training thus become permanent components of the business strategy of enterprises.
Increasing competition in the context of growing globalization is forcing business circles to intervene more actively in the education process and present their demands to the education system. In particular, the main task of education, according to representatives of the business community, should be "ensuring the continuous preparation of" human resources "for cost-effective use in a constantly changing environment.
Thus, in the report "Education and Competence in Europe", published in January 1989 by the "Round Table" of European Industrialists (CEEP), it was indicated that industrial corporations consider education and training as a strategic investment vital for their future prosperity. The report also deplored that "Governments still view education as a purely domestic affair, which leaves industry with little influence on educational programs." The conclusion made in the report was the need to strengthen ties between educational institutions and industry, in particular, through the development of distance learning and education, as well as the introduction of computer technology in the field of education.
On the whole, this strategy was supposed to contribute to the adaptation of the system of education and vocational training to the requirements of industrial corporations operating today in the conditions of the formation of the world market space.
The content of school education must also comply with the requirements of the new model of economic development. According to adherents of neoliberalism, in the context of globalization, industrial 61
countries can successfully compete in the struggle for investments only by improving the level of training of their workforce, the innovative abilities of scientific and technical personnel, which ensure the efficiency of enterprises. The modern school, in their opinion, must constantly monitor the changes taking place in the post-industrial labor market. Under these conditions, the task of the school is to give the future employee a broad education, including knowledge in the field of entrepreneurship, crisis resolution, etc., as well as to teach the skills of acquiring new knowledge so that when he comes to production, he can gain the knowledge necessary to perform a specific task. work.
The search for a solution to the problem goes in a variety of directions. In the UK, for example, in the 1980s, emphasis was placed on the development of a system of vocational training for young people. The Government has adopted and funded two special programs "Youth Vocational Training Scheme" and "Vocational Education Initiatives" aimed at strengthening the link between "school and industry" and introducing an entrepreneurial culture into school education. The French authorities are now following this path. In particular, in October 2000, the French Ministry of Education, together with the French Enterprise Movement, held a "Week of interaction between schools and enterprises." The purpose of the event is to improve the interaction between schools and enterprises for the vocational guidance of students, to stimulate the interest of schoolchildren in entrepreneurship.
In the early 1990s, OECD experts turned to the concept of lifelong education, developed back in the 1970s, but due to the oil crisis and the onset of an economic recession, it was not put into practice. Within the framework of this concept, school education is considered only as a preparation for a career that a person does all his life. In the context of the intensification of scientific knowledge, which forms the basis of the post-industrial economy, lifelong learning should receive priority development.
The idea of continuing education has received support in business circles as well. A 1995 CSEP report argued that a person should have the opportunity to receive education throughout his life, and the main task of education is to teach a person "skills for the perception of new knowledge."
The main role in the process of learning throughout life is given to the system of distance learning. As noted in the February 1996 OECD Philadelphia round table report, new forms of learning do not require the permanent presence of educators, but can be implemented by companies providing educational services. regarding 62
state system of education, the participants of the "round table" gave it the role of a guarantor of access to education, mainly for those who "are not able to provide a cost-effective demand for education." In general, according to business circles, the state has an obligation to provide citizens with basic education.
In the early 1990s, OECD experts turned to the concept of lifelong education, developed back in the 1970s, but due to the oil crisis and the onset of an economic recession, it was not put into practice. Within the framework of this concept, school education is considered only as a preparation for a career that a person does all his life. In the context of the intensification of scientific knowledge, which forms the basis of the post-industrial economy, lifelong learning should receive priority development.
However, such a radical displacement of the state from the educational process is still declarative. Rather, the above statements reflect the desire of business circles, and above all corporations working in the field of information and communications, to master the new market of educational services, which is being formed under the influence of globalization. As for the state, it is assigned the role of a financial donor in this process.
In the last twenty years, many developed countries of the world have been reforming their national education systems, the content and direction of which are increasingly determined by globalization. The transformation of education into an important factor in the competitiveness of not only individual producers, but also national economies as a whole requires greater flexibility from the education system, openness to changes, and the ability to adequately respond to them. In the new conditions, the issues of the effectiveness of the functioning of educational institutions and the rationality of the distribution of financial resources are of particular importance.
According to the liberal ideologists of globalization, the achievement of these goals is possible only in the conditions of market relations in the field of education. The World Bank's 1995 Education Policy Strategy report argues that the logic of globalization dictates a significant reduction in the presence of the state in education, as public administration "leaves little room for the flexibility so necessary for effective learning"
World Bank experts believe that under the new conditions, the task of the state in the field of education is to guarantee the right of the poor to access education, disseminate information about educational opportunities, ensure the quality of education by introducing educational standards and monitoring their compliance.
Already today, in many countries, centralized state control over educational institutions, especially schools, is imputed to control by local authorities and non-governmental organizations, which are a kind of boards of trustees, which, along with representatives of local government and parents, include representatives of business circles. Reducing the financial participation of the state in the development of education, the introduction of market methods of managing educational institutions, and stimulating competition between educational institutions lead to the commercialization of education. The market (as an institution) begins to determine the ultimate goals, objectives and organization of education, ousting the state from this sphere. Students are increasingly viewed not as citizens with the right to education, but as consumers of educational services, and their relationship with educational institutions is built on the basis of this approach. Such concepts as "education market", educational enterprises, "educational business", etc. are actively entering into life.
Market forces are becoming a catalyst for the transformation of the traditional education delivery system. There are more and more non-state educational institutions, whose activities and services they provide are rapidly diversifying with the development of information technology, the formation of a global market for educational services, which by 2005 may amount to $ 90 billion. In May 2000, Vancouver hosted the first world education salon, in which was attended by 3 thousand professionals representing 458 private and public organizations from 56 countries, are engaged in training, distance learning, the creation of educational systems, the training of foreign students and the placement of educational institutions abroad, the production of technical education and software for educational institutions. The World Trade Organization (WTO) has included education in the list of services, trade in which, if the General Agreement on Trade in Services is concluded, will be regulated by its provisions.
It is necessary to pay attention to the fact that today the number of opponents of the globalization of education is growing. They believe that transnational corporations and large monopolies threaten national educational systems, and further liberalization and deregulation will mean an attack on the rights of citizens, including freedom of access to education. They oppose the strengthening of utilitarian, consumerist approaches to education, and emasculate the education of spirituality and enlightenment.
Globalization as an objective factor that has positive and negative impact requires careful consideration of it in the development of the education system.
conclusions
1.
Informatization is an objective pattern of the development of society and the education system. A distinctive feature of this phenomenon is the large-scale use of information and telecommunication technologies, including the Internet, in all spheres of human activity, including education.
2.
The term "globalization" has replaced such concepts as "interdependence" and "internationalization" and characterizes a qualitatively new stage in the development of the system of international relations in the economic, social and political spheres. Globalization is comprehensive, extends to all aspects of human activity and affects all spheres of social and individual life, including education.
3.
One of the consequences of globalization, as well as due to the industrialization and commercialization of education, is the concept of educational services. The World Trade Organization (WTO) has included education in the list of services, trade in which, if the General Agreement on Trade in Services is concluded, will be regulated by its provisions. This was documented at the World Salon of Education in Vancouver in 2000.
Questions for self-control and reflection
1. Define the process of informatization and globalization of education. Note their positives and negatives.
2. Justify the objectivity of both processes and their universality for various spheres of society.
3. Justify the position that the processes of informatization and globalization of education are objective processes that are characteristic not only for the education system.
4. Give specific examples of the results of informatization and globalization of education at the level of the educational institution where you study.
5. Formulate the differences between globalization and internationalization.
Literature
1. Colin K.K. Social informatics-M.:-198s
2. The concept of informatization of education. "Computer Science and Education". M., 1990. No. 1.
3. Colin K.K. Informatization of education as a fundamental problem. "Remote education". M., 1998, No. 4.
4. Annenkov V.V., Vzyatyshev V.F., Kazakova, Ovseytsev A.A. "Educational and scientific network discussions and their role in enhancing the independent work of students." - M .: MPEI, STOIK, 2002
5. Vagramenko Ya.A. About directions of informatization of the Russian society. Sat. n. tr. "Systems and means of informatics". Publishing house "Science". M., 1996, no. eight.
6. Zhivotovskaya I.G. Globalization and Education: Institutional and Economic Aspects Globalization and Education Sat. of reviews Ed. Zaretskaya S.L. –M.: INION, 2001. -p.21-38.
7. Cheshkov M.A. Global vision and new science. - M.1998. - 81 p.
Globalization is a factor that significantly affects the education system.
In recent years, the term "globalization" has firmly entered the scientific circulation and political lexicon. The concept of "globalization" has replaced such concepts as "interdependence" and "internationalization", and characterizes a qualitatively new stage in the development of the system of international relations in the economic, social and political spheres. The most important feature of the new system is its transnationality. It is generally recognized that globalization is comprehensive, extends to all aspects of human activity and affects all spheres of social and individual life.
To date, there is practically no clear definition of globalization in the scientific literature.
Consider how globalization affects education. The informatization process has led to the fact that the human resource has become a new parameter of the competitiveness of enterprises. The growing influence of such indicators as improving the quality of goods and services, their diversification and shortening the life cycle, on competitiveness forces entrepreneurs to develop development strategies that integrally address the issues of introducing fundamentally new technologies, types of production organization, management and training. Education and training thus become permanent components of the business strategy of enterprises.
Increasing competition in the context of growing globalization is forcing business circles to intervene more actively in the education process and present their demands to the education system. In particular, the main task of education, according to representatives of the business community, should be "ensuring the continuous preparation of" human resources "for cost-effective use in a constantly changing environment.
Thus, in the report "Education and Competence in Europe", published in January 1989 by the "Round Table" of European Industrialists (CEEP), it was indicated that industrial corporations consider education and training as a strategic investment vital for their future prosperity. The report also deplored that "Governments still view education as a purely domestic affair, which leaves industry with little influence on educational programs." The conclusion made in the report was the need to strengthen ties between educational institutions and industry, in particular, through the development of distance learning and education, as well as the introduction of computer technology in the field of education.
On the whole, this strategy was supposed to contribute to the adaptation of the system of education and vocational training to the requirements of industrial corporations operating today in the conditions of the formation of the world market space.
The content of school education must also comply with the requirements of the new model of economic development. According to adherents of neoliberalism, in the context of globalization, industrial countries can successfully compete in the struggle for investments only by raising the level of training of their workforce, the innovative abilities of scientific and technical personnel, which ensure the efficiency of enterprises. The modern school, in their opinion, must constantly monitor the changes taking place in the post-industrial labor market. Under these conditions, the task of the school is to give the future employee a broad education, including knowledge in the field of entrepreneurship, crisis resolution, etc., as well as to teach the skills of acquiring new knowledge so that when he comes to production, he can gain the knowledge necessary to perform a specific task. work.
The search for a solution to the problem goes in a variety of directions. In the UK, for example, in the 1980s, emphasis was placed on the development of a system of vocational training for young people. The Government has adopted and funded two special programs "Youth Vocational Training Scheme" and "Vocational Education Initiatives" aimed at strengthening the link between "school and industry" and introducing an entrepreneurial culture into school education. The French authorities are now following this path. In particular, in October 2000, the French Ministry of Education, together with the French Enterprise Movement, held a "Week of interaction between schools and enterprises." The purpose of the event is to improve the interaction between schools and enterprises for the vocational guidance of students, to stimulate the interest of schoolchildren in entrepreneurship.
In the early 1990s, OECD experts turned to the concept of lifelong education, developed back in the 1970s, but due to the oil crisis and the onset of an economic recession, it was not put into practice. Within the framework of this concept, school education is considered only as a preparation for a career that a person does all his life. In the context of the intensification of scientific knowledge, which forms the basis of the post-industrial economy, lifelong learning should receive priority development.
The idea of continuing education has received support in business circles as well. A 1995 CSEP report argued that a person should have the opportunity to receive education throughout his life, and the main task of education is to teach a person "skills for the perception of new knowledge."
The main role in the process of learning throughout life is given to the system of distance learning. As noted in the February 1996 OECD Philadelphia round table report, new forms of learning do not require the permanent presence of educators, but can be implemented by companies providing educational services. Concerningstate system of education, the participants of the "round table" gave it the role of a guarantor of access to education, mainly for those who "are not able to provide a cost-effective demand for education." In general, according to business circles, the state has an obligation to provide citizens with basic education.
However, such a radical displacement of the state from the educational process is still declarative. Rather, the above statements reflect the desire of business circles, and above all corporations working in the field of information and communications, to master the new market of educational services, which is being formed under the influence of globalization. As for the state, it is assigned the role of a financial donor in this process.
In the last twenty years, many developed countries of the world have been reforming their national education systems, the content and direction of which are increasingly determined by globalization. The transformation of education into an important factor in the competitiveness of not only individual producers, but also national economies as a whole requires greater flexibility from the education system, openness to changes, and the ability to adequately respond to them. In the new conditions, the issues of the effectiveness of the functioning of educational institutions and the rationality of the distribution of financial resources are of particular importance.
According to the liberal ideologists of globalization, the achievement of these goals is possible only in the conditions of market relations in the field of education. The World Bank's 1995 Education Policy Strategy report argues that the logic of globalization dictates a significant reduction in the presence of the state in education, as public administration "leaves little room for the flexibility so necessary for effective learning"
World Bank experts believe that under the new conditions, the task of the state in the field of education is to guarantee the right of the poor to access education, disseminate information about educational opportunities, ensure the quality of education by introducing educational standards and monitoring their compliance.
Already today, in many countries, centralized state control over educational institutions, especially schools, is imputed to control by local authorities and non-governmental organizations, which are a kind of boards of trustees, which, along with representatives of local government and parents, include representatives of business circles. Reducing the financial participation of the state in the development of education, the introduction of market methods of managing educational institutions, and stimulating competition between educational institutions lead to the commercialization of education. The market (as an institution) begins to determine the ultimate goals, objectives and organization of education, ousting the state from this sphere. Students are increasingly viewed not as citizens with the right to education, but as consumers of educational services, and their relationship with educational institutions is built on the basis of this approach. Such concepts as "education market", educational enterprises, "educational business", etc. are actively entering into life.
Market forces are becoming a catalyst for the transformation of the traditional education delivery system. There are more and more non-state educational institutions, whose activities and services they provide are rapidly diversifying with the development of information technology, the formation of a global market for educational services, which by 2005 may amount to $ 90 billion. In May 2000, Vancouver hosted the first world education salon, in which was attended by 3 thousand professionals representing 458 private and public organizations from 56 countries, are engaged in training, distance learning, the creation of educational systems, the training of foreign students and the placement of educational institutions abroad, the production of technical education and software for educational institutions. The World Trade Organization (WTO) has included education in the list of services, trade in which, if the General Agreement on Trade in Services is concluded, will be regulated by its provisions.
It is necessary to pay attention to the fact that today the number of opponents of the globalization of education is growing. They believe that transnational corporations and large monopolies threaten national educational systems, and further liberalization and deregulation will mean an attack on the rights of citizens, including freedom of access to education. They oppose the strengthening of utilitarian, consumerist approaches to education, and emasculate the education of spirituality and enlightenment.
Globalization as an objective factor that has positive and negative impact requires careful consideration of it in the development of the education system.