Problems of formation of educational culture in secondary vocational training in Russia

UDC 377.6

The problem of increasing the effectiveness of training students in modern sociocultural conditions is one of the most pressing, because it is closely linked with the need for the formation of a multi-faceted personality, adapted to today's complex and highly dynamic social environment.

Review the system of secondary and higher levels of vocational training of students in terms of organizational and pedagogical, social and cultural conditions for increasing its effectiveness, development of motivational sphere of personality, her psychological stability, competent readiness for professional work is topical modern problems [4; 6; 7].

Since the end of the twentieth century, almost all of the developed world have formed the levels and stages of the educational system of society: Preschool, school elementary and secondary education, secondary and higher vocational education, as well as training of researchers, retraining of specialists. At the same time our media strongly justified, that the whole world now produces a model of global education under the slogan of "Lifelong Education". According to these models, Russian education system should also be modernized in this direction. В частности, you must strictly implement a two-tier higher education "Bachelor - Master", which is an integral part of such a model.

In the Russian tradition of teaching the problem of multi-level education "through life" was posed and solved several decades ago. It was resolved successfully and effectively in relation to their own socio-cultural context. In our tradition this educational strategy called Continuing Education. Continuing education included several interrelated levels, where every previous level is the basis for the next. This remarkable levels, work effectively in modern conditions:

- Family upbringing, education;

- Pre-school education (Nurseries, Kindergartens),

- School (primary and secondary) education, training;

- Initial vocational education - NGOs (production and technical schools, mentoring of production, career guidance in high school);

- Vocational education - ACT (technical, Colleges);

- Higher professional education - VPO (Universities Industry, Universities);

- Training of researchers, two stages - postgraduate and doctoral studies (the second level has no analogues in the world);

- Second higher education - professional reorientation;

- Training institutions and retraining - Training Institute, internships, etc.;

- Universities for adults [1; 6].

Western model, in many ways a bad copy of the above designated Russian system of continuous multilevel education "through life", They are less structured and, кроме того, poorly adapted to our Russian conditions. Therefore, the real problem for the Russian education, without jeopardizing its own national security, It may be different. This is a problem generating the parameters of conversion actually "working" Russian education levels and levels of education in other countries (например, Western), but in no case should not destroy their (best in the world!) Achievements. And the reason we go a completely different way - by suboptimal extreme borrowing innovations from other cultures, destroying its own, significantly better tradition. So does it make sense to change: the best - at worst; "Own" - has poor on the "foreign"; optimum term of development - in its absence and deadlock? [8]

Например, graduate ACT (College) I could qualified to work in different sectors of the economy at the level of master. Determining the level of vocational education consistent "niche" of employment rights in the relevant social and professional layer of society. The vast majority of the graduate professional preparation of the stage had a job (towards) in a particular social and professional layer country. In contrast,, BA does not have sufficient practical qualification work in production, which he had a master, Bachelor is a graduate college drop-practitioner. С другой стороны, BA has no theoretical knowledge, receives expert VPO, соответственно, Bachelor is half-educated in fundamental theoretical preparation. A reduction in the humanities disciplines in undergraduate causes, that is Bachelor and ideological half-educated. There is a person at the level of maladjustment, якобы, secondary vocational education in the "innovative" two-tier Bologna training system. There is a person dekulturatsiya, unclaimed society, the human psyche irreparable damage.

Therefore, we are confident, that the level of preparation of students in Russian colleges (which are often created through the reorganization of technical colleges, with the "distortions" in the direction of reducing the excessive theorizing and practical skills), yet, to the greatest extent adapted to the Russian level professional social system, rather than the Western model of undergraduate [5; 6; 8].

The high quality of education at all levels of the organization - is the key to optimal socio-economic and cultural development of the state, intellectual and moral development of man. One of the main functions of education is the socialization of young generations and the consolidation of society around the preservation of cultural values. However, in modern conditions, domestic education is becoming increasingly negative traits. They are associated with the following factors.

Firstly, It is widely, -proven inadequate, introducing a number of innovations, are not adequate to Russian public life, tear contemporary education from the best traditions of Russian pedagogy, from the rich cultural heritage of the formation of the whole man, lead to the impoverishment of the spiritual potential of the country. В частности, This could include those innovations, which are being implemented in favor of Western interests, and serve the increase of intellectual potential of the Western countries due to a constant flow of "brain drain" - migration of talented young Russians abroad.

Во-вторых, Education catastrophically quickly loses one of its main advantages over the educational systems of other countries - fundamental knowledge and universalism broadcast. This radically changes the quality of education, which acquires a utilitarian, highly specialized, prescription, and often - a helpless character. In education, there is no possibility of formation of qualities such specialists, who are able to solve a wide, comprehensive and long-term issues of economic, spiritual and cultural life of the country, World social system, Security antroposotsialnoy and natural life.

Thirdly, very actively and forcibly initiated the process of transforming education in the service sector - in the framework of capitalist market relations of sale, greedy profits to the nature of the primary accumulation of capital by any means. This adversely affects the general spiritual and cultural development of the student's rights and its future destiny. This leveled personality, that is not only able to understand clearly a personal interest in the activities of, but at the same time to serve the community, Dormitory mild, build a new harmonious life sotcioprirodnyh.

These gaps with the best examples of Russian traditional pedagogical culture [1; 4] and new domestic developments in the field of education and formation of human [5; 6], in the XXI century led to growing dehumanization process of training and education. This directly contradicts the modern model of student-centered learning in education [2; 3] and in the near future can turn into a socio-humanitarian catastrophe in Russia.

The best option revival of pedagogical culture of Russia for training of secondary vocational level is a readaptation of the Russian-Soviet model of training in secondary vocational education, but taking into account the new social and cultural conditions of life in the third millennium.

References

1. Avrus, AI. The history of Russian universities / AI. Avrus. - M., 2001.

2. Алексеев, Н.А. Personality-oriented education: Theory and Practice / Н.А. Алексеев. - Tyumen, 1997.

3. Artemov, SD. The social problems of adaptation of working at the company /S.D. Artemov. - M., 1990.

4. Goloborodko, SA. Professional adaptation in social psychology / SA. Goloborodko. - M., 1991.

5. Kiryanov EH. Psychology of personality formation professional /E.N. Kiryanov // Psychological Journal. – 1995. – № 4. – С. 147-148.

6. Essays on the history of vocational education in the USSR / Ed. ред. IGOR. Nikolaev. - M., 1981.

7. Паршиков, VI. The philosophical foundation of modern education /V.I. Паршиков. – Новосибирск, 2001.

8. Pishtulin, В.Г. Model university graduate /V.G. Pishtulin // Pedagogy. – 2002. – №9. - S.22-27.