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"Philosophy of Education"

2018 year, number 4


M. A. Abramova1, E. V. Balganova2
1Institute of Philosophy and Law, Siberian Branch of the Russian Academy of Sciences, 630090, Russia, Novosibirsk, st. Nikolaeva, 8
2Russian Academy of National Economy and Public Administration under the President of the Russian Federation, 119571, Russia, Moscow, av. Vernadskogo, 82
Keywords: высшее образование, качество образования, международное образовательное пространство, образование и наука в регионах, общественное развитие, национальная политика, higher education, quality of education, international educational space, education and science in the regions, social development, national policy


Introduction . The authors, on the basis of a retrospective analysis of trends in the modernization of higher education, address the problem of the impact of the transformation of society on the conceptual changes in the concept of quality of education, as well as strategies to ensure it. The methodology and methods of the research are based on the epistemological interpretation of the concepts of «quality of education», «international educational space», «social development» and «national policy». The World Declaration on Higher Education for the 21st Century and the Russian federal education laws are analyzed from a practical point of view. The results of the study. In 1998, the World Declaration on Higher Education for the XXI Century was prepared, where the main factors contributing to the modernization of the higher education system in the countries were noted. The solution of many problems was seen by governments in the strengthening of the role of quality higher education and research institutions, creating a critical mass of qualified and educated people. The mechanism for the implementation of these strategies was to create a single educational space, in which the mobility of teachers, researchers and students would increase. The condition for the creation of a single educational space was the unification of curricula. Thus, the task, set by the World Declaration on Higher Education for the Twenty-First Century, came into conflict with the mechanism of its implementation, since one of the tasks set in it was to promote the preservation, expansion, development and dissemination of national and regional, international and historical cultures in the context of cultural pluralism and diversity. That is, the task of preserving cultural diversity, in the context of the requirement to bring to uniformity the curricula by the countries that signed the Bologna Declaration, did not contribute to the solution of the above problem. The second element of the mechanism of increasing uniformity was the international rankings, in which countries actively began to participate, continuing to compete, including in the field of education and science. But the rating criteria focused on the ranking of higher education institutions, historically developed within the Anglo-Saxon system, led in countries, where education was based on the Prussian model, to the transformation of not only the education system, but also science. Conclusion . The countries, reforming the education according to the requirements of a changed society, themselves came under the influence of the consequences of the modernized system. The substitution of ensuring the quality of education while maintaining the uniqueness of educational resources, the pursuit of the implementation of formal characteristics have made topical the discussion by the professional community on the measures to improve the quality of vocational training of university graduates, which led to the need to revise existing principles and approaches to teaching students.