Implementation Of Continuing Education Programs In The Process Of The International Integration

Abstract

The article analyzes the practice of implementing continuing education programs in the Russian Federation in the modern conditions of globalization and transition to an innovative economy, where education plays a leading role, allowing a person to develop constantly; it illustrates the modern Russian practice of implementing the approach to education. The authors are concerned with the acute issue of the employees professional correspondence to the positions held, including the problem of so-called employee’s "final stop" syndrome caused by the revision of the "state outlook" on the quality of staff training and understanding that even modern university education is not capable of giving knowledge for all life; today the society is stated to be ripe for understanding the need to create/educate highly qualified specialists. Materials and legislative norms that allow determining essential characteristics of these programs implementation are analyzed. The authors attempt to study the influence of some features of the globalization process such as: transformation of knowledge into the main element of social wealth that stimulates a creative approach to solve problems, formation of global information space that ensures implementation of any type of activity in real time, and formation of an effective public management system. The article summarizes that implementation of continuing education programs allowing people to exchange experiences, develop intellectually, learn to solve various problems constructively, will increase the population education level as a whole, thereby contributing to the emergence of highly qualified specialists in various fields.

Keywords: Federationcontinuous educationintegration

Introduction

In the modern world in the era of the information infrastructure active development, the global information space, knowledge is transformed into the main element of social wealth that allows considering options, including scientific and industrial cooperation of countries, transition to an innovative economy, where education plays a leading role. Today, one can safely say that in the Russian Federation, a serious process of transition from a formal approach to education/training began, though it often is considered to the practice of obtaining a document on education (diploma) without orientation to the subsequent application of the acquired knowledge, when a person, having received an economist degree, diploma, for example, went to work to the grocery store as a shop-assistant - to the situation of increasing the education prestige, to strive to expand the boundaries of professional knowledge and skills, to apply the general management principles into the effective education management system, considering the richest domestic and foreign experience in this field, as well as understanding that "teaching is not only the transmission of facts, but also the art of intellectual search, that requires communication face to face with students" (Bromwich, 2015; Kuznetsova et al., 2017; Korneva & Plotnikova, 2015).

Thus, the level and prospects of the modern society development characterized with the increasing role of information, various technologies, including information, into the process of accelerating globalization real rates, necessitate the realization of free access of any person to information resources, with the criteria system and assessment methods of their effectiveness, their competence. Perhaps presenting a person being far from the information space is perhaps unreal in principle. Therefore, the accessibility principle in obtaining information - knowledge - is the main condition for the mobility of specialists. Moreover, the success of a person, a specialist, as a whole, is determined with the ability, speed and possibilities of his self-development. So absolutely new management methods appear and they are replicated in non-fiction materials, for example, scrum is the so-called revolutionary project management method (Schwaber, 2004); its application increases their productivity. Thus, the usage of various forms, methods of obtaining and transmitting information provides a continuous process of improving people's interaction, management and facilitates establishment of so-called feedbacks between participants. In other words, continuous education largely cultivates the process of people's self-development.

Problem Statement

Today, more than ever the question of the employees’ professional conformity to their positions is actualized. At present, the problem of the so-called employee’s "last stop" syndrome does not seem unrealistic, it gradually begins to come to understanding that modern even university education is not capable of giving knowledge for all life. The idea, the original slogan "lifelonglearning" or the "LLL" system, the "3L" system that appeared in the West in the 80s of the 20th century can serve as an illustration. This slogan implementation was one of the options for responding to the labor market demands when the very possibility of getting an education began to be viewed as a promising investment in human capital, which was subsequently taken as a basis for the creation of the personnel policy of some successful organizations.

In this regard, one cannot ignore the fact that the very concept of globalization, emerged on the basis of ideas of modernization, progress and universalization underwent major changes at the end of the last century, when the trajectory of the world civilization development changed under the collapse pressure of so-called "world bipolarity" theory caused with the USSR collapse.

At present, in the Russian Federation, one of the priority tasks of development is the qualitative improvement of the management system itself, both at the state and municipal levels. And the solution of this serious issue is directly related to resolving the problem of training highly qualified personnel, and, therefore, creating an effective education system. At present the education system and, in particular, the university system, is considered in the globalization processes context (Neborsky, 2017), when the very structure of educational institutions is changing and new forms are being developed, for example, the networked university.

It should be remembered that state of matters in the education sphere is directly connected not only with state social policy, but also with the economic development strategy of the state as a whole, and the country's competitiveness depends in a dynamically changing world. One can state with absolute certainty that today in modern society many aspects of not only state life but also social development depend on the education development level, its quality (economy, security, culture, etc.). According to the Constitution of the Russian Federation declaring as the highest value the rights and freedoms of man and citizen and speaking of the social orientation of the state, it is necessary to ensure it at the proper level and need for public goods and services, and they, of course, include the possibility of education obtaining and continuing.

Research Questions

Undoubtedly, the very idea of education continuity is not an opening or news. So, even in Ancient Greece Plato reflected on it correlating the society well-being with the constant knowledge renewal; in the nineteenth century, for example, D.I. Pisarev in his pedagogical works on general problems of education, in particular, in the work "Realists", also talked about the need for education continuity. The twentieth century introduced its corrections into this idea, marking it in 1968 in the materials of the UNESCO general conference. Later in 1972, the report of the UNESCO Commission was published; it resulted in the decision to recognize the continuing education system as one of the key principles for the education reform at all continents. So there is a new world educational vector. Thus, the slogan "Learning Through Life" having received its legal consolidation, created conditions for the educational process modernization with possibility of using information and communication technologies, including into creation and implementation some elements of distance learning.

The theoretical and methodological foundations of the continuous education system in Russia are noted to be formulated. They are based on scientific research of B.S. Gershunsky, A.P. Vladislavlev, A.M. Novikov, and others.

Describing today as a whole the understanding of education problems in Russia, it is possible to single out two global factors that require a continuous increase in adult education.

Firstly, it is the awareness at the state level of the need for constant maintenance of the professional knowledge level of workers throughout the whole working period that corresponds to modern technologies that is a potential condition for their effective work.

Secondly, it is recognition by everyone needs for constant improvement of their professional knowledge, skills, skills as a necessary condition for professional growth, enhancement of skills, preservation of the workplace, economic and social well-being, spiritual and intellectual development.

So it follows that possible forms analysis of providing continuing education must consider specifics of the purposes of its providing and obtaining, and it can include, in particular: socialization of citizens; admission to the profession (it is a question of vocational guidance); extension of professional skills and knowledge in the form of advanced training; achieving a certain social status (for example, obtaining a degree and/or academic degree); realization of life goals and attitudes. The legal regulation objectives in the education sphere are the state guarantees establishment, mechanisms for the realization of human rights and freedoms in the education sphere, creation of conditions for the education system development, the protection of the participants rights and interests in the relations in the education sphere, and one task is maintaining and protection of citizens constitutional law of the Russian Federation for education.

Accordingly, today the government main actions in implementation of the regulation of adapting continuing education programs should be reduced to the adoption of legislative and regulatory acts for the modern education system, which will determine the specific conditions, guarantees of its functioning.

Purpose of the Study

The aim of the study is based on analysis of materials and legislation to define essential characteristics of the implementation process of continuing education programs that promote international integration. So it is necessary

• to analyze the legal aspects of the continuing education programs implementation in Russia;

• to identify influence mechanisms of the continuing education programs implementation in the Russian federation within the international integration framework.

Research Methods

General scientific and special methods were used for writing the article.

Findings

Based on the above, the Russian federal education policy can be considered as formulated and announced possible actions of the state in relation to education as a system, as a kind of own behavior rules accepted with management subject in relation to the control object.

• 6.1 With regard to the implementation of continuing education programs the state must consider the peculiarities of this particular education as an object of public control and/or regulation, remembering that continuing education at first represents an educational process that allows through a variety of technologies and especially information, techniques, including gaming, to improve the efficiency of service delivery.

• 6.2 Creation of institutional and legal frameworks at the field of education is simultaneously both policy at the area of continuous education; this education having some features related from the possibility of multiple entering of the person, the citizen into educational process. This opportunity is to enter repeatedly into educational sphere, determine his educational vector on his own and become a specialist in his field of knowledge.

Conclusion

Thus, one can say, as follows.

• The implementation of lifelong learning programs from the standpoint of international integration, first of all - in the world educational space, in the context of globalization processes is a system of education that provides a person, a citizen ability to be mobile and continually receive education and training.

• The implementation of continuing education programs contributes to formation and consolidation of skills throughout life or in its different periods and in general increases the competitiveness of experts today, when modern man can fulfill his potential, to apply successfully his knowledge in a virtual world. An example is Noveck’s idea of wiki-government creation, the authors presented in the work (Noveck, 2012). The authors, in fact, offered a modern approach to the management of the state by means of information technology, aims to bring to the remote operation of citizens, owning unique competencies, and willing to offer their knowledge and experience to meet the challenges at all levels of government, thereby increasing the efficiency of public institutions as a whole.

References

• Bromwich, D. (2015). Trapped in the Virtual Classroom. Retrieved from http: //www.nybooks.com/articles/2015/07/09/trapped-virtual-classroom/
• Korneva, О.Yu., & Plotnikova, I.V. (2015). Student academic mobility: social issues, Sotsiologicheskie issledovaniya, 6, 111-115
• Kuznetsova, O., Kuznetsova, S., Yumaev, E., Kuznetsov, V., & Galtseva, O. (2017). Formation and Development of the Training System for Innovative Development of Regional Industry, E3S Web of Conferences, 15, 04019. DOI: 10.1051/e3sconf/20171504019
• Neborsky, E.V. (2017). Development of university education in the context of globalization processes, Pedagogy, 2, 102-105
• Noveck, B. (2012). Wiki Government: How Technology Can Make Government Better, Democracy Stronger, and Citizens More Powerful. Washington, US: Brookings Institution Press.
• Schwaber, K. (2004). Agile Project Management with Scrum. Sutherland: Microsoft Press.