Wonderful competence

On the fourth of February, the first round table "Educational Policy" was held in Moscow. The idea that civil society (including business as a customer of educational services) should affect the formation of state policy in the field of education, rallied a number of civilian organizations, political structures, business universities, and leading specialists on education problems. The meeting was attended by representatives of the Russian Union of Industrialists and Entrepreneurs , the Association of Small and Central Business "Rossiya Russia" , representatives of "Business Russia", the association of civilian organizations "People's Assembly" , the first deputy chairman of the State Duma Committee Oleg Smolin, General Director of the Education Alexander Kondakov, as well as Alexander Asmolov and Alexander Adamsky .

It was not so much about the participation of business in the formation of the educational policy of the state as about civil society and its participation in this process. Before determining the methods and channels of the influence of society on the state and the caste of teachers subordinate to it, it is necessary to decide that, in fact, to society, and in particular business, it is necessary to formulate an order from the education system or, if you like, the technical task for the nature of educational services. This problem has become central to the participants of the round table. In the installation report "On National Priorities and Educational Policy", Evgeny Gontmamer has listed many different levels of society requirements to the education system. This list included ensuring the safety and full development of the student, and ensuring the function of social elevator, and quality training, and vocational training, and modeling of civil society, the rule of law and the market economy, and the support of the state’s efforts in the formation of the mobile economy and the social protection system.

The idea of ​​the nature of the public order for educational services among the participants in the round table was quite blurry. It is clear that socio-economic conditions have changed and require appropriate changes in the main tool for socialization and professional training. Obviously, in order to ensure the further development of society and the economy, it is necessary to lay new values ​​and skills precisely at the school level. As was done, for example, in Poland, where at the same time as the start of market reforms in schools, the course of "Fundamentals of Entrepreneurship" was introduced. All school students did not become businessmen from this, but the attitude of the new generation to the socio-economic space changed, the children managed to prepare for new conditions of public life.

As Evgeny Gontmamer noted, now in Russia 80% of university graduates are not working in a specialty, but 70% of vocational school graduates and schools are without work. This can be called "inappropriate" expenditure of funds for education. However, Mr. Gontmamer could not answer the question of exactly how the market demand for the training of specialists should be linked, that is, ordering business and state, and educational services. In his opinion, there should not be complete compliance - this will inhibit the development of the economy. This point of view was also supported by Alexander Asmolov, saying that educational services should be redundant in relation to the market. But the question arises here: how excessive are it?

Most likely, the solution to the question of the nature of the public order for educational services lies in the plane of determining the "permissive competence" - quality important for the whole society, for any sphere of activity. The simplest perpetrating competencies - the ability to read and write - are very poorly formed among schoolchildren, but the rest of their list is not defined. Evgeny Saburov spoke about this, when he shared the results of a cross -enlightenment study with participants in the round table, which showed that graduates of Russian schools have deeper knowledge than their foreign peers, but they can apply this knowledge worse. The same problem was affected by Mr. Samsonov, a representative of the "Opor of Russia" in his speech. Expressing the position of small and medium -sized businesses, he defined the main requirement for the education system as "the preparation of a socially active person." The competence permeating can be social adaptability and activity or the ability to easily learn new things. So, for example, in England, the central place in school training is developing in the child’s problems of solving problems (Problem Solving).

But so far the society does not know what it wants to be and what skills to its members are necessary, it cannot strictly determine its requirements for the education system, and it can only make claims. Everything is absolutely clear with claims. First of all, in the words of Alexander Asmolov, this is "gerontologization and lumpenization of teachers" . Due to low wages, young teachers and experts are not going to work in the school who are able to answer the new requests of society to the quality of educational services. True, in response to this, some participants in the round table noticed that the payment of the teaching labor corresponds to the assessment of the value and quality of education by society. And it was even suggested that payment should be calculated depending on the quality of services. But here a number of objections arise. Firstly, formally, the salary of the teacher depends on the quality of his services, for this there are discharges and constantly conducted certifications of teachers. Secondly, as studies show, education is still considered by society as one of the most important values. Parents invariably claim that they want children to receive higher education, even if they themselves do not know what to do with their diplomas. More and more people go to universities, more and more tutors work with children not only in graduation, but also in the elementary grades of the school. Thirdly, the question arises: how can a society that highly appreciates the value of education can affect the payment of the teaching labor? In addition to, of course, bribes and gifts.

Meanwhile, the fact remains - the educational system does not respond to the requests of society and business. As properly noted by the participants in the round table, a non -systemic education takes on an increasing load. And this is not only the institution of tutoring, which fills with fragile teaching Taurus and cash signs, the gap between the requirements for graduates of schools and university applicants. This is additional professional education, advanced training systems and various trainings. It is enough in the morning to view e -mail to understand how developed the market of such services is.

This is not the first time I have come across the problem of ordering business for educational services. So on Wednesday, I came from the sanatorium on a round table in Moscow, where the rallies of employees of one network company were discussed, which discussed the issue of training sales specialists capable of forming individual business strategy. But professional losers come to network companies, forced to look for a place in new economic conditions. But here the question arises of mass. After all, socio-economic conditions have changed throughout the country. And mass education has to be taken into account. So far, general education is not excessive to the market, on the contrary, it is much already. These gaps are filled with trainings. For example, one of my friends conducts a training training training for a clean sheet for employees of public relations. Small officials and graduates of advertising departments of universities, who suddenly turned out to be in the place of regular PR managers, come to him. They all know, they read Sam Black, but they are not capable of writing texts. And such situations when people either lack skills, or have to adapt to new working conditions, are many. Institutes prepare managers with knowledge of macroeconomics, but do not prepare clerks who are able to take control of a small business. This seems to be redundancy of services, and businessmen - their insufficiency. And here again the question arises of permeating competencies.

At the end of the round table, the participants decided to form an opinion in society about the future of education, spread the values ​​of modern education and stimulate the positive initiatives of the educational community. We agreed that they would develop legislative initiatives in the field of education. Everything would be good, but only a strange feeling left conversations on the sidelines. So, Oleg Smolin, Deputy Chairman of the Committee on Education and Science of the State Duma, that is, an institution that, it would seem, should implement the requirements of civil society into laws, found it difficult to answer the question of what the ways of developing Russian education were seen, and then completely stated that the Duma is becoming the appendage of the government and all legislative initiatives would proceed from the executive branch. And Mr. Samsonov from the "Opor of Russia" to the question of who should be responsible for educational policy, said that ideally, both business and the state should participate in this process. Although the conversation about ideals is not entirely appropriate here, because if the business has an order for educational services, he should know exactly where to place it and with whom to ask for its implementation.