Why study?

The university cannot educate. He gives only the chances of receiving it. The chances are not an injection. They must be caught. As a result, only the one who can and wants to get education. The rest receive at best illusions - with or without a diploma. The desire to learn not in the air. In it, an awareness of his needs of all kinds is manifested in it - from curiosity to the desire to live satisfying. A significant part of the utilitarian motives comes from the state of the labor market. And he, apparently, is less capable of generating such motives.

Evgeny Balatsky in the article "The Shocking Pravda of Higher Education of the 21st Century" notes the contradiction between the labor market and universities:

"The problem is that the evolution of the Russian economy, and, accordingly, was also in the direction of their high -quality degradation. In turn, the primitive labor market deprives youth and the system of higher education of the corresponding incentives, as a result of which the syndrome of unnecessary education and knowledge arises. More precisely, education remained necessary as a formal attribute of the employee, certified by the corresponding diploma. Knowledge of knowledge is not needed."

“The labor market has been overflowing and“ stuck ”in it was possible only at the expense of personal connections and recommendations. No qualification has already given advantages. In addition, the intellectual sectors of the domestic economy were almost completely degraded and demand was presented only on representatives of the services sphere, which did not require almost no special knowledge and skills. It was not necessary to work at such places, and only minimal experience was needed. Such conditions cannot be lost on senseless studies, but the diploma of higher education is still required, this is facilitated by unchained attitudes, which have passed from the era of socialism, as a result, many students began to work, of course, to the detriment of studying, and those who have not yet worked, as a rule, already knew where they would go to work and did not see the meaning of the university. Thus, the sphere of higher education and the labor market began to function in the regime of competition, that is, the system of higher education began to “interfere” with the labor market and future labor. It is not surprising that mental overstrain on a student bench has lost all meaning. "

The decision of the contradiction between universities and the labor market can be solved in two ways. The most obvious to which the Russian government is more clearly inclined is the adaptation of universities to the market. Such a goal is filed as a high goal of reform. There is a great utilitarian logic in this. However, if you clearly follow this path, then we must return to the state of university education in tsarist Russia, where there were only a few universities. The logic of the labor market has a tendency to take the shape of a descending spiral:

The simplifying market dictates a revolution of universities, which decrease in the quality of graduates stimulate further simplification of market demand. The main mass of the population for work by secretaries, sellers, middle -level managers, workers, guards, ordinary officials, etc. There are enough colleges for the eyes that give secondary special education. This is the path along which the USSR was walking during the period of industrialization.

The second path is the transformation of universities into intellectual centers, which should stimulate elevating trends in the labor market. The logic is simple, but having too many exceptions: educated people create jobs where education is in demand. However, at present, for a variety of reasons, this option seems utopian.

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