ПРИНЦИПЫ ТРАНСФОРМАЦИИ ВЫСШЕГО ОБРАЗОВАНИЯ: АНАЛИЗ СОДЕРЖАНИЯ И РЕГИОНАЛЬНЫЙ ОПЫТ

Abstract

Analysis of the principles of transformation of higher education has become relevant in connection with global changes in the socio-cultural, geopolitical and economic situations. At the state level, a set of key principles of the new national system of higher education is presented. The complex includes the principles of ensuring technological sovereignty, openness, fundamentality, practicality and flexibility. To date, interpretations of synonymous / analogous principles of education have been established, a resource of knowledge and ideas of their effectiveness has been accumulated. In a number of cases, they were considered as informal criteria for the quality of higher education, implicitly manifested in the rationale for programs and training plans, in educational projects as “options” for the successful achievements of the national higher education. A comparative analysis of the current interpretations of the key principles determined their differences from the previously known ones not so much in their meaningful interpretation, but in the level of demand and the nature of the generating factors — socio-economic, geopolitical, cultural-historical, production-but-technological. The key principles for the transformation of higher education represent a concentrate of the country’s challenges and requests for domestic higher education. The research methods were analysis of normative documents, comparative and critical analysis of scientific publications, synthesis of scientific opinions and professional education experience, formulation and proof of scientific hypotheses. As materials for the study, normative and legislative documents of the Russian Federation, publications of leading scientists in the field of educational policy, and experience in educational activities were used. The attention of the scientific and pedagogical community is drawn to some mechanisms for their implementation in domestic regional universities and their branches. The experience of the development of the Orenburg State University and the Kumertau branch is shown in terms of the implementation of key principles. Transformation of education is impossible without programmatic state support, without relying on the resources of stakeholders, actively attracting opportunities and funds from grants and the program of the Federal level.