Abstract
Introduction. The period of active global cybernetization and business automation was marked by a problem for Russian employers in the form of a shortage of qualified personnel capable of ensuring the development and competitiveness of business in the world markets.Methodology and sources. Sociology of education as a social institution has been developing since 1970 s. Its current theoretical foundation is based on two principles: 1) The principle of mutual convergence of social institutions (education – business, education – state, education – family); 2) Variety of educational practices as a factual manifestation of the phenomenon of continuous education. Today corporative learning is one of such practices that radically change the ecosystem of traditional education.Results and discussion. There was a problem of forming a system of training new human resources that meet the changing economic realities. Until the 1990s, before the collapse of the country and the beginning of political and economic reforms, the Russian Federation had a system of higher education as one of the most stable and well-established mechanisms for training personnel for all sectors of the economy. An indicator of the effectiveness of this system was that graduates of Russian universities were invited to work by well-known corporations from many countries of the world.Over the years of reforms, Russia has lost its previous model of education, which today significantly affects the quality of training. Many Russian enterprises are forced to follow the path of independent training and retraining of specialists. Development of corporative is necessary to compensate for the limitations of traditional higher education. At first, the training was organized locally and had a haphazard character, but over time, Russian entrepreneurs began to adopt foreign experience in forming a knowledge system in the company and even create corporate universities.Conclusion. The study examines the prerequisites for the formation of the system and the development of the corporate education market, provides current models of knowledge accumulation and suggests the author's cognitive model of professional development of personnel.
Highlights
The period of active global cybernetization and business automation was marked by a problem for Russian employers in the form of a shortage of qualified personnel capable of ensuring the development and competitiveness of business in the world markets
Until the 1990s, before the collapse of the country and the beginning of political and economic reforms, the Russian Federation had a system of higher education as one of the most stable and wellestablished mechanisms for training personnel for all sectors of the economy
An indicator of the effectiveness of this system was that graduates of Russian universities were invited to work by well-known corporations from many countries of the world
Summary
Корпоративное обучение сегодня – одна из таких практик, в корне изменяющих экосистему традиционного образования. Прошлого века, до момента распада Советского Союза и начала политических и экономических реформ, в Российской Федерации система высшего образования была одним из самых стабильных и хорошо отлаженных механизмов подготовки кадров для всех секторов экономики. За годы реформ Россия утратила прежнюю модель образования, что значительно сказалось на качестве подготовки кадров. Сначала обучение организовывалось на местах и носило бессистемный характер, но со временем российские предприниматели стали перенимать зарубежный опыт формирования системы знаний в компании и даже создавать корпоративные университеты. На основе проведенного анализа определены издержки формирования такой системы и развития наличного рынка корпоративного образования, приведены актуальные модели накопления знаний и предложена авторская когнитивная модель профессионального развития кадров. Ключевые слова: индустрия знаний, трансформация образования, корпоративное обучение, мировые рейтинги, человеческий капитал, профессиональная подготовка.
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