Priorities of the Russian Regional Education in the Context of Globalization

Oksana Ivanova,Eugene Guryev,Larisa Bilalova

doi:10.5901/mjss.2015.v6n5s3p17

Abstract

The article is devoted to the priorities of the Russian educational areas, which is becoming an integral part of the educational society, considering modern globalized world. The authors examine the problem in terms of social philosophy, which helps to identify the most general laws of development of being, thinking and society. Considering the following aspect, the logic of the study is an extrapolation of the principles of democracy, humanism, anthropocentricity on the development of education in a multicultural and Multilingual space. Globalization requires a high level of mobility of specialists worldwide, involvement of the multicultural and multilingual education of representatives of different nations, peoples and social levels. Education as a process cannot be done without appropriate methodological instruments, as, for instance, the teaching technologies and their integration with the information and communication technologies. The most relevant for the Russian education technologies are now inclusive education, health preservation, information and communication. DOI: 10.5901/mjss.2015.v6n5s3p17

Highlights

The Bologna process, which began in the late XX century, gave a powerful impetus to the revision of the principles of the organization of the education system on a global scale
Confirmation of our thoughts on the systematic approach is that we find in the comments of the Secretary General of the Russian Union of Rectors Olga Kashirinykh made it against Vladimir Putin signed a decree "On the National Strategy of Action for Children for 2012-2017": "Today, a large number of universities successfully implements its own program of development of an accessible environment
Russian society has transformed the social consciousness of individuals and retirees, which are the target of inclusion

Summary

Introduction

The Bologna process, which began in the late XX century, gave a powerful impetus to the revision of the principles of the organization of the education system on a global scale. Globalization of the world refers to the global economics process, political and cultural integration and unification This objective process is systemic, i.e. covers all aspects of society. (Ivanova & Bilalova, 2015) Simultaneously, the high mobility of professionals as well as people without special training, but the ones who wants to find their social niche, form multilingual and multicultural society, which causes some problems with adaptation It is meant, that each national education system has its own institutional, normative and substantive specifics, which are trying to conform to global standards, and must meet the mental nature of society. The keeper of a national culture is immanently experiencing difficulties in communicative behavior, migrating to other national psychological society In our opinion, this specific aspect that we identified is an object to inclusion in the broad sense of the word

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