Based on the formation of innovative clusters and ecosystems in Russia, the network organization and system principles for transforming the relationship between the state and innovative business are considered. The focus focuses on the formation of innovation clusters and ecosystems as collaborative communities, the transition to a "cluster management organization" as a new advanced form of organization of the innovation process, as well as government policy to support such a transition along with government and business relations in this context.
The topic of the work is of scientific and practical relevance, as there is a need to find ways to overcome the barriers to the effective functioning of online education during the global coronavirus pandemic. Russian higher education was faced with the need to suddenly change the principles of its work and transfer the vast majority of classes to an online format, which turned out to be associated with many practical problems that did not allow online education to function productively. As part of this work, an attempt is made to evaluate the rich experience of Western higher education in the application of online technologies and develop recommendations for the implementation of some effective solutions in the Russian social reality. The main research method is the analysis of documents and scientific publications. The following problems observed both in Russian and Western higher education were identified: digital divide, digital literacy, class lag, alienation from the educational process, virtualization of educational space, asynchronous communication and the inadequacy of coursework. The above problems create obstacles and barriers that do not allow Russian online education to function in full force, and require serious work to optimize the educational process. A recommendation was made to abandon non-contact online learning, the development of materials to improve the digital literacy of the teaching staff, as well as the need to unify the educational online space and create a Russian digital platform that will accumulate all the classes of state universities
Two key categories of pedagogical science - education and training as the next attempt of the appeal to a problem of overcoming alienation of the person from his authentic essence, forming of spiritually developed personality in the course of historical development of society are covered in article that isn't made automatically, and requires efforts from people, and these efforts go as for creation of the material resources, objective social conditions, and on implementation opening at each historical stage of new opportunities for spiritual and moral enhancement of the person. With respect thereto the two-unity of this process giving the real chance of development of the person as persons only all set of material and spiritual resources of society is emphasized. In article the emphasis is placed on difficult, truly human task before which it is worth today - studying not only the pupil, but also the teacher most, to address information sources, the accumulated spiritual experience, making a daily feat of internal growth. Not the last place in article is allocated to a question of the democratization of education assuming orientation to a number of important pedagogical conditions: equality of members of society irrespective of a social position, a floor, national, religious, race as democratic such organization of educational process in case of which the person capable is created is inherent in an educational system is free, to think and work creatively. Also special attention is paid to today's threat of a dehumanization, hypertrophied rationalism, loss of high moral ideals, asocial behavior of youth that, unfortunately, confirms a low performance of her education. ; В статье освещены две ключевые категории педагогической науки - воспитание и обучение, как очередная попытка обращения к проблеме преодоления отчуждения человека от его подлинной сущности, формирования духовно развитой личности в процессе исторического развития общества, что не совершается автоматически, а требует усилий со стороны людей, и эти усилия направляются как на создание материальных возможностей, объективных социальных условий, так и на реализацию открывающихся на каждом историческом этапе новых возможностей для духовно-нравственного совершенствования человека. В связи с этим подчеркнуто двуединство данного процесса, дающего реальную возможность развития человека как личности только всей совокупностью материальных и духовных ресурсов общества. В статье акцент сделан на непростой, истинно человеческой задаче, перед которой стоит сегодня не только ученик, но и учитель - учиться самому, обращаться к источникам информации, накопленному духовному опыту, совершая ежедневный подвиг внутреннего роста. Не последнее место в статье отведено вопросу демократизации воспитания, предполагающей ориентацию на ряд важных педагогических условий: равенство членов общества независимо от социального положения, пола, национальной, религиозной, расовой принадлежности, поскольку демократический системе воспитания присуща такая организация учебного процесса, при которой формируется человек, способный свободно, творчески мыслить и работать. Также повышенное внимание обращено сегодняшней угрозе дегуманизации, гипертрофированного рационализма, потери высоких нравственных идеалов, ассоциального поведения молодежи, что, к сожалению, свидетельствует о низкой эффективности ее воспитания.
В статье на основе данных источников рассмотрены состояние и уровень просвещения в Средней Азии. Исследована система мусульманского образования. Освещен процесс обучения в мусульманских школах (мактабах) и богословских училищах (медресе). The article considers the state and level of enlightenment in Central Asia based on these sources. The system of Muslim education has been explored. The process of teaching in Muslim schools (maktabs) and theological schools (madrasas) is covered.
New forms of manifestations of religious intentions in socio-political space have constituted themselves as markers of transformation in the contemporary socio-political coordinates. Revision of the dominant traditional linear approaches placed the focus of ideological and political discussions about the correspondence of stable and variable, traditional and modern in a religious prism. Emerging new configurations in the public and private spheres mark transformation of the traditional relations between religion, society and the state corresponding to the logic of the project of modernity and the paradigm of secularization and require new interpretation optics. The contours of the new designs are evident in the contexts of new challenges and threats related to global political risks of religious terrorism, loss of monopoly on the description of reality, including moral connotations in the understanding of progress of the principle of secularism, with the increased importance of religious and confessional identity, civilizational, local and personal-individual levels, forming the hierarchy of values that determines horizons of public and personal goal setting. The penetration of religious meanings in the political and social reality of various areas, their incorporation into ideological discourses of identity build a wide variety of interpretations in the extreme poles of which is religious outline of internal and external threats to social stability and understanding of religion as a resource of optimization of the political system. Institutional, axiological and ontological projection refracts the religious factor in Russian society in polyvalent and nonlinear ways, reflecting the multidirectional vectors of ongoing transformation. On the basis of sociological data of The Institute of Sociology, RAS, the given article analyzes a number of subjects, reflecting qualitatively new social relationships. The emphasis is on multi-scale conflicts, correlation between the secular and the religious in the coordinates of importance of the democracy attributes and social significance of religion, institutional and value aspects as well as the dominant ideas in the Russian society about the role of Church, religion and religious faith in human life and society. Growing importance of religious factors and religious identities in contemporary conditions, the incorporation of religious meanings in different spheres of society intersect with ' the needs of ensuring the unity of values and stabilization of the social system, as well as close attention to Russian civilization experience. Despite increased sensitivity of contemporary debates on the tragectory of political practices in Russia, the religious factor could be a factor of social cohesion, determining the search of new forms of relations between the state and religious organizations based on the challenges and needs of society and identifying the need for improving mechanisms and practices of state-confessional relations.
In: Vestnik Volgogradskogo Gosudarstvennogo Universiteta: naučno-teoretičeskij žurnal = Science journal of Volgograd State University. Serija 4, Istorija, regionovedenie, meždunarodnye otnošenija = History. Area studies. International relations, Volume 23, Issue 4, p. 197-209
В современном мире образование играет важную роль, традиционно выступая в качестве института передачи знаний. Вместе с тем, в условиях многополярного мира роль образования значительно расширилась. Оно прочно входит во внешнеполитический арсенал целого ряда государств, являясь неотъемлемой составляющей и формой их внешнеполитической стратегии.
В статье рассмотрены подходы ряда российских и зарубежных политологов к проблеме определения образования в качестве одного из инструментов политики «мягкой силы». Данная проблематика еще не занимает достаточного места в отечественных политологических исследованиях. Это обусловлено тем, что Россия с некоторым опозданием восприняла концепцию «мягкой силы» в качестве реального инструмента политического влияния на международной арене.
Говоря о географии исследований, следует отметить, что западные авторы проявляют интерес к различным регионам мира и в первую очередь к наиболее активно развивающимся государствам, таким как, например, Китай. Российские же работы в основе своей посвящены либо анализу отечественного опыта по реализации политики «мягкой силы» с использованием ресурса образования, либо европейской политике в контексте участия Российской Федерации в Болонском процессе. Все это говорит о том, что рассматриваемая проблема требует дальнейшего изучения и концептуализации.
The purpose of this article is to characterize trust in higher education as a fundamental problem of sociological research, review existing achievements in its analysis and the presentation of experience in the empirical study of trust in higher education facilities of the Ural macro-region. Trust is interpreted by the authors as a major non-material asset of the development of higher education in a situation of crisis, social and economic uncertainty. It is proposed to consider the establishment of trust and the formation of a culture of trust in higher education as a constructive way to implement positive changes in the institution and the country's system of higher education, increasing its social effectiveness. Substantiated is the need for an interdisciplinary methodology for studying trust in higher education, developed at the intersection of sociological, psychological, socio-psychological, economic, moral and professional-ethical, educational, and management approaches. Going beyond the narrow disciplinary route, according to the authors, provides an opportunity to identify the resource potential of trust as an non-material asset. This article shows the main directions for researching trust in higher education in foreign and Russian science. The discourse of trust in higher education is shown as undergoing dynamic changes. On this basis, there are prospects for the further theoretical and empirical study of this problem. Data from the empirical study of trust as a new resource of higher education in the aforementioned Russian macro-region demonstrates the most acute contradictions given its current state and development, which have to do with an ever growing distrust in educational policies and the strategies for their implementation.
The modern global civilization is at the stage of the formation of the information society. The scientific and technological revolution, accentuation of the services production sphere, and growing importance of information resources determine the special significance of education as a driving force of social progress. This work is devoted to the analysis of the role of education in achieving the goals of sustainable development, in socio-economic development, its features during the period of information transformation of society, and key principles that contribute to solving the challenges of our time.
This article analyzes multi-shift schooling and its effect on the quality of education in the city of Ulaanbaatar in Mongolia. Highlighted are the features, advantages and shortcomings of multi-shift schooling, achievements of middle-school pupils, satisfaction of parents and pupils with the quality and accessibility of education. Also evaluated are opinions on multi-shift schooling. After the downfall of socialism and a transition towards a free market, multiple migratory flows from provinces to the country's capital city have led to a specific increase of the population, and as a result of government policy to admit all 6-year old children into schools, as well as an increased strain on account of transitioning from a 10-year education system to a new 12-year one, schools have encountered a lack of funds, as well as a shortage of teachers and equipment. In an attempt to solve these issues, some schools have increased the amount of pupils attending one class to 45 or more, while also instituting a third shift, which has become common practice among many of Ulaanbaatar's middle-schools. Within the framework of a 2016 research project, the Mongolian State University's department of sociology and social work has conducted research and evaluated the multi-shift schooling system, while utilizing various research methods (survey, interview, observation, content analysis). Under the guise of a study called "Multiple shifts in Ulaanbaatar's secondary schools and the quality of education", conducted in 2016-2017, scientific approaches were used such as structural functionalism, phenomenology and exchange theory in order to analyze qualitative and quantitative data. A multi-shift schooling system, especially one with three shifts, creates some serious problems. Based on our research, the main parties concerned (teachers, parents and pupils) for the most part see it as detrimental to the quality of education, and as a liability when it comes to pupils' opportunity to enroll into the highest tier universities, given that those who go to schools working three shifts receive 20% less learning hours compared to schools working two shifts. Three shifts were introduced mainly in schools attended by children from vulnerable social groups. Such a practice creates social discrimination and violates children's rights to an equal and quality education. 17.9% of respondents who took part in our study receive an income of less than 185,000 tugriks a month (which is less than 80 USD), while 5.4% have no income at all. A three shift system of schooling has a negative effect on health and safety in the school environment, with an increase in the disease rate among children and the number of absences.
This preprint examines the migration of the population of the regions of the South of Russia in the second half of the 20th - early 21st centuries. Migration processes are considered in two "dimensions". On the one hand, their development is investigated in a historical perspective, in connection with which migration in the Soviet and post-Soviet times is considered separately. On the other hand, migration flows are opposed to each other in terms of "distance", for which intraregional and interregional migrations are separately characterized.
Изучаются трансформации в технологиях патриотического воспитания российского студенчества в постсоветский период. Целью исследования был поиск путей эффективного взаимодействия государства и студенчества в области развития гражданской культуры. Основанием для подготовки статьи явились анализ законодательства, социологической литературы о патриотическом воспитании, теоретической базой – междисциплинарный подход к изучению молодежи, данные общероссийских социологических опросов и результаты анализа грантовых конкурсов по поддержке социальных инициатив молодежи, проводимых в 2017-2018 гг. Федеральным агентством по делам молодежи (Росмолодежь). Обращается внимание на парадоксальную ситуацию в социальном институте высшего образования – разрыв между функциями трансляции профессионального знания и воспроизводства культуры, воспитания профессионала и гражданина. Ее причиной выступили социетальные трансформации постсоветского времени и модернизационные изменения в высшем образовании начала XXI в. Разрабатывается идея о позитивной социальной инициативе студентов как основе современного патриотического воспитания. Исследуется новая форма взаимодействия государства и студенчества – грантовая поддержка социально значимых инициатив. Показаны высокий уровень патриотизма российского студенчества, положительная динамика понимания студентами патриотизма как позитивной социальной активности. Обосновывается необходимость и возможность разработки единого подхода к осуществлению гражданского и патриотического воспитания студентов в российских вузах. ; The authors of this paper study transformations in the technologies of patriotic education of Russian students in the post-Soviet period. Their research aims to find ways for effective interaction between the state and students in the development of civic culture, which required the analysis of legislation and sociological literature on patriotic education. The theoretical basis is an interdisciplinary approach to the study of youth, data from all-Russian sociological surveys and the results of the analysis of grant competitions to support social initiatives of young people held in 2017-2018 by the Federal Agency for Youth Affairs (Rosmolodezh). The authors draw attention to the paradoxical situation in the social institute of higher education – the gap between the functions of the translation of professional knowledge and the reproduction of culture, the education of a professional and a citizen. It was caused by societal transformations of the post-Soviet period and modernization changes in higher education at the beginning of the 21st century. The idea of a positive social initiative of students as the basis of modern patriotic education is being developed. A new form of interaction between the state and students gains more attention – grant support for socially significant initiatives. The authors show the high level of patriotism of the Russian students and the positive dynamics of their understanding of patriotism as a positive social activity. The necessity and possibility of developing a unified approach to the implementation of civil and patriotic education of students in Russian universities is substantiated.
In: Федеральные и региональные проблемы образования и пути их решения в системах открытого образования: Материалы региональной научно-практической конференции, p. 88-93
An article about the regional priorities of open education in Russia. The author examines the trends, causes and patterns of development of open (distance) education in Russia. Particular attention is paid to the analysis of contradictions objectively encountered during implementation of open education. Subjected to criticism formal approach, dominant in the implementation of distance technologies in the Russian Federation.
