Introduction
Chapter 1. SPECIALIST MOBILITY AS A PROBLEM OF MODERN EDUCATION 26
1.1 Vocational education; contemporary issues 26
1.2. Changing domestic professional education in the context of globalization 44
13. Prerequisites for the formation of a mobile specialist in a modern professional teacher education 61
Conclusions to the first chapter 93
Chapter 2
2.1 Theoretical and methodological foundations for studying the phenomenon of professional mobility of a specialist 96
2.2. Eventfulness as the basis for the manifestation of human mobility 113
2.3. Professional mobility of a specialist in the context of a competency-based approach 137
Conclusions on the second chapter 165
Chapter 3. MODEL OF PROFESSIONAL MOBILITY OF A SPECIALIST 170
3.1 Sociological and pedagogical content of the category "mobility" 170
3.2. Components of professional mobility of a specialist 187
3.3. Assessment criteria and levels of professional mobility of a specialist 207
Conclusions to the third chapter 239
Chapter 4
4.1. Principles, approaches to ensure the training of professionally mobile specialists and conditions for their implementation 249
4.2. Technologies and tools for training professionally mobile education specialists 286
4.3. Analysis of the results of approbation of the model for training professionally mobile specialists at the Pedagogical University 308
Conclusions to the fourth chapter 327
CONCLUSION 332
LITERATURE 338
APPS 374
Introduction to work
The relevance of research. At the World Conference on Higher Education in Paris (1998), it was noted that “any society needs a renewed higher education to meet the challenges of the 21st century, without which neither the cultural, nor the social, nor the technical progress of any nation is possible.” Education as a public institution introduces youth to cultural, moral, scientific and professional values.
Higher education in Russia over the past decade has been in a state of continuous improvement and modernization. The driving forces of the processes taking place in higher education” are the need to update it, the difficult material and economic condition and the desire to enter the world educational system.
The success of modern education is determined primarily by the ability to respond flexibly to ever-changing conditions. The state and society need a specialist who can flexibly restructure the content of their activities in connection with the changing requirements of the labor market. Old experience in new conditions can turn out to be not only useless, but even harmful. There is a need for "lifelong learning" to obtain new knowledge and skills "tied" to specific conditions and to the situation in the region as a whole.
As PG\ Shchedrovitsky notes in his work, three groups of systemic problems have accumulated in the Russian education sector: ). 2. Outdated technological infrastructure. The ratio between lectures and self-study should be different, students should be able to
work independently with texts. 3- Personnel: only 10% of teachers are in principle capable of mastering new teaching technologies. 4. Education is a huge inertial system in which the development and implementation of new methods takes years and decades. 5. The cycle of changing a profession has become smaller (2-3 times during a lifetime), so the education system, with its rhythm of life, lags behind the processes going on in society and cannot find new forms of its functioning. According to experts, the preservation of professional competence is becoming more and more challenging task, since annually, according to American scientists, a specialist must update 5% of theoretical and 20% of practical professional knowledge. In the United States, a unit for measuring knowledge obsolescence has been established - the “competence half-life”, when, as a result of the emergence of new information, the competence of a specialist is reduced by 50%. Unfortunately, this period has been decreasing over the past decades. For example, in 1940 knowledge became obsolete after 12 years, in 1960 after 8 years, for modern graduate- in 2-3 years.
It is necessary to fly, which, in the understanding of S.L. Rubinstein, this is a consequence of the most important methodological position, which defines the activity of the individual not as mental, but as the real practical social activity of a particular individual. Such an understanding of activity leads to an explanation of the individual based on his specific social being.
Since the 30s. 20th century professional mobility was studied in the general context social mobility. So, in the work of the ILA. Sorokin "Social stratification and mobility" gives a definition of social mobility, taking into account an indication of the area of study of this phenomenon. At the same time, the concepts of “professional status” and “production activity” contribute to a more exact definition of this phenomenon. Consequently, it is activity that acts as a factor in the manifestation of personality mobility. Therefore, in our study of the problem of training professionally mobile specialists, we will rely on a personal-activity approach. The foundations of the personality-activity approach were laid in psychology in the works of L.S., Vygotsky, A.N. Leontiev, CJL Rubinshtein, B,G. Ananyeva, At the center of these studies is a personality, which, being formed in activity and communication with other people, acts as a subject of activity and determines its nature.
Sociological and pedagogical content of the category "mobility"
The concept of "social mobility" is widely used in the scientific literature. Let us turn to encyclopedic dictionaries and analyze the content that is embedded in the meaning of this category,
The Russian Sociological Encyclopedia defines social mobility as "a change by an individual or family of their place in the social status of society" . In the Encyclopedia of Vocational Education, social mobility is defined as "a property of social actors, expressed in their ability to quickly and adequately modify their activities when new circumstances arise." The category "social mobility" in the explanatory dictionary " Social technologies” was replaced by the term “social development”, which is understood as a process during which significant quantitative and qualitative changes occur in the social sphere, while emphasizing that not all social change represent development, but only those in which some social phenomena are replaced by phenomena of a higher level or a transition is made to another level (progressive and regressive development). Social mobility is defined in the manual "Rehabilitation, Glossary of Basic Terms" as follows: 1) the property of social actors, expressed in the ability to quickly and adequately modify their activities when new circumstances arise, to easily and quickly master new realities in various spheres of life, to find adequate ways to resolve unexpected problems and performance of non-standard tasks, 2) the process of moving an individual in the socio-professional structure of society, associated with a change in his status. It should be noted that all dictionaries, when defining the category of "social mobility", refer to the studies of IL Sorokin, and we also rely on his definition in our study.
The process of moving an individual in the social space of the SS Frolov calls the process of mobility. Social mobility as the movement of ivdivtsev, social groups is defined in the works of S.E. Krapivensky. He notes that these movements lead to a change in the place and status of a person in the structure of society. Transitions from one industry to another, frequent changes in specialties determine the social mobility of the world, which is generated by the social mobility of the individual, Yu.A. Karpov.
As mentioned above, in this paper we rely on the classic work on sociology by P. Sorokin "Social mobility", which deals with the problems of stratification and mobility of society. According to P. Sorokin, social mobility is the natural and normal state of society. It implies not only social movements of individuals, groups, but also social objects (values), i.e. everything that is created or modified in the process of human activity. Horizontal social mobility involves the transition of an individual from one social troupe to another, located at the same level of social stratification. A. Reber, considering mobility, uses the term "social mobility". He defines social mobility as changes characterizing the extent to which individuals in a particular society can move along the social scale, or as the movement of an individual from one social class to another.
Let us consider the process of implementation of social mobility by a teacher. A modern teacher constantly interacts with various social groups (children, parents, colleagues) that belong to different social "strata" (strata). The belonging of children and their parents to various social groups has been quite clearly demonstrated in an educational institution in recent years. In our opinion, this is primarily due to the fact that in recent years there has been a process of sharp division of people according to the level of their wealth and income. Therefore, a modern teacher moves in society from one social group to another in order to organize interaction, for example, between parents and school. Such social mobility of a teacher is of a situational-eventful nature, since it is conditioned by an event that has taken place and a situational necessity. Therefore, the teacher must have such a quality as "social mobility". To quantify this quality, you can use a spatio-temporal indicator, i.e. how quickly the teacher organized interaction with parents and whether he was able to involve them in active participation in the life of their child. The main form of teacher's social mobility is the intensity of relationships between him, family and school, which develop in changing conditions.
Among the social institutions of modern civilization, education occupies one of the leading positions. The pace of technological, economic, political progress, the state of culture and spirituality in society, and, finally, the well-being of a person depend to a decisive extent on the quality of education. There is, on average, one student for every two employed people in the country. However, against the backdrop of the scale of its influence, modern education is experiencing a serious crisis. A disproportion between the potentialities of human culture, the achievements of society and the cultural masses has developed and is becoming more and more aggravated. N.F. Naumova, considering the development of countries that are lagging behind in mastering modern achievements of scientific and technological progress and experiencing a crisis, sees the most important social prerequisites for a successful transition period in the mobilization of social potential, in positive interaction with the international environment, in effective social management and the formation of a flexible and dynamic social structure, loosening rigid social-class and socio-professional structures, increasing vertical social mobility and horizontal movements Social problems of education: methodology, theory, technology. Digest of articles. - Saratov, 1999. - S. 42-43 ..
The education system is traditionally regarded in world sociological science as one of the most massive channels of social mobility - the transition of people from one social group to another. Ibid. - S. 43 ..
Education is understood today as a strategically important area of human activity. The problem of education is not a new topic for Russian science and culture. It has been discussed for decades by scientists, educators, writers, parents, but remains relevant with enviable constancy. Social problems of education: methodology, theory, technology. Digest of articles. - Saratov, 1999. - P. 44 ..
There is a problem of leaving teachers in Russia high school from educational institutions to economically prosperous areas. True, in recent years the situation has changed for the better: there has been a trend towards an increase in the contingent of men among those entering full-time graduate school, and there has been a voluntary consolidation of enterprises in order to form a regional science support fund. With its help, scientific and technical projects and programs that reflect the interests of enterprises in the Ibid. are financed. - With. 45..
The independence of secondary schools in making decisions of an internal nature, declared by the Law on Education, can lead to an increase in a number of problems. Thus, 93% of specialized programs have been introduced into the practice of schools through a simple vote at the pedagogical council. Negative results were not long in coming. Due to the lack of logic and a clear structure for the introduction of new programs in teaching methods, there is a complete mess. Ibid. - S. 45 ..
New forms of school work impose additional requirements on the professional training of teachers, they experience difficulties with methodological literature, teaching aids. Recently, the method of introducing computer technologies in teaching foreign languages has gained the greatest popularity. More and more teachers recognize the enormous potential of the computer and the prospects of its use, but the computer has not yet become a familiar tool in conducting foreign language lessons. Social problems of education: methodology, theory, technology. Digest of articles. - Saratov, 1999. - P. 45 ..
The lack of a common approach to the development of a methodology for practical distance learning courses in a foreign language via the Internet today can be considered as the main methodological problem of distance learning in a foreign language. The unresolved nature of this methodological problem, which noticeably slows down the process of introducing distance education, can be explained both by its relative novelty and its complexity. The complexity of the problem is due to the fact that its essence lies at the junction of two subject areas. The first of them is what is now commonly called new information technologies, the second is the actual method of teaching a foreign language.
For learning a foreign language via the Internet, a feature is, first of all, the indirect nature of interpersonal communication between a teacher and a student. Interpersonal communication due to such an indirect nature is not able to fully compensate for the lack of direct, “live” communication Dmitrieva E.I. Introduction of computer technologies in teaching foreign languages// Foreign languages at school. - 1998. - No. 1. - S. 38 ..
The level of education achieved by a person gives him access to the relevant types of activities, professions, specialties, positions. It is in this sense that the education system can be considered as a factor of social mobility, as one of the most massive channels of social movement. During the fifty years of the Soviet system, the movement between generations on the ladder of education was directed upwards. Ascending social mobility was facilitated by the processes of industrialization and collectivization, the modernization of production, and the universal nature of education in the USSR. For the period 1918-1986. in total, about 116 million people received secondary education (general and special). However, there was no "hard" connection between the growth of the level of education and the social position of the individual on the hierarchical job ladder. In principle, advancement was possible without additional education (for example, “practitioners” were promoted). Often there was a discrepancy between the profile of education and the actual work performed. In 1986, every fourth person employed in the national economy had a higher or specialized secondary education, and the total number of such workers was 34.6 million people. At the same time, about 4 million of them held positions that did not require a high level of training. According to sociological surveys, in the 1980s, 12-15% of specialists with higher education and up to 70% with secondary education were employed in the workplace. special education. At the same time, up to 25 engineers ex officio were practitioners. Thus, in itself, the advancement of people through the stages of education is component the general process of social movements, but these movements do not always lead to climbing the job ladder. And, conversely, a person's advancement is not necessarily associated with an increase in his level of education. Social problems of education: methodology, theory, technology. Digest of articles. - Saratov, 1999. - P. 46-47 ..
In modern society, raising the level of education is, of course, a personal achievement of a person, but does not determine his future fate. For some part of today's youth, getting an education has lost its motivational force altogether, since an activity or profession that provides a solid and quick reward is currently attractive. "Business skills" became prestigious - the ability to turn around, find the right connections, earn money by any means. In general, the socio-economic position of a person began to depend not only on his education and qualifications, but also on the sphere in which he works (commercial or industrial), at a non-state or state enterprise, in a foreign or Russian company. The problem of disagreements in the professional preferences of young people and the need for employers in these professions is still acute. Often, having just graduated from an educational institution and having received a specialty, they have to get a job in another profession or retrain. This statement is also true for older people. In the labor market, among able-bodied citizens there are people who received their profession and education in the former economic system, and in modern economy their professional and work skills are not used. In such a situation, the emergence and increase in the number of unemployed is inevitable. Unemployment today has become one of the mass channels of social mobility, and most often affects unskilled workers and highly qualified personnel with skills that are not tied to a specific production Social problems of education: methodology, theory, technology. Digest of articles. - Saratov, 1999. - P. 47 ..
Becoming unemployed, a person can manifest himself in three ways: he can raise, lower or maintain his status. The most mobile and enterprising of the unemployed master new professions, organize their own business. However, such a path requires a concentration of time, effort and material costs. Very often, a change of profession due to unemployment leads to downward social mobility.
Unemployment and the changes of recent years have turned on the mechanisms of vertical mobility, which turned out to be downward for most people with higher education. If Soviet higher education automatically provided status positions above the average (obtaining a diploma guaranteed at least no lower than average status), then at present a diploma does not always lead to a successful career. It is the group with high level education is captured by the processes of differentiation more intensively than other social strata. The impact of education on the social mobility of society is ambiguous. An increase in the level of education cannot be considered a factor determining social ascent. It turns out to be such only in interaction with other factors that determine the position of the individual in society. Today it is the correspondence of the chosen profession to the needs of the economy and society, personal qualities, competitiveness. Social problems of education: methodology, theory, technology. Digest of articles. - Saratov, 1999. - P. 48 ..
Mobility in education: resources, channels and filters in modern Russia
INTRODUCTION
1. Theoretical and methodological analysis of social mobility
1.1 Social mobility as a mechanism of social control in modern society
1.2 Elevators of social mobility
2.1 Models vocational training in education abroad
2.2 Institute of Education in Russia
Conclusion
Bibliography
INTRODUCTION
Social transformations in society are realized as a result of the purposeful activity of people. As a rule, disparate actions can rarely lead to significant social and cultural changes. Even if one person has made a great discovery, many people must use it and put it into practice. Consequently, significant social changes occur in the process of joint actions of people, not isolated, but interconnected.
The set of unidirectional and repetitive social actions that can be distinguished from many other social actions is called a social process. People learn, produce products, distribute and consume them, take part in political struggles, cultural transformations and many other social processes.
From the whole variety of social processes, one can distinguish processes that have common features, the totality of which allowed sociologists to classify the main social processes:
Cooperation, competition (rivalry), conflict;
Adaptation, assimilation, amalgamation;
Social mobility and social reproduction. The object of research: the study of social mobility in modern society, the concept and significance of mobility in education.
Social mobility is expressed in a change in a person's position in the hierarchy of social groups, in his attitude to the means of production, in the social division of labor, in the entire system of production. relations. Social mobility is associated with the acquisition or loss of property, appointment to a certain position, mastery of the relevant profession, education, even marriage, etc.
The subject of the research is mobility in education: resources, channels and filters in modern Russia.
The purpose of the study: to study the features of mobility in education in modern society.
To achieve the above stated goal, the following tasks were formulated:
Studying the theoretical and methodological analysis of social mobility
Identification of the model of professional training in education abroad
Research methods are: general theoretical, concrete historical, comparison and comparison, analysis and synthesis.
1. Theoretical essence of social mobility: its types, social lifts
1.1 Social mobility - its concept and types
Social mobility is a phenomenon of movement of human communities or individuals in a social structure, a change in social status or belonging to a stratum.
The term "social mobility" was introduced into scientific circulation by the Russian sociologist and politician Sorokin Pitirim Aleksandrovich.
The level of social mobility characterizes the degree of openness of society, the possibility of moving from one group of a population group to another.
Based on various criteria, different types and types of mobility are distinguished. A special form of social mobility is migration - a change of residence, during which the status of the individual also changes.
1. Intergenerational and intragenerational mobility.
Intergenerational mobility reflects a change in the social status of representatives of subsequent generations compared to the status of the previous generation.
Intragenerational mobility is a change in the social positions of an individual throughout his life (social career), beyond comparison with the social status of his parents.
2. Vertical and horizontal mobility.
Vertical mobility is the transition of an individual from one social stratum to another.
Horizontal mobility is the transition of an individual from one social position to another without a change in social status.
3. Individual and group mobility.
Individual mobility is the movement of an individual in a social structure that occurs independently of other people.
Group mobility is the collective movement of people in a social structure. Group mobility is carried out under the influence of social revolutions, interstate and civil wars, change of political regimes.
4. Organized and structural mobility.
Organized mobility is carried out in a situation of regulated, state-controlled movement of one person or social group within the framework of a social structure.
Structural mobility is due to objective socio-economic processes, the movement of individuals and social groups occurs against their will.
1.2 Elevators of social mobility and their essence
Since upward mobility is present to varying degrees in any society, there are certain paths or channels through which individuals are most effectively able to move up or down the social ladder. They are called channels of social mobility or social lift.
The most important channels of social mobility, according to P. Sorokin, are: the army, church, school, political, economic and professional organizations.
Let's start with the army. Service in it at all times made it possible to move up the social ladder. Losses during wars among the commanders led to the filling of vacancies by people of lower ranks.
The choice of a social mobility elevator is of great importance when choosing a profession and when selecting personnel. P. A. Sorokin named eight elevators by which people move up or down the steps of the social ladder in the course of their personal career. The theory of personality types allows you to make recommendations for choosing these elevators. A psychologist and a technician are complete opposites to each other, a speaker and a theorist are also opposites to each other, therefore it is strictly forbidden for a technician to choose elevators recommended for a psychologist, and for a speaker - elevators for a theorist. In a pinch, the speaker may choose the lifts recommended for the psychologist and technician, but the speaker will always be somewhat inferior to these types in professional terms when using their lifts. Other types - respectively.
Therefore, there are eight vertical mobility elevators:
Army. 36 Roman emperors (Caesar, Augustus, etc.) out of 92 achieved their position through military service. 12 of the 65 Byzantine emperors achieved their status for the same reason. This elevator is for speakers. Speakers are better than other types of personality who know how to control soldiers, have a penchant for adventurism, and are able to make the right decision in a short time and in the absence of complete information about the situation. All the great commanders were speakers - Alexander the Great, Caesar, Napoleon, Alexander Nevsky, Suvorov, Kutuzov, Cromwell, Zhukov. Appearance in the modern army a large number sophisticated technology has opened up employment opportunities for technicians in secondary roles.
Church. The significance of this lift reached its peak in the Middle Ages, when the bishop was also a landlord, when the Pope of Rome could dismiss kings and emperors, for example, Pope Gregory 7 in 1077 deposed, humiliated and excommunicated the German emperor Henry 7. From 144 popes 28 were of simple origin, 27 came from the middle classes. The institution of celibacy forbade Catholic priests to marry and have children, therefore, after their death, the vacant positions were occupied by new people, which prevented the formation of a hereditary oligarchy and accelerated the process of vertical mobility. The Prophet Muhammad was at first a simple merchant, and then became the ruler of Arabia. This elevator is for psychologists. In the church, only men are selected for the role of priests, so female psychologists are forced to realize their abilities in a monastery, sect, witchcraft and black magic. Psychologists, unlike other personality types, have a penchant for spirituality and a fanatical belief in supernatural forces. The leadership of the church is sometimes infiltrated by speakers who are completely devoid of fanaticism. All the founders of religion - Christ, Mohammed, Buddha - were psychologists.
School and scientific organizations. In ancient China, the school was the main elevator in society. According to the recommendations of Confucius, a system of educational selection (selection) was built. Schools were open to all classes, the best students were transferred to higher schools, and then to universities, from there the best students got into the government and to the highest state and military posts. There was no hereditary aristocracy. The Mandarin government in China was a government of intellectuals who knew how to write literary compositions, but did not understand business and did not know how to fight, so China more than once became easy prey for nomads (Mongols and Manchus) and European colonizers. In modern society, business and politics should be the main elevators. The school elevator was also of great importance in Turkey under Suleiman the Magnificent (1522-1566), when talented children from all over the country were sent to special schools, then to the Janissary corps, and then to the guards and the state apparatus. In ancient India, the lower castes did not have the right to receive education, i.e. the school elevator moved only on the upper floors. Today in the United States, one cannot hold a public office without a university degree. Of the 829 British geniuses, 71 were the sons of unskilled workers. 4% of Russian academicians came from the peasantry, for example, Lomonosov. This elevator is designed for theorists, they are the ones who are able to learn from the heart. Students-speakers do not like to study or study only for the sake of good grades, therefore it is the speakers who are the organizers of the disruption of the lesson. Technicians are nerds. Psychologists tend to beg the teacher for good grades. In science, there is the following division of labor: the role of the creators of theories is for theoreticians, the role of the experimenter is for technicians. Speakers prone to plagiarism are left with the role of the organizer of scientific conferences, and psychologists - the role of a utopian. All the great scientists - Euclid, Archimedes, Aristotle, Newton, Lomonosov, Comte - were theorists. All inventors in the field of engineering, such as Faraday and Edison, were technicians. All utopians, for example, Plato and Marx, were psychologists.
Political lift, i.e. government groups and parties. The first grade in politics is the speaker, the second grade is the psychologist, the third grade is the technician, the fourth grade is the theorist. It is the speakers who know how to win in such types of political conflict as elections, uprising and Civil War. It is the speakers who know how to manage a political party and command an armed detachment. The psychologist has the highest level of skill in organizing conspiracies, political assassinations, terrorist acts, behind-the-scenes struggle of bureaucratic cliques. The role of the tyrant is reserved for the psychologist. A technician is able to gain power only by inheritance or patronage. The role of an official is reserved for a technician. The role of the ruler's adviser is reserved for the theorist. Speakers in politics are "lions", psychologists are "foxes", technicians are conservatives, theorists are reformers. Yeltsin, Gorbachev, Khrushchev, Lenin, Peter 1, Catherine 2, Bill Clinton, Churchill, Mussolini, Zhirinovsky, Luzhkov, Nemtsov are examples of political speakers. Stalin, Hitler, Ivan the Terrible, Nero, Caligula, Brezhnev are examples of psychologists in politics. Putin, Molotov, Kosygin, Nikolai 2, Bush, Nikolai 1, Alexander 3 are examples of technicians in politics. Gaidar, Gref, Novodvorskaya, Sakharov, Sobchak are examples of political theorists.
The factors of social mobility at the micro level are directly the social environment of the individual, as well as his total life resource, and at the macro level - the state of the economy, the level of scientific and technological development, the nature of the political regime, the prevailing system of stratification, the nature natural conditions etc.
Social mobility is measured using indicators: the volume of mobility - the number of individuals or social strata that have moved up the social ladder in a vertical direction over a certain period of time, and the distance of mobility - the number of steps that an individual or group managed to climb or descend.
How, then, within the framework of the stable social structure of society, does social mobility occur, that is, the movement of individuals along this very social structure? It is obvious that such a movement within the framework of a complexly organized system cannot occur spontaneously, unorganized, randomly. Unorganized, spontaneous movements are possible only during periods of social instability, when the social structure is shattered, loses stability, and collapses. In a stable social structure, significant movements of individuals occur in strict accordance with a developed system of rules for such movements (stratification system). In order to change his status, an individual most often must not only have the desire to do so, but also receive approval from the social environment. Only in this case is a real change in status possible, which will mean a change by the individual of his position within the framework of the social structure of society. So, if a boy or girl decides to become students of a certain university (acquire the status of a student), then their desire will be only the first step towards the status of a student of this university. Obviously, in addition to personal aspirations, it is also important that the applicant meets the requirements that apply to everyone who has expressed a desire to study in this specialty. Only after confirmation of such compliance (for example, during entrance exams), the applicant achieves the assignment of the desired status to him - the applicant becomes a student.
In modern society, whose social structure is highly complex and institutionalized, most social movements are associated with certain social institutions. That is, most statuses exist and have meaning only within the framework of specific social institutions. The status of a student or teacher cannot exist in isolation from the institution of education; the status of a doctor or a patient - in isolation from the Institute of Public Health; Candidate or Doctor of Science statuses are outside the Institute of Science. This gives rise to the idea of social institutions as a kind of social spaces within which most of the changes in status occur. Such spaces are called channels of social mobility.
In the strict sense, this refers to such social structures, mechanisms, methods that can be used to implement social mobility. As mentioned above, in modern society, social institutions most often act as such channels. The bodies of political power, political parties, public organizations, economic structures, professional labor organizations and unions, army, church, education system, family and clan ties. Of great importance today are the structures of organized crime, which have their own system of mobility, but often have a strong influence on the "official" channels of mobility (for example, corruption).
In their totality, the channels of social mobility act as an integral system, complementing, limiting, and stabilizing each other's activities. As a result, we can talk about a universal system of institutional and legal procedures for moving individuals through a stratification structure, which is a complex mechanism of social selection. In the event of any attempt by an individual to improve his social position, that is, to increase his social status, he will be “tested” to one degree or another for compliance with the requirements for the bearer of this status. Such a “test” can be formal (exam, testing), semi-formal (trial period, interview) and informal (the decision is made solely due to the personal inclinations of the testers, but based on their ideas about the desired qualities of the test subject) procedures.
For example, in order to enter a university, you must pass an entrance exam. But in order to be accepted into a new family, you need to go through a long process of getting to know the existing rules and traditions, confirm your loyalty to them, and get the approval of the dominant members of this family. It is obvious that in each case there is both a formal need to meet certain requirements (level of knowledge, special training, physical data), and a subjective assessment of the efforts of the individual by the examiners. Depending on the situation, either the first or the second component is more important.
It can be concluded that theorists can make a career with the help of only one scientific elevator due to the small number of worthy competitors, since the share of theorists in the population - 3% - is negligible. The career of a theorist is reminiscent of railway- from station to station, from stage to stage strictly according to the schedule, according to the long-term plan. But he is incapable of making any other career than a scientific career. Making a career on your own without the support of friends and associates is a difficult task.
Technicians occupy a stable middle position on the social ladder by virtue of being second-class rather than last-class when using many important lifts. Technicians make their careers slowly and surely, they diligently crawl up the steps of the social ladder and never change from one elevator to another, they prefer to inherit power.
2. Education as a factor of social mobility in modern society
2.1 Models of professional training in education abroad
Under the conditions of mass production and cooperative division of labor on the assembly line, Taylorism contributed to the growth of labor productivity, but at the same time led to an increase in its tension, an increase in human fatigue, and an increase in occupational diseases.
At the end of the XIX century. in the West, a practical pedagogy of vocational training was formed. Training workshops began to be created at enterprises with the assignment of pedagogical functions to them. This marked the beginning of a more productive system of industrial and vocational training compared to apprenticeship.
After the Second World War, which interrupted research in the field of vocational education, under the auspices of UNESCO in Europe, international and national centers for vocational and industrial training began to be restored, conferences, meetings and seminars on the problems of vocational education began to be held.
The reform of national vocational education systems has begun, and international cooperation in the field of personnel training has intensified.
Consequently, having arisen and developed in the process of revising traditional pedagogical attitudes in favor of enriching the content, intensifying the educational process, reformist pedagogy served as an important justification for the reforms of vocational education in the first half of the 20th century.
The rationalistic direction in the theory of learning is a further development of technological pedagogy, based on the ideas of behaviorism.
Behaviorism - American vector psychological science late XIX- XX centuries, which is based on the understanding of human behavior as a set of motor reactions to environmental influences (Behavioral psychology).
The theory of behaviorism rejects the role of consciousness as a regulator of human activity, all mental processes are reduced to external reactions of the body. According to this theory, professional activity is determined by the cognitive (cognitive), emotional and psychological skills acquired by a person. The role of knowledge is not taken into account here.
The rationalistic model of education assumes the implementation of vocational training on a reproductive basis as a result of "technological learning".
With this approach, the didactic goals of the formation of independent thinking, creative activity and communication skills that make up the essence of professional development personality.
The humanistic model of education aims to develop the personality as a subject of professional activity. The ideas of the humanization of education have influenced the understanding of the insufficiency of the term "qualification" to ensure the quality of professional training and professional activity of a person.
In this regard, a broader term "professional competence" has been introduced, which includes, in addition to professional knowledge and skills, such qualities as initiative, cooperation, ability to work in a group, communication skills, logical thinking, entrepreneurial spirit, etc.
The humanistic concept of vocational education in recent years overcomes the egocentric orientation.
In the process of vocational training, more attention was paid to the development of communication skills, the ability to cooperative activities. "I-concept" is replaced by the concept of "I and We".
Each country creates its own national systems of vocational education. We will characterize the systems that have developed in the most developed countries.
In the USA, the responsibility for the state of affairs in the field of education in general and vocational education in particular lies with the governments of the individual states. Each state's departments of education has an Office of the Director of Vocational Education. States develop annual and five-year plans for the development of vocational education. Every state has vocational training councils.
At the federal level, there is a Bureau of Vocational and Adult Education, with a National Vocational Training Research Center subordinate to it. The National Advisory Council for Vocational Education operates. Similar advisory committees have been established in each state.
On the basis of the 12-year secondary school after grade 10, there are three types of programs (profiles): general, academic and professional areas. A professional profile provides training in a specific profession or group of professions as the initial stage of a professional career.
One of the historically established forms of workforce training in the United States is the training of workers in production. It is carried out, as a rule, in three different ways: in the form of apprenticeship, instruction on the job, training on the job under the guidance of an experienced worker or technician. In the US apprenticeship system, workers are trained in more than 300 trades and specialties, which are grouped into 90 groups.
In general, the quality of vocational training for young people in the United States satisfies customers, and its system has the ability to respond flexibly to changes in the situation on the labor market.
The system of vocational education in England includes several levels: lower, middle, higher. Moreover, lower vocational education is organized mainly by industrial and commercial firms. Vocational education is based primarily on an apprenticeship system directly at the enterprises.
Apprenticeship is understood as initial vocational training in enterprises, which lasts 4-5 years.
The movement in the structure of vocational training of middle-level personnel (the so-called further education) is implemented in various centers, which can be divided into the following main types:
District colleges that train technicians and workers;
Vocational education in England is preceded by a certain type of secondary school: grammatical, technical, modern, public.
Higher education is given at universities with a 3-year term of study.
In recent years, a new structure of conservative education and vocational training has been created in England, and a nationwide program for training professionals has been developed. To this end, a new professional qualification NVQ has been developed and implemented, consisting of five interrelated levels. The main feature of the new professional training standards is flexibility. The implementation of NVQ has already proven its effectiveness.
Mass training of personnel in Germany is carried out in the apprenticeship system at enterprises. The apprenticeship system includes 65% of the graduates of the public school and 12% of the real school. This system provides professional education in production, together with compulsory classes in the accompanying state vocational school for 10 hours a week. Such a system of vocational education in Germany is called "dual".
The State supervises training in a vocational school, while the Chambers of Commerce and Industry and Crafts supervise training in production. The rights and obligations of an entrepreneur and a student are regulated by the law on vocational education.
The selection of students is carried out by the entrepreneurs themselves in the training centers. In this case, tests, the study of the certificate, conversations with a psychologist are used. Training is carried out on the basis of the Industrial Apprenticeship Agreement. The content and process of teaching a particular profession are regulated by instructions that are developed by the federal institute of vocational education and approved by the relevant sectoral ministry.
The educational process at the enterprise is led by master mentors, who must be over 24 years old, have life and professional experience, and pass the appropriate exam.
The dual system has shown the ability to restructuring. Vocational training is carried out in three stages:
Stage 1 - a year of initial professional training (theoretical information about the foundations of a particular professional area);
Stage 2 - familiarization with theoretical and practical foundations groups of related professions (the first exam is held at the end);
Level 3 - specialization, which ends with an exam.
The 1st and 2nd stages prepare workers to perform the simplest labor operations, and the 3rd stage trains installers and equipment adjusters.
Training is carried out in the following profiles: handicraft, mining, commercial, home economics, medical. Mandatory academic subjects are: religion, native language, social science. The rest of the subjects have a narrow professional focus. 25% of study time is allocated for theoretical training, 75% - for practical training.
Higher education is given at universities (persons who have graduated from gymnasiums are admitted) and special institutes.
Primary education for French children is divided from 6 to 11 years of age. Then they go to college, where the training lasts 4 years. The college has 2 cycles: general and orientation.
Further, most children continue their education either in a public or in a professional lyceum, after which they can be awarded the title of bachelor in a specific profile. All bachelors have the right to continue their studies at universities. There are state and private lyceums.
Educational programs in vocational and general education lyceums are flexible. Highly qualified specialists (3 years of study) are trained at the professional departments of general education lyceums, who are issued a certificate of professional suitability for work in a complex profession at the level of a technician. The professional lyceum introduced the category of technical bachelor's degree, which provides for a full course of vocational training along with an appropriate amount of general education knowledge.
The most common type of lower vocational education are public or private apprenticeship centers with a 2-year study period after college graduation. Pupils are engaged first sequentially in several workshops, and then work according to their chosen profile. It should be noted that almost half of the students undergo vocational training at small and medium-sized enterprises, since France has a more developed non-productive training system. After graduation, students receive a certificate of professional suitability for a narrow specialization.
Unlike the USA, England and Germany, the education system in France is strictly centralized. The training of personnel in public and private lyceums is under the control of the state. A unified strategy in the field of vocational training is being developed by the Ministry of Vocational Education.
The responsibility for financing vocational lyceums also rests with the state, which has a monopoly on issuing diplomas.
General and vocational education is free and secular.
Laws, regulations and other documents on education issues are adopted on state level and are obligatory for all 26 academies (educational districts) of France.
At present, the developing unified world educational space is expressed, first of all, in the harmonization of educational standards, approaches, curricula, specialties in different countries of the world. An open educational space implies an increase in student mobility and cooperation between university teachers from different countries, which is expected to help citizens achieve success in their chosen profession, improve the employment system for university graduates, and increase the status of these countries in the field of education.
Education in our time is one of the basic components of both society as a whole and the “capital” of any person, which largely determines its ability to compete in the labor market: a market that is becoming increasingly global.
2.2 Development of the Institute of Education in Russia
There is no such social institution that would operate separately from other social institutions. Religion, government, education, family, production - they are all in interaction. Thus, the conditions of production must take into account the formation of new families in order to meet their needs for new apartments, children's institutions, household items, etc. and the education system is largely dependent on the activities of government institutions that maintain the prestige and possible prospects for the development of educational institutions.
Repeating, I will say again that education is connected with all spheres of public life. This connection is realized directly through a person included in economic, political, spiritual, and other social ties. Education is the only specialized subsystem of society, the purpose of which coincides with the purpose of society. If various spheres and branches of the economy produce certain material and spiritual products, as well as services for a person, then the education system “produces” the person himself, influencing his intellectual, moral, aesthetic and physical development.
In research and practical terms, the definition of the role of education serves to develop a universal system of measured parameters for the development of the institution of education and its impact on society.
Young people enter into life - labor, socio-political, having, as a rule, a secondary education. However, it differs greatly in quality. Significant differences depend on social factors: in specialized schools with in-depth study individual items it is higher than in ordinary mass; higher in urban schools than in rural ones; in the daytime higher than in the evening (replaceable). These differences deepened in connection with the country's transition to market relations. Elite schools (lyceums, gymnasiums) appeared.
Vocational education is an important stage in the civic formation of a person, in its harmonious development.
One of the functions of public education is to stimulate self-education, self-training, and a constant thirst for knowledge. Self-education, self-acquisition of knowledge and skills is by no means limited to the school system. Of course, the school can and should give a person skills independent work with a book, document, etc. But self-education is built on the basis of general and vocational education, and not instead of it. The new technical and information capabilities of educational television, video cassettes, personal computers, and distance learning are yet to be widely used for the needs of self-education. The fate of new generations is increasingly determined by the general culture of man: the development logical thinking, language, mathematical, computer literacy. The combination of education and productive work continues to be relevant. Thanks to this, not only labor skills and a habit of work are acquired, the possibilities of applying the knowledge of the basic sciences in labor activity open up, but also the social significance of productive labor is realized.
The process of internationalization of education, the problems associated with it, as well as new opportunities for higher education in Russia are considered. The characteristic of academic mobility in the context of the Bologna process is given. The current trends and factors in the development of academic mobility are analyzed. The programs of its support in the EU countries and approaches to financing in the OECD countries are presented. The state and prospects for the development of academic mobility in Russia are considered.
The internationalization of education includes the following forms of international cooperation:
1) academic mobility of students and faculty;
2) mobility educational programs and institutional mobility, the formation of international educational standards and programs;
3) institutional partnership: creation of international educational alliances.
Academic mobility of students is the most common form of internationalization higher education. For many countries, international student mobility is a key policy direction both in terms of sending specialists abroad, and in terms of attracting scientific workers or even as potential emigrants with high qualifications to the country.
The process of accumulation of human capital by different streams of young people can be traced when comparing the positions occupied in the field of education in two chronological sections: immediately after graduating from secondary educational institutions (1998) and after ten years of life (2008).
Already during the first distribution - in 1998. - the main difference was found between the “school” stream and the “college” and “vocational” streams: the former almost completely (95.6%) continue their education, with the majority in universities (65.8%), and the latter are much more likely to maintain the level received primary or secondary vocational education. There is no surprise in this: the typical paths of young people of different streams correspond to the purpose of different types of secondary educational institutions. Graduates of a secondary day school for many decades in the vast majority, especially in large and medium-sized cities, immediately after graduation enter universities (our array includes graduates from schools in small towns and villages, which reduces the total share of university entrants to two-thirds; the corresponding figure for graduates of the largest city of Novosibirsk - 72.5%).
The main feature of the accumulation of educational capital by young people over ten years is the increase in the proportion of those who have passed through the higher education system. In the “school” stream, such an increase (from 65.8% to 73.2%2) occurs due to the redistribution of graduates who initially enrolled in secondary schools or vocational schools: the share of those who received such education in the first year and had such education ten years later, respectively, decreased from 22.4% to 14.3%, and from 7.4% to 6.6%.
Consequently, mobility in education is made up of the mobility of an individual and the mobility of a social group (stratum, class, etc.). At the same time, the implementation time of the process in the first case is limited by the life cycle of the individual, in the second case it is determined by historical factors, the real situation. The mobility of social groups is subject to the paradoxical properties of the education system.
The paradox of the education system lies in the fact that since the institution of education is an integral part of society as a whole, the processes that affect the dynamics of the development of society also affect the education system; however, having a rich value resource, the institution of education itself has a powerful potential (innovative ability), the use of which accelerates and makes innovation processes in society irreversible.
Conclusion
Based on the foregoing, we can conclude that social mobility is an integral part of culture in any modern democratic society. Mobile individuals begin socialization in one class and end in another. They are literally torn between dissimilar cultures and lifestyles. The average citizen moves up or down one rung in his lifetime, and very few succeed in stepping through more than one rung at once. As a rule, it is more difficult for a woman to advance than a man. The reasons are such mobility factors as: the social status of the family, the level of education, nationality, physical and mental abilities, external data, upbringing, place of residence and advantageous marriage. Therefore, mobility largely depends on the mobility of individuals and their starting capabilities.
The growth in demand for higher education was also reflected in the forms of education (full-time, part-time, evening), gave rise to the phenomenon of second higher education, which in Soviet times was rather an exception. Statistics show that the demand for distance learning has grown the most in recent years, especially in non-state universities. At the same time, the demand for evening education remained virtually unchanged.
6.Ziyatdinova FG Education and science in a transforming society //SOCIS.2009. No. 11. p.70
7. Social stratification and social mobility // Man. Civilization. Society. M., 1992. S. 373.
8. Cherednichenko G. A. School reform of the 90s: innovations and social selection // Sociological journal. 2009. No. 1/2. pp. 18-19
9. Standards of professional education of foreign countries. - M.: NPO, 2009. - 42p.
10. Sorokin P.A. Social stratification and social mobility // Man. Civilization. Society. M., 1992 S. 373
11. Shcherba I.V. Academic mobility of students during the internationalization of higher education in Russia. [Electronic resource] // International Scientific and Practical Correspondence Conference "Internationalization of Economic Education in Russian Universities". May 28 - July 10, 2012
Education is the most important area of society, which determines its functioning and development, as well as the sphere of the necessary socio-historical practice of mankind. Acting as a social institution, education ensures the fulfillment of its main task - the reproduction of sociality. In addition, education is one of the factors ensuring social mobility of a person.
The modernization processes going on in society and education are quite contradictory. On the one hand, the paramount importance of education for the further socio-economic development of society is declared. On the other hand, the isolation of the institution of education from the real process of socialization, its insufficient funding, and the decrease in the value of education in the public mind greatly complicate its functioning.
Finding out the importance of education in ensuring social mobility makes it possible to assess the potential of education in terms of optimizing its impact on human activity in the present and future, as well as to determine the nature and extent of its influence on the development trends of society.
Education as a factor in ensuring social mobility of a person is one of the important objects of socio-philosophical analysis. In social philosophy, the status of social and individual benefits and privileges is assigned to education, the accessibility to which depends on the position of a person in society, the need to take education into account when a person moves from one social stratum to another is affirmed, and the conceptual foundations of education are built, its essence is explored. and fundamental social functions.
Education occupies a special place in the system of factors of human social mobility. It does not exist by itself, but coincides with social and individual being, penetrating all spheres of social life. Being an independent territory, education creates the prerequisites for entry into each of the spheres of society. The organic inclusion of education in the process of reproduction of social reality determines its importance as a condition for the functioning of the entire system of factors of social mobility, especially in modern society. Being at the heart of such social phenomena as politics, business, science, etc., education sets a complex of knowledge, skills, individual and personal characteristics, a person's worldview, i.e. this type of social character, which is necessary to ensure the reproduction of the corresponding types of social relations. Within the framework of each social institution or social phenomenon that acts as a channel of human social mobility in society, there is a system of educational thresholds and qualifications, overcoming and using which provides an opportunity to rise to a higher level. To create an educational sieve, each such institution has a network of educational institutions that certify the results of a person's readiness for a particular activity. The more complex the society, the greater the number of educational thresholds awaits a person on the way to a higher social position. Of particular importance is one of the most important results of education - knowledge, through which the formation of a holistic view of a person about the existing takes place. Knowledge has specific qualities that enhance the potential of education in providing mobility and, therefore, create conditions for increasing the effectiveness of other factors of social mobility. These qualities include its ideality, inexhaustibility, inalienability, democracy, flexibility. Education in modern society is an influential social resource, even in relation to such traditionally recognized resources as power and wealth. Knowledge itself is not only a source of power, but also an essential component of power and wealth. Education, unlike other channels of social mobility, is less subject to fluctuations in the socio-economic and political spheres of society. The conservatism of education in this regard is seen as its positive quality. The special role of education in the system of factors of social mobility is due to the modernization of society in the direction of building a knowledge society. Modern Western and Russian researchers point to the shift in the determinant of a person's social position from his economic status to his educational and professional level. In such a society, education acquires the quality of a leading factor in human social mobility.
Thus, due to its involvement in the process of social reproduction and the presence of multi-level educational thresholds and qualifications, education complements and optimizes the functioning of other channels of social mobility. Education has the greatest effect of the mobility factor if it corresponds to the social institution that at this stage of the society's existence has the greatest influence on its development, that is, it actually becomes subordinate to another mobility factor.
Education in the social dimension is a social institution that performs fundamental functions that determine the social movements of a person - socially reproducing and developing. These functions are carried out in a complex and in close interaction with each other and are manifested in subfunctions - socially differentiating, socially selecting, certifying, elitist, egalitarian, etc.
Education in the human dimension is the process of forming the image of a person, his true essence and purpose, the process of internal and integral change of a person. The formation of a person is understood as a complex dialectical process, which is the movement of human essence from biological to spiritual and social, the educational process is combined with the process of forming the social and spiritual qualities of a person. Education manifests itself in such specific qualities as education and professional competence. Education is a category that characterizes personal educational acquisitions, distinguished by the volume, breadth and depth of relevant knowledge, skills, worldview and behavioral characteristics. Professional competence is considered as the level of proper professional education, experience and individual abilities of a person, as well as the successful mastering of any type of activity.
For the most complete and reliable analysis of the problem of the influence of education on the implementation of social movements of a person, it seems necessary to find a concept that would most accurately reflect the essence of education as a factor in ensuring social mobility. The construct “mobility opportunities for education” can serve as such a concept. The mobility possibilities of education are understood as the totality of the social functions of education and the individual and personal qualities of a person that ensure his movement in the social space. The totality of the mobility opportunities of education constitutes its mobility potential. The mobility opportunities of education are a concept constructed on the basis of understanding social reality, taking into account the patterns of its development. The mobility possibilities of education, responding to the signs of the concept of "opportunity" as a philosophical category, are potentially valid, and their manifestation and implementation depends on certain conditions associated with the specifics of social reality and social subjects. The mobility opportunities of education and their implementation are actually determined by the level of development of society, because the totality of knowledge, skills and various socially and spiritually significant qualities of a person, his education and professional competence is of a socio-historical nature, and the social functions of education are carried out in accordance with the characteristics of each particular society .
Being included in various spheres of public life, as well as determining the functioning of the system of factors of social mobility, education has significant mobility capabilities in ensuring the movement of a person in the vertical and horizontal sections of social space. Influencing the formation of mechanisms of social self-determination and social self-identification, education becomes a kind of initiator of human social mobility. The mobility possibilities of education are expressed in the fact that it influences the formation of educational needs and educational knowledge, skills of self-educational activity and the continuity of educational practice. The consequences of the influence of education on the social mobility of a person can be both positive and negative.
The optimization of educational opportunities in ensuring social mobility of a person takes place within the framework of a situation of transition to a knowledge society, the creation of an infosphere, and changes in the social structure. Along with this, in modern society there is a mismatch of the essential functions of education. The main problem of modern education is that, on the one hand, it does not correspond to the changed nature of social demands, and on the other hand, it does not “understand” what social reality needs to be reproduced. In other words, education is currently disoriented.
The complex of theoretical conditions for strengthening the mobility opportunities of education is based on the identification of the conceptual and methodological foundations of the problem. Social practice must necessarily be coordinated with the theoretical aspects of education, since knowledge of the essential foundations of education makes it possible to build adequate educational practices. Thus, the final transfer of the fundamental problems of education from the subject area of private sciences to the research field of social philosophy is necessary, the understanding of the essence of education and its leading functions, the relationship between theoretical aspects and social practices of education in specific societies, the formation of the conceptual foundations of the state educational policy.
The complex of practical conditions is aimed at the implementation of actions aimed at increasing the role of education as a factor of social mobility, and boils down to the following main practical recommendations: the transition to a personality-oriented education paradigm that combines the principles of anthropologization, humanitarization, fundamentalization; harmonization of the essential functions of education - the reproduction and development of sociality, manifested in the consistency of the categories of the past, present and future; influence on the formation of educational needs; creation of conditions for continuous education; combination of formal and non-formal education opportunities; strengthening the value of education, both terminal and instrumental; consolidation of education as the most important condition affecting the implementation and change of those social functions that correspond to the position of a person in society; using the potential of education in order to create a new elite of society, as well as to optimize its social functions.
As a result, the analysis of strengthening the mobility opportunities of education is based on the conceptual and methodological level and involves an initial understanding of the essence of education and its social functions, and then the formulation of a number of practical recommendations aimed at optimizing the mobility potential of education in modern society.
test
Education as a dominant factor in social mobility. The Importance of Education as a Factor of Social Mobility
In societies of a transitional type, which is modern Russia, it is especially important both for the development and verification of a general theory, and for solving specific problems of sociology, to study and predict the processes of social mobility, the factors that determine them, and the reflection of these processes in the minds of Russians.
Education becomes one of the decisive factors of social stratification, because:
on the one hand, globalization and the transfer of rivalry relations from the area of financial, industrial and military-technical resources to the area information technologies requires a certain level of education and culture;
on the other hand, in the context of the transformation of Russian society, education as an institution of socialization can ensure, firstly, the continuity of positive experience, and secondly, the formation of new corporate values necessary for emerging social strata.
Most Western sociologists, as the dominant factor in social mobility in modern societies distinguish economic, which is becoming the base in modern Russia, where, after the rehabilitation of private property and entrepreneurship, wealth has become a generally recognized criterion of social success, social security and the possibility of promotion to the highest strata.
Another major factor in social mobility is the profession. Indeed, in an industrial society, the development of advanced technologies gives impetus to the emergence of many new professions that require high qualifications and training, on the one hand, and are highly paid and prestigious, on the other. As a result, the level of mobility, both voluntary, achievement-oriented, and forced, based on the need to improve the qualification level, is increasing.
This, in turn, determines the high importance of education as a factor of social mobility. M. Weber, as a criterion for claims to "... positive or negative privileges in relation to social prestige," indicated, firstly, the way of life, and secondly, "formal education, which consists in practical or theoretical training and the assimilation of the corresponding way of life," and in thirdly, the prestige of birth or profession. Weber M. Basic concepts of stratification // SOCIS, 1994. - No. 5. - P. 155. On the other hand, P.A. Sorokin noted that "the role of the channel, which performs modern school, is becoming more and more significant, because, in fact, it has taken over the functions previously performed by the church, the family and some other institutions "Sorokin P. A. Social stratification and social mobility // Man. Civilization. Society. M., 1992. S. 397. .
Consequently, the education received and the manners and style of life developed in the process of obtaining it, as well as professional status and the material reward associated with it, give the individual grounds to claim a higher social position and the prestige belonging to this position.
Social functions of education
A sociological analysis of the problems of the development of education confirms that education acts as an integral, generalizing value of spiritual culture. Along with political and legal culture, education forms the aesthetic and moral traits of a person in close connection with the life of society. Earlier it was said that education is connected with all spheres of public life. This connection is realized directly through a person included in economic, political, spiritual, and other social ties. Education is the only specialized subsystem of society, the target function of which coincides with the goal of society. If various spheres and branches of the economy produce certain material and spiritual products, as well as services for a person, then the education system "produces" the person himself, influencing his intellectual, moral, aesthetic and physical development. This defines the leading social function education - humanistic.
Humanization is an objective need for social development, the main vector of which is a focus on (a person. Global technocracy as a method of thinking and a principle of activity of an industrial society has dehumanized social relations, reversed goals and means. In our society, a person proclaimed as the highest goal, in fact, was turned into a "labor resource". This was reflected in the education system, where the school saw its main function in "preparation for life", and under the "life" turned out to be labor activity. The value of the individual as a unique individuality, an end in itself of social development was relegated to the background. First of all, the "worker" was valued. And since the worker can be replaced, this gave rise to the inhumane thesis that "there are no irreplaceable people." In essence, it turned out that the life of a child, a teenager is not yet a full-fledged life, but only a preparation for life, life begins with entry into labor activity. It is no coincidence that in the public mind there was an attitude towards the elderly, the disabled as inferior members of society. Unfortunately, at present the situation in this regard has not improved, we have to talk about the growing dehumanization of society as a real process, where the value of labor has already been lost.
The homogenization of society through the organized socialization of individuals - the inculcation of similar social characteristics in the name of the integrity of society.
As more and more attainable statuses are conditioned by education in society, such a function of education as the activation of social movements becomes more and more visible. Education all over the world naturally becomes the main channel of social movements, usually ascending, leading individuals to more complex types of work, higher incomes and prestige. Thanks to them, the class structure becomes more open, social life- more egalitarian, and unfavorable differences in the development of different social groups are actually mitigated.
It is also worth noting the role of education in social selection. In education, individuals are bred along streams that predetermine their future status. The formal justification for this is the level of ability for which tests are used. But the tests contain a certain cultural context, the understanding of which depends on the ratio of the dominant culture (on which the tests are built) and the cultural characteristics of the microenvironment of the student's primary socialization. The greater the distance between these cultural types, the less attention the student receives from the teacher and the more likely he is to fail the test. An individual's educational career is thus largely determined by the social position of his parents. This also confirms the key role of education in the process of differentiation of society.
The reproduction of social classes, groups and strata, belonging to which is due to educational certificates, also has a great influence on the heterogeneity and mobility of society. The school provides individuals with unequal education, unequal development of abilities and skills, which is confirmed, as a rule, by certificates of established samples and is a condition for occupying appropriate places in the systems of division of labor.
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