Universality and accessibility of higher education. Basic Research

UDC 338.26:373.1

N.M. Shashlova, postgraduate student, (Russia, Moscow, RAKO APK)

RURAL EDUCATION IN RUSSIA AND WAYS OF ITS MODERNIZATION

Issues related to state of the art rural education in Russia and ways of its modernization through the Internetization of education. The problems of the socio-economic sphere of the village, the situation of young people are presented in the framework of the sustainable development of rural areas.

Keywords: rural education, rural youth, socio-economic problems of the village, sustainable development rural areas, information technologies in education, priority national project "Education".

The modern village as an economic and social space of human activity with its specific living conditions is a special habitat, which is characterized by a low standard of living of the population, low incomes of most families, often not providing a minimum of consumption, which forces people to exist on the verge of poverty or destitution.

The village has an underdeveloped social and engineering infrastructure. This refers to the shortage of comfortable housing, service, an extremely low level of comfort and improvement of the housing stock. Here the social conditions of life, work, life, leisure are very unfavorable; limited access of the population to operational qualified medical care, social, cultural, educational services; the concentration of intellect is low, the educational and cultural level of the population is lower compared to the urban one; limited adaptive opportunities in terms of secondary employment of the population, its labor and professional activity.

Opponents of the rural lifestyle still believe that Russia should not produce its own agricultural products, while pointing to the West, where the rural population is from 3 to 6% of the total and this population copes with the task of not only feeding people in their own country but also to sell products abroad. Such arguments were made by numerous foreign advisers who poured into the country, and at first glance, such arguments are logical. On the one hand, this is true. At the same time, in Russia, the rural population today accounts for up to 20% of the total population and, before the disastrous reforms, could not cope with the task of food security. Without getting involved in a discussion on this issue, we note only one thing - the specifics of Russian reality in dozens of parameters have no analogues.

Today, the role and place of education, its importance in reforming the agrarian sector of the country is increasing. We are talking about Russian education how about the sphere of formation and enrichment life values and ideals of man and society; how about a fairly rigid system for the formation of personality traits that not only live, but also constantly participate in the improvement of the rural environment; as a system that ensures the normal and constant development of the state and society.

Just two decades ago, almost all settlements where children lived had schools. Of course, rural schools for the most part did not provide education of the same quality as urban ones, but capable students, as a rule, entered universities without any problems. Ongoing educational reform, " shock therapy» In the 1990s, the liquidation of collective farms and state farms led to the closure of many schools in the countryside.

IN Russian Federation at the village school special place, this is due to the role that is traditionally assigned to it in the social life of the village

In the upbringing of a working person who knows how to rationally manage the main national property - land. The rural school always predetermines the formation and development of the individual. The village has its own specifics, which inevitably leaves its mark on educational and upbringing activities. The rural school is the main, and sometimes the only, cultural and intellectual center of the village, and therefore the solution of many issues is directly dependent on its activities. The national project "Education" should be aimed at creating conditions for increasing the availability and quality of education, reducing the gap between rural and urban schools, and introducing new methods of educating and educating the younger generation. This will contribute to solving urgent problems of economic, social and spiritual revival of the village.

Today's graduates of rural schools are forced to compete on an equal footing with urban students when entering higher and secondary educational institutions, must be able to quickly adapt to dynamically changing socio-economic conditions, and have a stable motivation for highly productive work in the agricultural sector of social production.

The current system of education in rural society is weakly focused on meeting the growing needs of various age and socio-professional groups, ensuring continuity of education.

In recent decades, there has been a noticeable reduction in general education rural and urban schools, networks preschool institutions. In rural areas of the Russian Federation, there are approximately 46.4 thousand daytime general education schools with 6.5 million students. The reduction in the number of rural schools makes it difficult

sti in organizing the transportation of schoolchildren from remote settlements to educational institutions for classes.

The current structure of education does not meet the expectations and needs of the rural population, since parents express their desire to receive a complete secondary education for their children, and in the countryside the largest share of educational institutions falls on primary and secondary schools. So, if in the city secondary (full) schools make up 84% of the total number of schools, then in rural areas- only 47%. The share of basic schools is large - 25% (in urban settlements - only 7% of the total number of schools).

Skill level teaching staff rural schools are somewhat lower than in urban areas. Thus, 70.8% of teachers have higher vocational education, secondary vocational

28% (in urban educational institutions - 83% and 16.7% respectively).

In rural areas in 70-75% primary schools up to 20 students study, in 70-75% of basic schools - up to 100 children and in 30-35% of secondary schools - up to 200 students. The poor demographic situation in rural schools has led to a decrease in enrollment, an increase in the number of small primary, basic (nine-year), secondary schools. The scale of this phenomenon is so great that small-class schools today are the predominant type of schools in rural areas of a number of Russian territories. It has become common in rural areas when the main school has less than 100 students.

In rural areas, the process of differentiation of the network of educational institutions is developing more slowly than in the country as a whole. Only 73 rural general education schools (30 thousand students) had the status of gymnasiums, 47 lyceums (16 thousand students).

The material base of rural schools continues to deteriorate, more than one third of them are in need of major repairs. Almost 3.0 million children (44.5%) study in these schools. About 500,000 rural schoolchildren study in buildings that have been declared unsafe. Only 1/3 of rural schools have all kinds of amenities.

Pre-school education in the countryside in the pre-reform period was maintained at the expense of the collective farm-state farm system and, with its transformation, practically disappeared in most settlements. Consequently, the current state of affairs with the education of young people in the countryside really encourages parents to leave this territory or have not two or three children, but one and do everything so that he does not stay in the village.

The surviving system of boarding schools separates parents from children, and the upbringing of the latter follows the model of orphanages, the army, and even prisons, which ends badly for most teenagers and their parents.

Graduates of rural schools in the context of the crisis have become difficult to access secondary vocational and higher education. Rural residents, especially young people, need knowledge in the field of organizing entrepreneurial activity, effective management of the peasant (farm) and personal subsidiary plots. Therefore, today the ideas of bringing primary and secondary education closer to the place of residence, obtaining secondary vocational and higher education on-the-job and various methods of advanced training.

In general, the educational opportunities of rural youth are significantly lower than those of their urban peers. This leads to the formation of migratory moods of young people, since most of them associate the possibility of improving their lives with receiving a quality and higher education. At the same time, the transition to a two-stage system of higher education, in essence, will generally close the access of rural youth to knowledge.

The secondary school occupies a special place in rural life. Often this is the only social institution in the village, which has the highest level of concentration of intellect, and has an organized, intelligent, close-knit team. All this makes it possible to consider the rural school as an engine of social transformation, which is able to put forward ideas, propose new projects and programs, and which is focused on the socio-economic development of the village.

The traditional historically conditioned socio-cultural proximity of the teacher to the local community, his involvement in social needs and ideals is a weighty basis for turning the school into an active force that most effectively influences the position and opinions of rural residents. For the inhabitants of remote settlements, where the center of life has moved to the school, it remains the only cultural center of the village, this turns the school into the most powerful socio-cultural factor.

It is possible to single out the main position of the modernization of rural education - this is the creation of continuous education for children and adults directly in their place of residence, the main characteristics of which are accessibility, openness, flexibility, stability, integrity, adaptability, dynamism.

The modernization of education provides for the improvement of pedagogical potential; increasing the purity of the ecology of the habitat; humanization of life in the countryside. All this can be achieved by organizing, on the basis of the principle of continuity, the education system in rural areas, through the opening and development of general education schools in small settlements, which will deal with continuing education children and adults, the development of all social institutions villages (churches,

public organizations, health care, culture, physical culture and sports, preschool institutions, secondary schools, additional education, agricultural enterprises).

IN national project in education there is a block that can significantly transform education in the countryside and remove many problems - this is the Internetization of schools.

Isolation from the objects of education forces on pre-school and schooling children in such families look in a special way. First of all, the option of teaching children apart from their parents is excluded, and married couples know this in advance. Other options are excluded, except for one - distance learning using the Internet resource, when the student has the opportunity to communicate with teachers in real time, get access to all educational programs across the entire range of studied or mastered disciplines. All textbooks for children from such families should be created, and examples in mathematics, physics, chemistry should be borrowed from the processes taking place in this farmstead or in its environment.

What does the application information technologies at school?

Students. A variety of methods increases interest in the study of physics, mathematics, biology, etc., makes the process of cognition attractive. The use of a computer enables closed students to liberate themselves and share their knowledge with others, increases independence in the learning process, and helps development. creativity, increases the level of communication and culture, develops written speech. Gives the opportunity to participate in various competitions, quizzes, olympiads.

Teacher. By solving new methodological problems, deepening knowledge on the subject, he raises his professional level. Increased authority among students, colleagues, parents. Stimulates the process of joint creativity with teachers of other subjects (joint creation of small programs for lessons and extracurricular activities). The computer allows you to create a database for monitoring student progress, which makes it possible for both the teacher and the student to more effectively monitor the dynamics of their results. The computer allows you to create a set in a more convenient form test tasks, independent and control works.

Parents. It gives confidence that their children develop harmoniously, receive a quality education that meets the requirements of the time. Increases respect for teachers. Changes relationships with own children better side: parents listen to their child, appreciating his knowledge and skills.

The reality of this approach has been confirmed many times. The advent of the Internet has significantly changed teaching methods, facilitated them and enriched them. Knowledge of the basics of distance learning, control functions for it should be mastered by one of the parents. Even higher education can

be acquired remotely, and it cannot be ruled out that some of the children who have grown up will not leave their parental home, since they will acquire a specialty related to agriculture. In order not to interrupt the continuity, the state should encourage large families both materially and morally.

It is education that can become the “locomotive” that is able to “pull” the Russian village out of a protracted systemic crisis. It is clear that only educated people able to modernize the industrial and social spheres of the village. Only specialists in the field of education can improve the cultural and educational level of the villagers, thereby creating conditions for their transformation into subjects of the process of transformation in the countryside. Through education, primarily distance education, organized taking into account the specifics of the village, young people can get professions that are in demand locally. By means of education, in particular school education, it is potentially possible to solve the problem of life and professional self-determination of young people with the choice of the sphere of self-realization in the countryside.

Bibliographic list

1. Bocharova V.G. Strategy for the modernization of the rural educational society / V.G. Bocharova, M.P. Guryanova. 2007. Access mode: www.portalus.ru.

2. Kiselev N.V. Problems of organization of educational

process in rural educational institutions. Pedagogical science and practice: problems and prospects: Sat. scientific articles /

N.V. Kiselev, E.I. Vlasov. Issue. first. Moscow: IOO MES RF, 2004.

3. Knyazev D.A. Information and communication technologies in secondary schools. ICT in the organization of the school educational process / D.A. Knyazev // Bulletin of St. Petersburg University, 2005.

Education and the ways of its modernization in a village in Russia

In article are considered questions, concerning modern condition of rural education in Russia and the ways of its modernization by means of education via the Internet. Social and economical problems of village and the young’s role are presented within the realms of sustainable development of rural territories.

The modern education system is increasingly concentrating the functions of socialization of the individual, including young people with handicapped health. Today, there is an acute need to help people with disabilities fully engage in society, which involves the realization of the right to education, improvement and creation of specialized educational structures, learning technologies. In European countries, disabled people are guaranteed higher education. No higher educational institution in the developed countries of the world has the right to refuse admission to an applicant with disabilities. At the same time, the problematic point is the availability of education for students with special needs. In this regard, there is a need to consider the systems of higher education abroad (USA, Belgium, Great Britain, Germany, Spain, Italy, Sweden), the characteristics of the organization vocational training young people in higher education. The features and specifics of higher education for persons with disabilities in the above countries were analyzed within the European project Tempus-Tacis "Center for Higher Education for the Disabled" (trips, seminars, trainings, conferences), as well as during a research trip to the United States within the framework of the project "Secondary Education in the USA: a project for one state”. There are different classifications of disability in the countries under review. So, in Belgium, 8 types of disability are distinguished: 1) a mild degree of mental retardation; 2) severe degree of mental retardation; 3) emotional disorders; 4) limited physical abilities; 5) congenital diseases; 6) hearing impairment; 7) visual impairment; 8) dyslexia, dyscalculia, dysphasia. In the UK, according to the Guidelines for the Provision of Students with Disabilities in Higher Education, there are six groups of students with disabilities: with dyslexia; with hidden diseases (diabetes, epilepsy, asthma); with mental disorders; with hearing impairments; with visual impairments; with disorders of the musculoskeletal system. The United States and Sweden distinguish five types of disability: visual impairment; hearing impairment; disorders of the musculoskeletal system; mental disorders and learning difficulties. In Germany, four types of disability are defined: physical disabilities, mental disorders, mental retardation, a combination of several types of diseases. The specificity of the Italian definition of types of disability is the complete lack of classification. The concept of "disability" includes the presence in a person of various disorders of more than 66%. This is set by the health authorities. This approach is also typical for Spain - more than 33% of people with disabilities are considered disabled. Thus, a distinctive feature of the typology of disability in European countries, the United States is the absence of disability groups (as in Russia, Ukraine), the presence of a greater number of types and types of people with disabilities. Also characteristic is the mandatory allocation of such a type as disabled people with learning difficulties (dyslexia, dyscalculia, dysphasia). An important factor in the accessibility of higher education is the payment for educational services. It is regulated by law foreign countries, in which the essential principle is that for none of the categories of students there is free education- there is compensation for it. Allowances, scholarships are paid, grants are provided, loans are issued. These costs are financed by organizations, funds, centers, services, local governments. Students, contacting the university service, receive information about which funds, organizations to apply for financial assistance, or independently seek a source of funding. For example, in the UK, full-time students with disabilities receive a basic government grant. In addition to full-time disabled students, part-time students, as well as graduate students, are also entitled to benefits. There are funds at universities, the funds from which can also be paid to students with disabilities. Part-time students with disabilities and graduate students in British university receive student allowances, which are divided into three groups: 1) allowances for special equipment - computer, scanner, specialized software, digital voice recorder, electronic dictionary, Oxford dictionary, pocket organizer, color bookmarks, insurance, and of course, continuous hardware support, according to individual needs; 2) non-medical aids - additional classes, exercises, but not the main course of the discipline; 3) basic student allowance - copying, tape recording for lectures, colored paper, additional books. The amount of the allowance depends on how many hours a day a student with a disability studies, even with distance learning. Characteristic for the payment of tuition in the Italian system of higher education is the payment of tax. However, if a student has a disability greater than 66%, he is entitled to a full exemption from university tuition fees. Must be provided at the beginning school year disability certificate issued by the health authorities. Also, local authorities establish additional payments for various expenses (transportation, home help). In Spain, universities provide preferential payment if the disability is 33% or more. Compensation for the rest of the money comes from scholarships, allowances, for which you need to submit documents and write an application. Germany provides people with disabilities with student loans. USA provides free education for persons with disabilities under the Education for Persons with Developmental Disabilities and Health Act (1997) . It is beneficial for American higher education institutions to have students with disabilities, because the state allocates funds for the organization of support and accompaniment of students of this category. Students with disabilities have the right to apply for scholarships to various foundations, organizations, centers. The tuition fee system in the UK is similar to the American one. Under the Disability Discrimination in Education Act (1999), the state provides grants, loans, or other payments to Educational and Skills Councils to provide appropriate support for students with disabilities. A prerequisite is the submission of public reports on the spending of funds by universities. In the context of the study, it is important to analyze the presence of departments that provide high-quality higher education to disabled people in the universities of the United States and the countries of the European Union. Table 1 presents a list of centers, departments, services for working with students with disabilities in the analyzed foreign universities. Each higher educational institution in foreign countries has its own service or support center for students with disabilities, which is a distinctive feature from Russian universities. Table 1 Structural units No. Country Lead Universities Unit Name 1. USA State University Sam Houston Disability Advice Center Tulane University Office of Disability Services University of Minnesota Center for Disability Support University of North Carolina at Achevil Office Services for the Disabled 2. Belgium Free University of Brussels Center for Research and Training for Disability Care Catholic University of Leuven Center for Disability Studies Ghent University Disability Student Assistance Service 3. United Kingdom Queen's University Belfast Disability Support Center University of Edinburgh Disability Services Open University 4. Germany University of Wuppertal Service for Disabled and Chronically Ill Students Heidelberg University Service for Disabled and Chronically Ill Students Technical University of Berlin Service for Students with Disabilities and Chronic diseases Technical University Dortmund Dormund Center for Disability Research 5. Spain National University Distance Learning Integration Support Service for Students with Physical or Sensory Disabilities University of Barcelona Integration Service for Persons with Special Needs University of Valencia Service for the Integration of Persons with Disabilities 6. Italy University of Padua Social Integration Support Service for the Disabled University of Milan Management for the Disabled University of Pisa Integration Service Students with Disabilities University of Florence Services for Students with Disabilities 7. Sweden Stockholm University Student Services for Disabilities Karolinska medical University Center for Students with Disabilities Swedish Agricultural University Center for Students with Disabilities Uppsala University Center for the Disabled -pedagogical support for students with disabilities, but also research. Examples are Belgium (Centre for Research and Training for Assistance to Persons with Disabilities, Center for the Study of Disabled Persons); Germany (Dormundt Center for Disability Research); Sweden (Center for the Disabled). In the context of our study, it is important to note that one of the important characteristics of the higher education system for students with disabilities is the presence of a responsible (coordinator) for the affairs of disabled people at each faculty, institute, department of the university. There are such specialists in every university in the United States and European countries. Domestic higher education institutions have not yet introduced such a system for coordinating efforts and taking responsibility for the result in teaching people with disabilities. In addition, in the universities of a number of countries (USA, UK, Spain, Sweden) a prerequisite successful learning disabled is the presence of the position of an ombudsman, a specialist who checks the observance and implementation of all the rights of students with disabilities, and especially in the course of the educational process. In Russia, there is also the position of an ombudsman, but only at the national level. However, there are no ombudsmen in any of the domestic universities. At the same time, their presence would contribute to the development of recommendations and guidelines for the implementation of the rights of persons with disabilities in accordance with international standards. An analysis of foreign experience showed significant differences from domestic experience in the field of organizing the accessibility of education for students with disabilities, namely: the introduction of the position of coordinator (responsible) at the faculty (institute) for working with students with disabilities; the presence in the university of specialists who accompany students with disabilities in the educational process (mentors, tutors, coaches, support assistants); program development international exchanges students with disabilities. It should be noted that the above distinctive features for domestic universities are a promising direction in providing quality higher education for people with disabilities. This study was carried out within the framework of the state task of the Ministry of Education and Science of the Russian Federation "Development and implementation of a system for the rehabilitation of students with disabilities in an inclusive educational environment of the Republic of Crimea" (No. 115052150078).

The problems of access to education are of concern to almost all Russian society. These problems are discussed not only by scientists and officials from the education system, but also by teachers and parents. The reason is that education is increasingly regarded by both the population and the governments of most countries of the world as an important economic resource that ensures successful self-realization, social mobility and material well-being of an individual in modern world. At the same time, the requirements that were and are being made to those who want to get an education are not always the same, which creates the problem of inequality, primarily related to the accessibility of education and its quality for people of different socio-economic status, nationality, gender, physical abilities, etc. The principle of equal opportunity in education is to give everyone, regardless of background, the opportunity to reach the level that best suits their potential. The lack of equal access to education actually means the perpetuation of economic, social and cultural inequality, blocking the way for children from the lower layers to the upper ones. There are several concepts of unequal access to education. This is a legal inequality, which is seen as an inequality of rights enshrined in law and socio-economic inequality, due to the socio-economic characteristics of different population groups.

For Russia, experts note discrepancies between the proclaimed goals and real facts, indicating the inability of the education system to meet these goals. The formation of the economy new Russia was accompanied by a sharp and significant reduction in public spending on education. This led to the degradation of institutions at all levels of education. The deterioration of the material and technical base and human resources had a negative impact on the accessibility and quality of education.

The Russian education system does not ensure social mobility of the population, there are no “equal start” conditions, quality education today is virtually inaccessible without connections and / or money, there is no system of social (grant) support for students from low-income families. The introduction of market relations into the sphere of education causes a growing degree of inequality among educational institutions, primarily higher education. Political and social changes, the development of democracy create favorable conditions for reforms, including in the field of education, but these same changes cause an increase in corruption, crime and other negative consequences.

The development of the non-state sector in the field of education and the official provision of paid educational services (including the use of paid forms of education in state educational institutions) in the context of ensuring equality and accessibility is ambiguous. Paid educational services in 2006 were provided to the population for 189.6 billion rubles, or 10.4% more than in 2005. On the one hand, the development of a system of paid educational services expands access to vocational education through the introduction of paid vocational education, which brought Russia to one of the leading places in the world in terms of the relative number of university students educational institutions. But on the other hand, paid education reduces its accessibility to the poor.

In the context of constant underfunding of the education system and the growth of its payment, the income and disposable resources of parents are a significant factor affecting the accessibility of education for children from different social strata of the population. The subjective side of the problem of accessibility is that almost all social groups are sure that education has become paid.

UDC 378.013.2

ACCESSIBILITY OF HIGHER EDUCATION AS THE INSTITUTIONAL BASIS OF MODERN SOCIETY

E.A. Anikina, Yu.S. Nekhoroshev

Tomsk politechnical University Email: [email protected]

The relationship between the availability of higher education, payment and credit is analyzed. A classification of the forms of accessibility of education is given, which helps to determine the priorities for the development of the education system as a whole. An analysis was made of the possibility of developing the Russian system of higher professional education along the path of increasing individual costs, and an assessment was made of ways to overcome the financial constraints of families in obtaining higher education. It is concluded that it is necessary to create optimal educational lending programs.

Keywords:

The system of higher professional education, the availability of higher education, universality, mass character, financing of education.

System of higher education, higher education accessibility, universality, large-scale participation, funding education.

The modern economy, positioned as innovative, largely depends on the quality of the country's human capital, the formation of which, in turn, implies a high-quality and diverse educational system, which, thanks to market expansion, includes both formal and informal variations, non-systemic changes. Such a transformation of education, solving the problem of accessibility, leads to a contradiction of goals, calling into question the quality and efficiency of the services provided.

In this regard, the problems of accessibility of the system of higher professional education are of particular relevance, since in the conditions of the market, higher education is not guaranteed by the state to all citizens, and its role becomes decisive from the standpoint of the country's entry into the trajectory of stable economic development and the introduction of new technologies.

Achieving acceptable economic growth and modernization of the economy by Russia is impossible without solving the problem of modernization educational system and expanding its coverage of all age and social strata of the population. As a result, there is a need to analyze the relationship availability - payment - credit.

Under the accessibility of the system of higher professional education (SVPO), we mean the availability of basic structural elements SVPO, namely, higher educational institutions that provide high quality services, regardless of their organizational and legal forms, types and types, implementing educational programs and state educational standards of various levels and orientations for the bulk of the population, regardless of socio-economic factors ( affordability), as well as the availability of entrance exams, educational programs

And educational standards from intellectual positions for the bulk of the population (intellectual accessibility). Economic affordability implies that the financial costs of households for the purchase of quality higher professional education (including related costs) should be at a level that does not jeopardize or undermine the satisfaction of other primary needs, i.e. these costs should be such a part of their income which is not burdensome.

In essence, the accessibility of SVPO can be interpreted even more simply as the level of costs for overcoming obstacles, which include financial (economic accessibility) and mental (intellectual accessibility) costs.

In addition to direct inequality in access to SVPO, let us highlight the inequality of intentions (social accessibility) - the dependence of the probability of intention, the desire to enter a university on social differences. Inequality of intentions is generated by socio-economic factors that determine the accessibility of higher education in general, and, in particular, the social environment in which a person grew up ( social media), as well as less significant factors such as confidence, certainty, and knowing that a person is entitled to certain actions.

It is necessary to determine which of the availability is primary and which is secondary. To begin with, we note that in Russian education, global trends are repeated in the transformation of higher education from elite to universal. It is received not by the chosen ones, but most of young people who have graduated general education school. As a result, in the modern market of educational services, the declared universal accessibility of higher education is mainly a slogan, since in many countries it is being transformed.

goes into excess mass. It is important to emphasize that universality and mass character are concepts of different qualities. By universality, we mean the availability of SVPO for everyone who has the talent, interest, intellectual abilities to receive higher education, regardless of socio-economic factors (assumes a high criterion for selecting students by intellectual abilities). And under the mass character - the availability of SVPO for everyone who is able to bear the costs associated with obtaining higher education, regardless of talent, interest, intellectual abilities (low criterion for selecting students by intellectual abilities).

Thus, in the Russian system of higher education today there are two subsystems: one - "elite" education, characterized by a relatively high quality of services provided, and the other - mass higher education of low quality. Higher education of low quality can, with some assumptions, be called relatively affordable both financially and intellectually. Opportunities for obtaining an education that provides high quality professional training for future specialists have declined for the majority of the population from both positions.

As a result, the analysis of the accessibility of higher education should be focused differently in relation to the two existing systems that provide educational services of low and high quality, respectively. It is obvious that expanding the availability of mass low-quality higher education cannot be a task of social and economic policy.

However, even taking into account the differences in the quality of the services provided, the primary one today is economic accessibility, which determines the overall availability of SVPO.

Data sociological research show that insufficient financial resources of the family are often cited as motivations for refusing to receive higher education, more than a third of households put this factor in the first place. It is worth noting here that the so-called “middle class” prevails among university students (53% of the families of entrepreneurs, managers and specialists). But even they, most often (73%), say that student tuition is very significant for the family budget, as it requires serious restrictions on other expenses.

It turns out that the most selective (quality) part of higher education is available to a relatively small number of students, while others are rejected, dropping out of the competition.

Persistence of differences in opportunities to obtain a higher level of education, due to

caused by differences in learning abilities and in the individual efforts expended on mastering knowledge, is justified. The availability of higher education should be determined by the level of abilities, talent, high personal investment in human capital, and not by the level of financial and social capital of the family.

In addition, as the results of annual sociological surveys over the past 5 years show, an increasing number of parents are striving to "give a higher education" to their children. Since 2002, more than 1.5 million people have overcome the "school-university" barrier. .

It is obvious that in the context of growing demand for higher education services, the previous methods of financing are not able to provide large-scale training of specialists in high level. This poses a problem for the higher education system to create such financing mechanisms that would ensure the expanding production of personnel. highest qualification at rational use society's resources and reducing the scale of redistribution processes. In fact, it implies the rejection of full budget financing and the transition to a system of private investment, i.e., the transition from a system with partial cost recovery to a system with full cost recovery as the predominant one, which can already be observed in modern Russian conditions. A partial cost-reimbursement system is a higher education financing system in which the state fully pays the cost of a student's education at a university, and partially reimburses (or does not reimburse at all) the costs of related expenses (accommodation, teaching materials, additional services, meals, etc.). The system with full cost recovery assumes that all the above costs are fully borne directly by the consumer of the educational service (the student and / or his family).

However, the issue of the ratio of education costs for all stakeholders and the possibility of developing the Russian SVPO along the path of increasing individual costs is ambiguous and contradictory in terms of ensuring its accessibility and quality.

Education is an economic good, so it cannot be "free". If the costs do not fall on the student or his parents, then they are distributed to all other citizens of the country. Moreover, in a market economy, higher education is a “mixed economic good”, combining the features of both public and private goods, that is, the consequences of the consumption of educational services are a boon not only for the direct consumer, but also for the economy and society. generally. This implies another important feature of higher education as a mixture of

a certain economic good, which consists in the fact that it has positive internal and external effects.

This allows us to draw an important conclusion that higher education should be paid for in one way or another by all interested parties, which include the student and his family, the business sector, universities, the state and society as a whole. At the same time, one should take into account a very important point, high school does not exist by itself, it is part of the social whole and must correspond to it. Therefore, the introduction of the market in the field of education should follow the development of the market in the economy.

In this sense, the market in education, understood as an absolutely free, completely uncontrolled and unlimited game of private interests, is unacceptable. Education, as already noted, is a “mixed” good, that is, not only private, but also public. But the social value of education has a decisive, main significance. If education follows only the logic of the development of a market economy, then in the course of competition in education the same thing will be observed as in the modern business sector. Which will lead to a violation of the main tasks and functions of higher education in society. Thus, market competition in this area is completely inappropriate. And the market mechanisms that exist here require the intervention of society and the state. The market itself is incapable of putting things in order in the training of specialists, since the worst universities are able to offer their “product” at the lowest price.

Thus, higher education cannot be guided only by the needs of the market, that is, private, selfish and short-term interest, it must also remain a public good and serve the strategic goals of the development of the individual, society and the state.

In addition, education belongs to the category of trust goods, that is, to those goods and services, the quality of which the buyer himself is practically unable to assess directly even after their purchase and is forced to rely on information that he receives from someone, in particular from the university. . In other words, the trusting nature of education determines the uncertainty of its quality. However, for education, this is not the only type of uncertainty. Another source of it is the applicant's lack of information at the time of making a decision about how useful and valuable the profession he has chosen will turn out to be. Accordingly, here, too, he is forced to rely on signals from outside.

The trusting nature of this benefit opens up wide opportunities for opportunistic behavior by more informed market players. At the same time, even the established fact of opportunism in the form of providing an underestimated quality of educational services is not necessarily

allows the buyer to receive compensation from the university - after all, the consequences of such education are not immediately apparent. That is why in the educational market, more than anywhere else, mechanisms are relevant that would discipline sellers and prevent them from taking advantage of information asymmetry. These should not be contractual, but institutional mechanisms. And the problem of the design of such mechanisms and their effectiveness is directly related to the problem of financing education.

Thus, educational policy that does not take into account the institutional environment leads to negative economic consequences for higher education. In general, it can be concluded that the parallel coexistence of two education systems with partial and full cost recovery is inevitable. This is how it actually exists, there is not a single country in the world where higher education for the population would be completely free, and there is not one where it would be completely paid. The proportions vary, but are probably largely predetermined by features social systems; in socially oriented countries (developed countries of Europe, for example, in Germany), the system with partial cost recovery prevails, and in market-oriented countries, the share of places with full cost recovery in universities is much higher.

As for Russia, there is clearly not enough money in the state budget to improve the quality of training, to modernize universities, and to adequately remunerate teachers. In this regard, there is a gradual predominance of the system of higher professional education with full cost recovery.

Based on the current situation in the field of higher education in Russia, we can conclude that the problem of economic accessibility of SVPO will only increase in the future, which can lead to extremely undesirable consequences for the socio-economic development of the country. To avoid this, it is necessary to provide ways to solve these problems. One of such methods is the development of a system of public (or private) educational loans and subsidies, which in the modern world experience in the development of higher education are considered as mechanisms for ensuring equal access to SVPO for the population belonging to different strata of society. But here the question arises: can Russian families afford this?

Unfortunately, the majority of the population today has a below-average income level. As a result, only 25...30% of families can potentially take part in financing the education of children. According to experts, by 2010 the number of such families will grow to 40.45%. Therefore, the majority of Russians believe that education, including higher education, should be free. As a result, 70% of families

They are oriented, first of all, to the possibility of their children entering a budgetary department, and studying for a fee is considered as a fallback option, that is, payment for consumers of educational services acts as a compensatory mechanism.

Thus, we get a clear confirmation of the fact that the decisive reason limiting the accessibility of high-quality higher education is the costs associated with obtaining it. In general, for an average Russian, the share of education costs per family member is about 35% of his income. Therefore, it is no coincidence that three-quarters of the families of university entrants (73%) believe that the education of their children will require serious restrictions on their family budget. At the same time, for most of them (54.6%), the burden on the family budget will be very noticeable, and for 28.5% - reasonable. Almost imperceptible burden on the family budget will be only for 3.4% of parents.

As can be seen, the financial capacity of Russian households is clearly not sufficient to ensure that, under the conditions of the gradual dominance of a system with full cost recovery, all students pay for tuition.

Of course, the state is not going to introduce a system of higher education everywhere with full reimbursement of costs, moreover, today it is not able to do this, since in accordance with the Constitution of the Russian Federation (Article 43, paragraph 3) “everyone has the right to receive free of charge on a competitive basis higher education in a state or municipal educational institution and at an enterprise. Based on this, it should be assumed that the state will pay for the education of such a number of people that, firstly, it needs for the purposes of effective functioning and fulfillment of its main tasks, primarily related to ensuring the national security of the country. Secondly, that part of talented young people who are willing and able to study. For the rest of the citizens, higher education will be, and already, in fact, their personal issue, in which the state should help them, as is done in all developed countries, for example, through special grants and loans for education.

Indeed, in the context of the inevitable reduction budget places in universities and the actualization of the problem of economic accessibility of SVPO for most Russians, a logical option for solving this problem is the development of the institution of educational lending, as a damper way to move from an education system with partial cost recovery to a system with full cost recovery as the predominant one. This will lead to an increase in the economic accessibility of SVPO, which, in turn, can cause ambiguous and contradictory consequences:

1. Universities placed in tough conditions of competition for applicants, ceteris paribus, will be forced to accept everyone, who will be quite a lot, because. financial problem, which is currently the main constraint in obtaining higher education, will be solved with the help of a loan. As a result, we get a system of low quality mass higher education with all the ensuing consequences.

2. Another development of the situation is also possible, which is a more probable option than the first, given modern tendencies. The predominance of the education system with full cost recovery can cause a significant reduction in those wishing to receive higher education, since for the majority the financial problem will not be solved with the help of an educational loan due to its high cost and / or the conservatism of Russian society, expressed in the unwillingness of the population due to socio-cultural and mental features of taking any loans. Confirmation is the following fact: today every second family (57%) of university applicants is ready, if necessary, to borrow a large amount to pay for education. Half (51%) are aware of the existence of an educational loan, but only a little more than a third of families (35%) are ready to use it on acceptable terms, and in fact only 1.2% have used it. At the same time, most heads of households believe that such a loan should be interest-free and should be written off if a person is sent after receiving a diploma to work in those places and for the salary that will be offered by the state.

In general, these features in the field of educational lending correspond to general attitude Russians to loans, namely, unwillingness to take loans and fear of the prospect of living in debt. Thus, according to research by the Public Opinion Foundation, only 36% of the population over the past 2-3 years have had a chance to use a loan (take a loan from a bank or buy goods on credit in a store). At the same time, 61%, in principle, do not allow themselves the opportunity to use any kind of credit in the future. Of those who are ready for loans, only a few (3%) are considering the option of a loan for educational needs.

As a result, in this situation, either a massive reduction in universities is possible, as a result of which the country will receive a high-quality SVPO, accessible both financially and intellectually only limited number citizens; or, if the number of universities remains the same, the country will have low-quality SVPO, accessible financially and intellectually. In fact, these trends are already observed in modern society, so if nothing is done, they will intensify.

Thus, we can conclude that in modern conditions, most of the population is not yet ready for educational loans either financially or mentally. Due to the identified features of Russian society, we come to the conclusion that an educational loan can only be a partial mechanism for increasing the economic accessibility of SVPO, capable of providing assistance to predominantly wealthy segments of the population (“middle class” and above), if they need it at all. For the "minority", which is understood as a certain part of society, characterized by the presence of less power, which is often, but not always, small in comparison with the dominant (large) group and has relatively worse opportunities for choice, educational credit does not practically solve the problem of affordability of SVPO on for many reasons, mainly due to their negative attitude towards the possibility of loans, not so much because of personal economic calculations, but because of their dislike of debt. Therefore, for such students, special solutions are needed to increase the accessibility of SVPO. That, however, does not indicate the uselessness of educational lending as an institution.

The need to develop new approaches to attracting private resources to education is due in general to the low level of income of the population and the need to provide convenient and profitable accumulation schemes for it.

BIBLIOGRAPHY

1. Household spending on education and social mobility. Newsletter. - M.: GU-HSE, 2006. -56 p.

2. Federal service state statistics. 2009. JUL: http://www.gks.ru (date of access: 22.01.2009).

3. Abankina I.V., Domnenko B.I., Levshina T.L., Osovetskaya N.Ya. Prospects for Educational Lending in Russia // Educational Issues. - 2004. - No. 4. - S. 64-88.

4. Andrushchak G.V., Prakhov I.A., Yudkevich M.M. Strategies for choosing a higher educational institution and preparing for admission to a university // Project "Educational Strategies for Applicants". -M.: Vershina, 2008. - 88 p.

5. Educational trajectories of children and adults: family incentives and costs. Newsletter. - M.: GU-HSE, 2007. - 40 p.

It should be noted that there are differences in the strategies of families. Families experiencing financial difficulties are more likely to pay for education from the savings of the older generation (parents) or borrow money. Families with higher incomes (“middle class” and above) pay for their studies mainly from the current earnings of their parents.

All this puts on the agenda the issues of developing mechanisms for private investment in education. In our opinion, the main problems of their formation are:

Lack of mechanisms for direct state support of private investment through the development of both private and state lending and subsidizing programs;

The underdevelopment of the system of financial instruments for targeted savings, which make it possible to distribute the costs associated with obtaining education in time, and thus reduce the burden on the family budget (educational securities, educational insurance, educational lending).

From the analysis of the material presented, it follows that for the majority of students, studying at a high-quality university is associated with very high costs; given the opportunity to get a higher education of not the highest quality, but affordable in terms of finances and intelligence, many households opt for the latter. In the current situation, well-planned student loans can help solve these problems.

6. The Constitution of the Russian Federation // Guarantor-student. Special issue for students, graduate students and teachers [Electronic resource]. - 2009. - 1 electron. opt. disk (CD-NOM).

7. Borrowers: repayments on loans during a crisis. - Population survey: report // Public Opinion Fund. 2009. JUL: http://bd.fom.ru/report/map/d090312 (Accessed: 22.01.2009).

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In a market economy, the problems of accessibility of higher education are of particular importance, which are most relevant in countries focused on stable socio-economic growth and development, since it is within the framework of the system of higher professional education that the country's intellectual potential is created, competitiveness is ensured through the development and introduction of new knowledge-intensive technologies, as well as due to the fact that in a market economy the state does not guarantee higher education for all citizens. The article defines the accessibility of higher education. Accessibility is considered as a socio-economic category, as it reflects the socio-economic relations regarding the production and implementation of educational services. Differences in the possibilities of obtaining higher education are revealed, on the basis of which a classification of the types of accessibility of higher education is made: “economic”, “territorial”, “social”, “intellectual and physical”, “academic”; which helps to determine the priorities for the development of the education system as a whole in the context of the country's innovative development. The factors of each of the types of accessibility of higher education, which have the greatest influence on the formation of intentions, desires and opportunities to receive higher education, are identified.

accessibility of higher education

types of accessibility

factors of higher education accessibility

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2. Anikina E.A., Ivankina L.I. Accessibility of higher education: problems, opportunities, prospects: monograph. - Tomsk: Publishing House of the Tomsk Polytechnic University, 2010. - 144 p.

3. Ivankina E.A., Ivankina L.I. Material and intellectual accessibility of higher education in the context of sociological discourse // Bulletin of the Buryat State University. Philosophy, sociology, political science, cultural studies. - 2009. - Issue. 6. – P. 88–92.

4. Dmitrieva Yu.A. Study of the accessibility of higher education in the sociology of education // Almanac modern science and education. - Tambov: Diploma, 2007. - No. 1. - C. 82–83.

5. Availability of higher education in Russia / otv. ed. S.V. Shishkin. Independent Institute social policy. - M .: Publishing house "Pomatur", 2004. - 500 p.

7. Roshchina Ya.M. Inequality in access to education: what do we know about it? // Problems of accessibility of higher education / otv. ed. Shishkin S.V. Independent Institute for Social Policy. – M.: “SIGNAL”, 2003. – P. 94–149.

Over the past decade, a number of structural changes have taken place in the system of higher professional education in Russia, which has led to the growth and strengthening of the following trends:

● increase in the total number of students;

● reduction in the number of higher educational institutions

● decrease in the value of education;

● discrepancy between acquired professional qualifications and labor market needs;

● declining role of higher education as a social lift.

These changes call into question the quality of higher education, as well as its accessibility. The problem of access to higher education is not new, but in last years it is increasingly attracting the attention of researchers and developers of social policy both in Russia and abroad.

Therefore, the purpose of this study is to identify the types of accessibility of higher professional education and the factors that determine it.

The issues of higher education, in particular its accessibility, have been given much attention by both domestic and foreign scientists.

The problem of accessibility of higher education in modern conditions, as well as the tools for assessing accessibility, were studied in their works by the following researchers: E.M. Avraamova, E.D. Voznesenskaya, N.V. Goncharova, L.D. Gudkov, M.A. Drugov, B.V. Dubin, O.Ya. Dymarskaya, D.L. Konstantinovsky, M.D. Krasilnikova,
A.G. Levinson, A.S. Leonova, E.L. Lukyanova, T.M. Maleva, V.G. Nemirovsky, E.L. Omelchenko, E.V. Petrova, Ya.M. Roshchina, O.I. Stuchevskaya, G.A. Cherednichenko, S.V. Shishkin and others.

Among foreign scientists, whose object of study was also higher education and the assessment of its accessibility, one can note such as L. Althuser, A. Asher, B. Bernstein, R. Bourdon, P. Bourdieu, D. Johnstone, R. Giraud, Zh -TO. Passeron, A. Servenan and others.

However, despite enough a high degree Since the topic has been developed and there is a large number of studies, there is no common understanding of the term accessibility of higher education and the factors affecting accessibility. After analyzing the work of researchers, it can be noted that there is no comprehensive approach to assessing accessibility factors, the problem is considered, as a rule, one-sidedly, without taking into account the influence of factors of different etymologies. In most cases, one can observe a combination of the concepts of accessibility of higher education and the possibility of obtaining higher education, when the accessibility of higher education is considered only from the standpoint of the material component. Note that this approach is very unproductive and does not allow a comprehensive analysis of existing problems.

The widespread understanding of the accessibility of higher education as an opportunity to enter a university and complete education in it becomes insufficient, since in reality it is not the presence of a diploma that becomes of paramount importance, but which university issued this diploma, and what knowledge and social connections the student received during training.

In this regard, the concept of "accessibility" should be interpreted as a socio-economic category. From this point of view, under the accessibility of higher education, we mean the availability of the main structural elements of higher professional education, namely, higher educational institutions that provide high-quality services, regardless of their organizational and legal forms, types and types, implementing educational programs and state educational institutions. standards of various levels and orientations, for the bulk of the population, regardless of socio-economic factors, as well as the availability of entrance exams, educational programs and educational standards from an intellectual standpoint for the bulk of the population.

Thus, the accessibility of higher education in this paper is considered from the position of a socio-economic category as an opportunity to choose a higher education. educational institution, enrollment and successful education in it among various social groups of the population.

The main types of accessibility of higher education and the factors that determine it are presented in the table.

First of all, it is worth noting a group of economic factors. These include the level of family income, the cost of higher education (direct tuition fees, tuition fees), as well as the associated costs of higher education, the cost of increasing human capital. That is, in this case, the payment for education is understood as the entire set of expenses that the student's family bears. It takes into account the costs necessary to cover direct costs - payment for school, training, education at the university, and opportunity costs - the maintenance of the child during education. When examining these factors, attention should also be paid to such indicators as the number of budget places in universities, the number of places in hostels, the availability and size of scholarships, the availability of programs and benefits for various groups of the population. It is necessary to take into account the relationship between individual indicators. That is, for example, an indicator in the form of the ratio of the number of places in universities to the number of potential students will be more informative than the same data considered separately. The ratio of state and non-state universities also affects the accessibility of higher education.

Also, the territorial factor, in particular the place of residence of the family, has a considerable influence. Rural residents have fewer opportunities for higher education and are less competitive in entrance exams than city dwellers. To a greater extent, this is justified by the higher costs incurred by families that are the most distant from the location of the university where the student is (will be) studying. Exploring this group of factors, one should pay attention to such an indicator as the number of universities in a certain territory.

A group of social factors also influences. These include the status of the family, the socio-cultural capital of the family, in particular the level of education, the qualifications of the parents of potential students. Such indicators as the number of children in a family, a complete family or an incomplete one, etc. are also important. A potential student's admission to a university is influenced by the very social environment of a given person.

Factors and types of higher education accessibility*

	Economic availability	Territorial accessibility	Social availability	intellectual and physical availability	academic availability
Factors of accessibility of higher education	family income, family economic well-being, savings	region of residence	nationality, gender, religion, values, norms, cultural differences, family composition	physical, mental, mental state (health)	type of educational institution, quality of education at the previous levels of education, volume and quality of additional educational services received
	payment (cost) of education, expenses for higher education	settlement size	education, occupation, qualifications of parents and other family members	inherited traits	awareness of training opportunities in various specialties at various universities
	the relationship between the amount of spending on education and the average per capita family income	level of urbanization	relationships with parents, relatives and friends	own human capital of a potential student (level of intellectual and physical abilities)	the availability of benefits, advantages when entering a university
	share of support in education spending	number of universities in the region	social status and level of adaptation to life	received knowledge	form of education (daytime, part-time, evening) at the university
	home library size		the level of "social justice" in society	personal motivation for higher education	university infrastructure (presence/absence of dormitories, their size, etc.)

Attention should also be paid to the personal characteristics of a potential student, which undoubtedly affect the degree of accessibility of higher education for a person. These include such characteristics as the level of health, religion, gender, nationality, values, norms, etc. This list also includes intellectual level potential student. And it directly depends on the quality of the acquired knowledge and the level of teaching at school. These indicators are also related to the abilities and diligence of schoolchildren.

It is imperative to take into account that there is a correlation between many of the above factors. For example, if a potential student lives far from the university, in a rural area (a factor of territorial accessibility), and there is no place in a hostel (one of the factors of academic accessibility), then it will be necessary to rent an apartment (associated costs, a factor of economic accessibility). Which ultimately will further aggravate and strengthen the problem of accessibility of higher education for this category of students or students in a similar situation.

Thus, the degree of accessibility of higher education can differ significantly depending on the influencing factors, many of which are closely related and can reinforce each other (both positively and negatively) or, conversely, smooth out this influence.

Thus, the factors affecting the accessibility of higher education are:

● economic (family income, economic well-being, the amount of savings, the cost of studying at a university, the number of state-funded places, the share of support in education costs, etc.);

● territorial (place of residence, level of urbanization, number of universities in a certain territory, etc.);

● social (social and cultural capital of the family, family status, level of education of parents, social environment, number of children in the family, etc.);

● intellectual and physical (personal characteristics of a potential student, in particular the level of his physical and intellectual abilities, his own human capital, etc.);

● academic (the ratio of the number of places in universities to the number of potential students, the quality of the knowledge gained at previous levels of education, the form of education at the university, etc.).

In general, if we take each of the factors listed above separately, then none of them is predetermining in the formation of the intention or desire to get higher education, but in combination they give a total effect that determines motivation and, most importantly, the practice of accumulating opportunities for entering university

The study was carried out with the financial support of the Russian Foundation for the Humanities within the framework of the research project of the Russian Humanitarian Foundation (Ensuring the availability of higher education and improving its quality in the context of innovative transformations in Russia), project No. 14-32-01043a1.

Reviewers:

Nekhoroshev Yu.S., Doctor of Economics, Professor, Consulting Professor, Department of Economics, National Research Tomsk Polytechnic University, Tomsk;

Kazakov V.V., Doctor of Economics, Professor of the Department of Finance and Accounting, National Research Tomsk State University, Tomsk.

The work was received by the editors on December 10, 2014.

Bibliographic link

Anikina E.A., Lazarchuk E.V., Chechina V.I. ACCESSIBILITY OF HIGHER EDUCATION AS A SOCIO-ECONOMIC CATEGORY // Fundamental Research. - 2014. - No. 12-2. – P. 355-358;
URL: http://fundamental-research.ru/ru/article/view?id=36232 (date of access: 03/26/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"