CC BY
7DOI: 10.12731/2070-7568-2014-6-7 UDK 37.01
CONTINUOUS ECONOMIC EDUCATION AS THE FACTOR OF PROFESSIONAL DEVELOPMENT OF PERSONALITY
Lomakina T.J., Sergeeva M.G., Shcherbakova N.I.
The necessity of continuous economic education of future professionals is caused by importance of forming correct understanding of the economic reality, of comprehension of economic basic laws, of understanding of global and national tendencies in economic development; the growing role of continuous economic education as a major factor offormation and development of a postindustrial society is shown; the reasons and circumstances of the active reference of the domestic pedagogical science and practice to problems of economic education are emphasized; the factors influencing development of continuous economic education are established in the article. Continuous economic education is considered as a part of continuous education promoting the formation of a competitive expert in conditions of market economy, demanded on labour market and directed on formation of economic competencies depending on the type of preparation (economic and not economic) at different educational levels according to
models of the graduate and the teacher and realized by means of economic training and economic education.
Keywords: postindustrial society, economic education, market economy, continuous economic education.
The postindustrial society is the beginning of transition to a new type of the civilized development which is connected not only to technological revolution, but also to modernization and re-structuring of vocational training system. The influence of such factors as globalization of education, transition to innovative system of vocational training, transformation of vocational training, creation of continuous education system enables to consider the economic education as a component of the global education of personality in the system of vocational training and education.
The social and economic situation in the Russian society has revealed the processes proving the fact that the dynamics of economic changes surpasses the dynamics of personality abilities to adapt for them. The received knowledge and the economic competencies generated during training appear to be limited, the acquired norms and values do not become reference points in the changing world and are exposed to reassessment. Changes occurring in Russia have revealed serious deficiency in experts possessing knowledge and experience of decision-making in conditions of market economy, and have caused increase of need for such experts.
The developing society needs educated, enterprising people which can make the decision in situation of choice dependently, are capable
to cooperation, possess mobility, dynamism, constructability, feeling of the responsibility for destiny of the country, its further prosperity.
An integral part of modern education is its economic component submitted by economic knowledge and skills of economic thinking, formed in person consciousness during all his life and allowing to react adequately to the world around, promoting development of the active civic stand, assisting to estimate this or that economic situation correctly and to be guided properly in it. Preparation of the experts capable to work in conditions of market economy successfully, having a certain level of economic competencies becomes an important and actual task of modern education.
Necessity of continuous economic education of future experts, both for economic, and for not economic specialties is caused by importance of formation of correct understanding of economic reality, comprehension of basic laws of economic life, understanding of global and national tendencies of economic development; demand in all industry branches of experts having high level of economic competencies generated during training, providing graduates of vocational training establishments fast adaptation to dynamically changing social and economic conditions, new requirements of a labour market to the worker, his competitiveness, mobility, personal qualities of the future experts of market economy - activity, independence, competence, efficiency, responsibility, enterprise, ability to make of the decision in conditions of risk.
In modern social and economic conditions the role of continuous economic education as a major factor of formation and development of a postindustrial society grows. Innovative tendencies of world de-
velopment cause changes in continuous economic educations which can be presented as follows:
■ necessity to prepare people to quickly changing life conditions in connection with acceleration of economic development rates;
■ formation of economic thinking and skills of rational economic behaviour, creation of preconditions for continuation of professional economic training and practical economic activities;
■ necessity of increase of a readiness level of citizens to realization of a correct choice in conditions of market economy;
■ necessity of communication skills development and of the tolerance in connection with expansion of scales of economic interaction.
In conditions of instability of a social and economic situation in society, absence of the development forecast of economy the formation of profile structure of experts preparation is complicated. Breaking of traditional connections of educational institutions with employers, weak influence of professional communities on educational system development, backwardness of a labour market complicate bringing the education contents to conformity with needs of economy and social sphere, organization of practical preparation of students, employment of graduates.
The basic purpose of vocational training, under the statement of the academician of the Russian Academy of Education A.M. Novikov, is professional development of personality. The adaptation of worker
to conditions of concrete production can be achieved during the industrial practice on various sorts of retraining and improvement of professional skill. During research work we defined the reasons and circumstances of the active reference of domestic pedagogical science and practice to problems of economic education: sharp necessity of development and translation of economy into higher level; the requirement of adjustment of economic relations and economic training of participants of economic processes. Genesis of the basic stages of economic idea in Russia, generalized by A.S. Bulatov [1], has allowed to reveal theoretical preconditions of modern economic education:
■ multiformity of economy in Russia, caused by constant expansion of its territorial borders, ending with creation of the world's largest Euroasian state;
■ existence of national economic schools in which relations of the state and society were essentially different from those in the West;
■ national installation on the principle of unity of economic training and education which provides preparation of qualified professionals. Thus the basis of competitiveness, economic growth and efficiency of managing is made not with the equipment and industrial stocks but human national Russian «capital»;
■ influence of spiritual culture as a carrier of historical memory of people on system of representations and values, definition and choice building an economic idea;
■ the economic life of Russian society including the relations, arising between all its members in the process of production,
distribution, exchange and consumption of material benefits;
■ stage-by-stage development of modern economic idea which promoted the occurrence of a new direction in the economic science - «Economics» on micro-and macro-levels and essentially distinguished from the rate of marxist-lenin political economy: on traditional political economy the market organization does not have future, on «Economics» there is no sense in other organization of a public economy except for market economy.
Development of continuous economic education is influenced with following factors: social and economic environment (high speed of obsolescence of professional knowledge; reduction of the sphere of unqualified and barely qualified work; structural changes in sphere of employment; change of demand from the part of the state, personality, labour market and sphere of services; limitation of time and material resources of the personality and social - pedagogical conditions (orientation on education and self-education during all life; construction of continuous economic education on a fundamental basis; multiformity of structures of economic education; variability of educational programs; readiness of personality for social changes; variability of structure and volume of experts preparation; adaptability of educational levels) [5].
The tasks facing the education in the XXI century, and its numerous forms mention all human life. The continuous education adequate to needs of a modern level of development of society, assumes necessity to study during all life. Qualitative vocational training today is
continuous. T.JU. Lomakin marks, that continuous vocational training solves three interconnected problems: increase of the general culture, creation of personnel resources and their modernization [6]. Realization of the first problem provides reception of primary knowledge and general culture of education; the second problem - preparation of the professional staff, formation of base knowledge and skills necessary for inclusion in market economy; the third - modernization, development of personnel resources with the purpose of their operative adaptation to constantly changing conditions of production and social life. The system of continuous vocational training expands sharply its opportunities, raises the level of adoptability to surrounding public conditions, enables flexibly to respond operatively to change of requirements of society, social groups and separate persons» [2].
In conditions of transition of the country to market economy there is a sharp necessity for such system of preparation of experts which could react to varying market condition quickly and adequately. In this connection affirms the idea about necessity to strengthen the accent on fundamental education which possesses long time of survival rate, is more conservative and which allows to pass «from education for all life to education through all life» if it would be built correctly [3]. Education through all life («life long education») is considered as a unique opportunity to be claimed in any social and economic conditions. Continuous education becomes today a problem, priority for a lot of social studies: economy, sociology, psychology, pedagogics, theory of management. The system of vocational education and training is a part of general education system of the person during all his life. A special role in this system is given to economic education.
Formation of the system of continuous economic education is caused by changes of the social and economic environment in which it is realized. The factors of the environment determine a set of circumstances - social-pedagogical conditions promoting effective functioning of the system of continuous economic education.
We consider the efficiency of economic education of trainees in view of features of vocational training process.
Thus it is important to take into account a complex of factors influencing the given processes:
• Vigorous connection of the domestic education system to processes of globalization, in particular, to Bologna process.
• Methodological reorganization of educational system, transition to innovative education and professional training.
• More full reflection of the contents of the global education, ideas inherent in it, values and senses at all stages of general and vocational training.
• The further development of new information technologies, creation of the uniform educational environment integrated with «world wide web» in Russian educational system.
• Transformation of vocational education and training establishments in organizations of enterprise type closely connected to economic, social and cultural development of region, country and the world; increase of its contribution to economy of knowledge at this basis.
• Creation of the continuous education system covering all active human life [4].
The idea of continuous education in conditions of scientific and technical progress and changing conditions of the social life of society with reference to economic education provides constant updating and development of economic knowledge doing a person confident in any situation of reality and promoting his development as a subject of activity during all life.
Economic education is a specially organized educational process as a result of which future experts possess economic knowledge, competence and skills, ways of economic activities, economic thinking shown in development of adequate representations about essence of economic events and their interrelation, argued judgments on economic problems, finding of experience in the analysis of concrete economic situations.
Continuous economic education is a part of continuous education promoting formation of a competitive expert type, demanded on a labour market, and directed on formation of economic competencies on structures of preparation (economic and not economic) at different educational levels according to models of the graduate and the teacher and realized by means of economic training and economic education in conditions of market economy.
During economic training as purposeful process of the teacher and trained bilateral activity on transfer and mastering of economic knowledge formation of economic competencies (key, professional and additional) on structures of preparation (economic and not economic) and at different educational levels is carried out according to models of the graduate and the teacher.
Continuous economic education should be developed into system of the person's continuous self-development support in new social and economic conditions - only in this case person becomes a subject of life and professional work that will allow him to be realized as a participant reforming social interaction. In this case a person's self-asserting subjectivity is formed; his professional position becomes innovative or a creator position; development of his valuable reference points and statement of professional and human self-esteem are also formed during his self-development.
References
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DATA ABOUT THE AUTHORS
Lomakin Tatyana Jurjevna, manager of the laboratory of continuous education the theory, doctor of pedagogical sciences, professor
Institute of the theory and history of pedagogics of the Russian Academy of Education
7, Pavel Korchagin street, Moscow, 129626, Russia e-mail: [email protected]
Sergeeva Marina Georgievna, leading scientific employee of laboratory of the theory of continuous education, doctor of pedagogical sciences, senior lecturer
Institute of the theory and history of pedagogics of the Russian Academy of Education
7, Pavel Korchagin street, Moscow, 129626, Russia e-mail: [email protected]
Shcherbakova Nina Ivanovna, senior research associate of laboratory of the theory of continuous education, candidate of pedagogical sciences
Institute of the theory and history of pedagogics of the Russian Academy of Education
7, Pavel Korchagin street, Moscow, 129626, Russia e-mail: [email protected]
