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НОВЫЕ МЕТОДЫ ВЫСШЕЙ ШКОЛЫ ДЛЯ ПОДДЕРЖКИ СПЕЦИФИЧЕСКИХ РЕГИОНАЛЬНЫХ ПОТРЕБНОСТЕЙ
Мечар Мирослав
кандидат наук, Европейский политехнический институт, Чехия, e-mail: [email protected]
Розенберг Милослав
кандидат наук, Братиславский экономический университет, Словакия, e-mail: [email protected]
В статье показаны методы поддержки, направленные на организацию образовательного процесса в транснациональных компаниях для потенциальных участников образовательного рынка. Лиссабонская стратегия как стратегия Европы-2020 подчеркивает необходимость объединить теорию с практикой, связать учебный процесс и научно-исследовательскую деятельность, активизировать использование науки и результатов исследований в продукции с высокой добавленной стоимостью. Подготовка кадров должна осуществляться в соответствии с требованиями к повышению конкурентоспособности регионов, городов и предприятий.
Ключевые слова: транснациональная экономика и общество, наука, исследования, образование.
NEW METHODS OF HIGHER EDUCATION TO SUPPORT THE SPECIFIC NEEDS OF THE REGION
Doc. Ing. Miroslav Mecar, CSc
Evropsky polytechnicky institut, s. r. o Kunovice, Ceska republika, e-mail: [email protected]
Dr. Miloslav Rosenberg, Ph. D.
Obchodna fakulta, Ekonomicka univerzita Bratislava, Slovenské republika, email: [email protected]
Lisbon Strategy as the strategy of Europe-2020 stressed the need to link theory with practice, linking the educational process and research businesses, accelerated use of science and research results in products with higher added value. Training of human resources should be in accordance with the requirements for increasing the competitiveness of regions, cities and businesses. The contribution is focused on the preparation of the educational process in the transnational companies to potential participants in the educational process, and deepens the needs of active involvement in the process of applying the results into practice.
Keywords: transnational economy and society, science, research, education.
Introduction
In terms of the transition of the world economy on the global transnational economy, there is a new epochal change in the development of capitalism, characterized by the emergence of real capital and the transnational global integrated production system and
financial system. The «deep integration occurs in transnacionalization of goods and services» [1]. Major qualitative changes are also in the fact that the globalization of production has come to the fragmentation and decentralization of complex production chains, to their dispersal to different parts of the world economy. At the same time, there is in the process of global decentralization and fragmentation of the production, a process to a centralized command and control within the scope of the transnational capital. In the process of competitive struggle occurs markets shift from national to global, which means in pragmatic position and movement of capital accumulation to global markets, the emergence of and strengthening the global organization of business and global relations between capital and labor.
Global business organization requires the creation of global reserves deregulated by randomization of the workforce, because successful capital depends on distribution of the workforce. Expansion of foreign direct investment is the creation of strategic alliances, mergers and acquisitions, and outsourcing suppliers. It requires prepared quality workforce. On the other hand the national economic complexes of states complies with their socio-economic programs to ensure economic growth, favorable conditions for business development and business environment, employment growth, provision of social services, support for science, research, innovation and education. They must create investment incentives to attract FDI and simultaneously prepare the process of training a skilled workforce, not only for national small and medium enterprises but also for global reserve randomization and deregulated labor for foreign investors, and practical skills.
The role of education for the development needs of national economies and regions
In generating the transnational economy and transnational companies there are entirely new relationships and interactions created, causing significant contrasts in opportunities, particularly in economic, scientific, research, innovation and education field. These relations constitute risk factors in the transformation process of political - economic and political -cultural systems, estuary into global, regional, local and global spheres.
Informing and global communication logistics significantly speeds up the process of creating transnational companies, compared to national development projects, socio-economic integration within the national economic complex. Global interaction is based on inequality, addiction peripherals to the core, less developed economies and transnational economies to developed economies. Globalization has three types of social space, namely: national, international and transnational. In the process of globalization there is a summary of the processes that create a world
as a whole and between the parties there is a deepening interdependence and interdependency. In the transnational company there is a consolidation of transnational structures of political, economic, cultural relations crossing national borders in favor of strengthening trans-national units, intensification of transnational co-ordination at the expense of weakening the position of national economies. The decisive actors in the transnational economy and transnational companies are: economic complexes, global firms, and non-governmental and civil associations.
National economic complexes in relation to the transnational economic actors are getting into ambivalent state. On the one hand, the government must respect the global standards in effect; accept the decision of the EU and international organizations, the IMF, World Bank, WTO, and UN and in the liberalization process subject to pressure from transnational business interests in the acquisition and preparation of FDI investment incentives. On the other hand, it must create conditions for economic growth in the economy, employment, appropriate business environment, support for small and medium enterprises, and the competitiveness of national economies, regions, cities and companies. Decision-making by national governments in the processes of liberalization and deregulation of power is subject to interest of global player, while decreasing the possibility of citizens to control government, where the market reigns, corruption is becoming a queen. Unable to bound complex role of economic (national as well as integration) flexibility in providing information, an important determinant in creating competitive firms, regions and national economy, creating high added value. The outstanding role of specialization is leading to innovative programs, advanced technology, communication and informatization of society. Public policy must be flexible in the information intended to support basic and applied research, science and information systems education. Education is done through lifelong learning to achieve the development of qualified human potential, in conjunction with the socio-economic and technological strategy of the national economy on the one hand and the strategy of integration groupings on the other hand. Training highly skilled human resources for foreign investors and developing domestic firms producing goods with higher and high added value is the key. Skilled workforce must have not only theoretical knowledge but also the skills that can be achieved by linking theoretical learning with practice. Knowledge with skills is not only a production factor, but also a determinant of successful firms, regions, individuals in the competitiveness of success in the market production of competitive products, or the labor market.
The transnational company is a subject to major changes in the Community field, which can not be registered in the areas of quality human resources training, a skilled workforce for businesses operating in the
internal economy, integration. Community deregulated the global workforce and decompositioned society and solidarity relations between people, to replace the traditional links of solidarity and moral responsibility to others. Community succeeds in clearly the relationship of individuality. Transnational elite enforcement agency global accumulation of capital in national economic complexes breaks are very effectively disposed of all areas of non-market activities, which determine the constraints of the conditions for capital accumulation and government. These are receding in the area of its greatest powers and in the economic and social sphere and it recedes from its position market. Enforcement power over national economies documents the transnational elite in Washington compromise. Transnational elite promotes consumerist lifestyle based on individualism, hard rivalry, strengthening the philosophy of the transition masses longing to individual needs, desires. Transnational philosophy consists of working with the system of collective repression of social behavior, collective bargaining, and promotes activities benefiting people on individual consumption of power in the consolidation of favoritism and «spirit of individualism».
Prospective participants in the educational process
An important part of society that participates actively in the learning process is the addition to the elite and middle class, which in the second half 20th century expanded substantially both due to the retreat of skilled manual labor, higher numbers of women in employment, the proliferation of intellectual professions. In the upper middle class elite, operates auxiliary elite - «service class». Class service is to include more executives preparing strategies for international companies, professionals. At the bottom of the middle class there are people assigned by their qualifications, position in the hierarchy: programmers, doctors, vets, head nurse, primary and secondary schools, librarians, financial institutions, social workers, owners of travel agencies, medium managerial chain stores and other professions.
Middle-class workers are the most significant strategists with individualism, its ideas, goals, and interests seeking to be promoted. Overestimating the degree of autonomy of culture from the sphere of economics and politics and its cultural special ness is confused, or absent-mindedness as a clear social independence. The paradox of the middle class is that it uses an individualized strategy for consumption as a method that allows it to maintain a decent position on the scale of inequality [6. - S. 160]. Individualism frees a man from the group and gives him the ability to solve problems. The middle layer, in particular the lower portion is the subject to social risks. Members of the middle class, when trying to push the market positions of employees, however, extend their freedom manifested and determined in interests and objectives of their employers. The most
common social risks include situations where the reward for the work does not cover housing costs without providing social benefits. One cannot get a job corresponding to his qualifications and must perform less skilled jobs and low wages. Unemployment also affects university-educated people. The lower middle part is punished by unemployment as a result of greater flexibility in employment contracts under the increasing fiat employment contracts as a result of the transition of large firms to network configuration.
Approaches to training
Development of education in global development and emerging global transnational companies is affected by the reform concepts and approaches that are evaluated differently by their effect on improving the educational process and quality of knowledge acquired. Authors Touraine. A. Bell, D. Keller, L. Tvrdy, Liessmann critically evaluate that period emphasizing the importance of knowledge in European universities. They have adopted the concept of increasing the number of students, while decreasing the possibility of application of university-educated people. Being unable to apply the non-critical view of the distribution of study for bachelor's and master's study, which substantially burden on universities, did not produce the expected effect. Bachelor study was widely criticized in Germany. Expressed the hypothesis that the concept of increasing the number of students should also aim to benefit from the provided student financial loans to study banks, financial institutions. Imperative of lifelong learning does not mean anything other than an obligation to young people from middle and lower layers into debt immediately at the beginning of the study. That is something that is a result of obsolescence of knowledge and will soon lose value. The philosophy of pragmatism aims to link science and philosophical beliefs, humanities and natural sciences and humanities in order to enrich themselves and did not stand against. Three American philosophers presented pragmatism: Charles Sanderson, Pierce, Willamom, James and John Dewey. John Dewey tried to reconstruct the policy, democracy, institutions, liberalism, individualism, education, and education. Rejects any dualism, which do not arises in our experience, engender artificial problems. Pragmatism is about balance and individual environment. «Pragmatists interested in the evolutionary view that man is naturally imperfect, incomplete, but capable of development: in the bosom of nature, and even that was all its properties, including mental or symbolic - as mind (soul and consciousness), language, goals, symbols, meanings are also developed here. Been entered into our gods, or aliens. But we ourselves are the creators» [7]. Dewey emphasized that the knowledge we create ourselves, to live in an unstable world in which we live. Knowing and thinking we need to develop, so we were able to adapt their lives to
constantly changing conditions, for which he must necessarily always respond. John Dewey is the author of five-step review: 1) awareness of the feeling of confusion, dissatisfaction, which comes from the immediate experience; 2) localization and definition of the problem; 3) design hypotheses and variants addressing the problem; 4) reasoning and planning implications of the various solutions (thought experiments) a choice of one of the solutions; 5) testing selected solutions in action (verification), a man to understand the philosophy of pragmatism as knowledge, but primarily as acting practically and aesthetically sentient being. Pragmatism does not explain to us what is true, but only how we come to it.
John Dewezy in the field of social philosophy aimed at solving social problems, based on consideration of the social consequences of individual behavior, the consequences of his acts on others. Equality understood as equal before and under the law, not equality of capabilities. In the field of democracy he did not consider the traditional ingredients of democracy, such as: government majority, the right to vote, representative government for adequate guarantees the preservation of democracy and therefore recommended the following to protect democratic ideals: 1) each government serves the whole society; 2) at the election of governments participating in society as a whole; 3) the whole company is involved in policy making; 4) other methods include the strengthening of democracy: consultation, discussion, communication, and participation. Method of persuasion, voluntaries and the right can be in all perspectives.
The philosophy of pragmatism in the development of American democracy and based on examining how an individual is able to respond to changes in development, while drivers of development, relations between individual and general. Pragmatism is based on an individual level of intelligence, strength and quality of his thinking, which stands out and forms the matches in living beings on their security functions. One of the main tasks of education of intellectual education is shaping the mind of an individual in order to:
1) education to an individual grew from the needs and possibilities of activities that students engaged;
2) to accumulate information only and is not used for storage, or pushing knowledge, memorization students, but to make full use of the development activities of students in education;
3) that education was based on a pragmatic concept in order to be capable of forming human and sympathetic to the practical application of theory to application praxi.
Pragmatism aims to address the objectives to be achieved by community interest. Approach is to the way life is characterized by linking individual interest - realism with individualism, which motivate an individual desire to seek new ways to change amount in the new relations
and activities address new challenges and achieving new benefits under the social life and culture. The results are evaluated according to achieve a specific benefit level but in particular the possibility of practical application of science, research, innovation in concrete products with higher added value to increase competitiveness.
John Dewey pointed out the importance of education, which he found for the laboratory of life, proposed as a form of consciousness widest community, societal interests which should have acquired all individuals and groups as a condition for the realization of their partial interests because all partial interests should be assessed in terms of desirability nationwide.
Proposes to create planning, not planned society. In the process of educational activities, as understood by the development of human life and what is specific in it, that means, symbolic behavior, communication, meanings and meaningfulness - the wealth of experience John Dewey pointed out that in the learning process:
School transfer is not only tradition, but rather its role is to prepare for the future:
1) company has set up a democratic form of education so as to maintain and develop through the transfer of certain habits, traditions, knowledge, beliefs, practices, and values to future generations;
2) educational process can not consist only of speech, but must include the full spectrum of activities which must be adapted to the school environment;
3) process of teaching and learning must be organized so that the creative and enjoyable, because if it is also effective;
4) school should be prepared not only effective for life, but also the process of education must be derived its form and content, means and ends of life, which is part and should not be anything artificial;
5) technical and vocational education should not be narrowly focused to cope with the necessary mechanical skills, but to provide them with the wider scientific insight, and scientific understanding of their department and look at technology and
6) education does not reproduce chaotic society, but to be experimental and creative community, whose role is to act as a transformational force society to society and not only copied;
7) process in a pragmatic approach to achieve interactivity student relationship, student and teacher with an emphasis on their social experience;
8) school is to teach (science) think and explore, exploit experimentation, imagination and not memorization;
9) learning activities, learning by doing: we learn things so that they perform in practice, we learn on their own experience and experimentation.
The European Commission adopted in April 2009 document aimed at cooperation with companies and universities and identified the following priorities: the modernization of European universities, promote innovation, creativity and entrepreneurship, more effective education and training. The program ERASMUS promotes student mobility. The partnership between universities and businesses creates the possibility of deepening the theoretical knowledge with practical experience while studying, in the form of professional practice, internships, solving specific problems through bachelor's and master's theses, addressing topics within the student's scientific professional activity. At the same time, creating space for staffing graduates corridors in the business entity to work.
Priorities 2020 Europe was established to invest in knowledge and innovation in the national program of reforms and investment in human resources with a focus on promoting science, research, innovation, and investment in acquiring better skills. The five main objectives of the program is the second major initiative of the Youth on the Move. This is an initiative aimed at improving the quality of the attractiveness of European higher education system. A sixth major initiative Program for new skills and new jobs is an activity aimed at creating conditions for the modernization of labor markets to increase employment.
Unable to highlight vital role of universities in meeting the development programs of regions, cities to increase their competitiveness and European cities are filled with the Declaration on Climate Change. The commitment 13o European cities aimed at developing innovative partnerships in research and higher education, building an 'eco-Strt, development of new forms of transport, research and production of renewable energy sources, reduction of emissions at the local level and other initiatives. Not less important is the competition of cities on the most competitive city aimed at assessing criteria such as the achievement of GDP, GDP per capita, GDP per square kilometer, labor productivity, number of multinational companies based in the city, the rate of economic growth, industrial structure, industry clusters, technology incubators, quality human resources, the proportion of workers in the company on developing innovation and technology, the proportion of highly skilled workers in the total number of company employees or firms have global connectivity, the town towards the creation of the national GDP of the region economy.
Lifelong learning system was given the objective of increasing investment in education and skills. Current low level of skills is one cause of poor productivity and economic growth. For increasing skills there were set challenging goals up to 2020:
1) increase the number of adults with a university diploma from 29 to
2) more than 90% of adults should have GCSE secondary education (school-leaving certificate) or equivalent and intermediate skill;
3) 95% of adults of working age should have basic skills with a progressive increase of 75% in the year 2005.
Universities, colleges, in cooperation with regional governments, major cities, as well as national governments, have important and challenging task of preparing human resources for a career change, extinction and the emergence of new professions in the changes in the process of global labor market. Strategic report on the renewed Lisbon Strategy for Growth and Employment highlighted the need to consolidate the learning and skills in demand in the EU labor market. CEDOFOP in February 2008 presented a comprehensive medium-term forecast of employment and skill needs in Europe. Medium-term forecast is focused on the development of employment by economic sector, employment and skills by the year 2015. For all Member States in the year 2020. The sectoral structure of employment from 2006 to 2020 will move to the following: the primary sector and utilities will reduce the headcount from 11.9 million to 8.8 million, in the industrial sector fell from 34.8 million to 34.1 mil. for construction employment will increase from 15.1 million to 15.6 million, distribution and transportation employment increased from 54.2 million to 58.8 million., trade and other services to increase employment of
45.6 million to 59.8 million and non-market services employment increased from 48.8 million to 53.7 million workers.
The strategy employed by class assumes that the period 2006 to 2020 to be implemented following development: legislators, senior officials and managers to increase employment from 18.4 million to 22.7 million Scientific, professional, mental health workers to increase employment of 27.3 million to 33.3 million, technical, medical, educational staff and related fields to increase employment of 33.9 million to 41.5 million. Operating occupations in services and trade employment increased from 29.4 million to 32.7 million, operating machinery and equipment increased by 17.3 million jobs to 18.2 million, laborers and unskilled workers will increase from 22.9 million jobs, to 28.5 million, skilled workers in agriculture and forestry and related fields will reduce employment by 7.8 million to 5.5 million. In the majority of jobs will arise number of employees with higher skills for reasons of demand for skill requirements. The employment strategy by qualification for the period 2006 to 2020 the following assumptions: the number of highly qualified staff will grow from 53.2 ml. to 72.8 million qualification for secondary growth of 102, 3 million to 115.4 million, low qualification rate declined from 55.1 million to
42.7 million. Labor market increases demand for continuous training of employees by employers. At the same time increasing the qualification requirements for laborers and unskilled workers
Conclusion
In terms of development of the transnational economy and society, following the transfer of fragmentation and decentralization of production sites to regions and cities throughout the transnational economy increases the demand has cities and regions qualification of readiness of human resources. In order to become competitive, at the same time they must build industrial parks, technology incubators and cluster initiatives. In cooperation with colleges, universities, research institutes the combination of theoretical knowledge with practice, education students, and entrepreneurs to commercialize research results, innovation in products and services with high added value. Businesses are critical to build the current human resources training but on the other hand are not able to process requirements for social order is currently preparing a skilled workforce.
The industrial parks are not always operating businesses innovative character, which many experts know and what specializations they need. Social order does not give the vast majority of representatives of regions or because of their lack of socio-economic strategy of the region for a longer period and where the entry of FDI mainly need a apprenticeship trained workers. Successful cooperation between cities, regions and businesses with colleges, universities, and research institutions is an important determinant of increasing competitiveness of all involved.
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