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SAINT PETERSBURG CLUSTER OF NON-STATE HIGHER EDUCATION INSTITUTIONS IN THE REGIONAL SUBSYSTEM OF LIFELONG EDUCATION
T. V. Prok
The common key feature of all non-state higher education institutions of the Saint Petersburg cluster (private, public, religious, etc.) is a non-state form of ownership. Following Moscow, Saint Petersburg is the second largest center for non-state higher education in Russia, both in the number of non-state higher education institutions and the number of students attending them. In 2012, 36 nonstate higher education institutions operated in Saint Petersburg (8% of the total number of non-state higher education institutions in Russia), the number of students at them equaled to 49,500 people (4.6 % of the total number of students of non-state higher education institutions in Russia, see Table 1).
Table 1
Indicators of the dymanics of the Saint Petersburg cluster of the non-state sector of higher education (1993-2012)
Academic year Number of higher education institutions Number of students, thousand people
Total number Students admitted Students graduated
1993/1994 5 1,2 1,1 0,4
1994/1995 14 9,4 4,8 0,5
1995/1996 14 12,1 4,8 0,5
1996/1997 21 17,5 6,4 0,9
1997/1998 28 20,8 7,6 2,3
1998/1999 33 23,9 8,1 3,0
1999/2000 35 29,8 8,2 3,7
2000/2001 39 41,1 12,7 5,0
2001/2002 42 53,8 16,6 7,1
2002/2003 45 -max* 61,2 16,8 8,5
2003/2004 42 69,0 18,8 9,5
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2004/2005 41 75,6-max* 20,6-max* 11,5
2005/2006 39 47,8 13,6 9,4
2006/2007 40 48,6 12,8 101
2007/2008 41 54,5 13,5 10,9
2008/2009 41 58,6 15,7 11,0
2009/2010 40 59,3 12,4 11,8
2010/2011 41 55,0 10,6 12,1-max*
2011/2012 36 49,5 8,6 -
Resource: Регионы России. Социально-экономические показатели, 2007; Стат. сб. / Росстат. М.: 2007, pp. 264-283; Социально-экономические показатели, 2012: стат. сб. / Росстат. М.: 2012, pp. 292-307.
* This sign denotes maximum indicators.
The process of formation and development of the Saint Petersburg cluster of higher education institutions under a non-state form of ownership can be divided into three main stages.
Stage One (prerevolutionary, before 1917). Saint Petersburg is rightly considered not only as the place of formation of Russian non-state higher education, which took shape at the turn of 19-20th centuries, but as a prototype of the modern systems of lifelong education. In the 19th and early 20th centuries, Saint Petersburg witnessed the opening of 30 non-state higher education institutions, out of which 13 were public and 17 were private. By 1917, there remained only 19 of these (11 non-state higher education institutions had been closed). In the preSoviet period in the structure of the non-state (non-government) sector of higher education in Saint Petersburg, there was a wide variety of educational institutions: institutions of the university type, teacher training institutions, universities for training artists, commercial, engineering, industrial, and agricultural education institutions. It was non-state higher education institutions of Saint Petersburg that brought in new forms of education: postgraduate and post-university education, advanced training courses and refresher courses. Moreover, some non-state higher education institutions established kindergartens, basic schools and colleges, which are nowadays termed as “educational complexes”. In fact, they were prototypes of the modern systems of lifelong education. Non-state higher education institutions in Saint Petersburg acted as a kind of experimental site for Russian education, a few years ahead of the creation of such institutions in other provinces of the country. Much of the experience of non-state education institutions of Saint Petersburg appears fairly relevant today. After 1917, all non-state educational institutions were closed [3].
Stage Two (Soviet, 1918-1990). During this period, in Leningrad (later Saint Petersburg) there appeared “quasi-non-government” educational institutions -party, Komsomol, and trade union schools that, within their structures, provided agency-sponsored lifelong professional education. Some of them, after certain transformations in the 1990s, turned into the first non-state higher education institutions of Saint Petersburg [3]. After the collapse of the USSR, the city system
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of education disclosed some “educational niches”, but state educational institutions could not fully and in time meet the whole variety of new and modified educational needs of the Saint Petersburg community. Modified non-state higher education institutions in Saint Petersburg successfully filled the regional adult education niche, offering people to get a second higher education at the right time, as well as retraining and advanced training in qualifications that are in high demand in a market economy, using the experience gained in previous years.
Stage Three (from 1991 - to the present). The most recent stage in the history of the Saint Petersburg cluster of higher education institutions with nonstate ownership is characterized by both positive and negative trends and tendencies. One of the positive tendencies, contributing to the successful formation of the Saint Petersburg cluster is the fact that its formation and development coincided with the process of the formation of the city and regional subsystem of lifelong professional education, and activities of new, non-state higher education institutions of Saint Petersburg, initially focused on activities within the concept of lifelong education. In the beginning, non-state higher education institutions contributed to the elimination of educational disparities in the city education system, filling in the gaps in liberal arts education, spiritual education, ethnic, and other forms of education in Saint Petersburg, as well as offering new qualifications and new forms of education, which are in high demand in a market economy.
In the structure of the Saint Petersburg cluster of higher education institutions of non-state ownership, there are major university complexes (the European University of Saint Petersburg, Saint Petersburg University of Humanities and Social Sciences, Saint Petersburg University of Management and Economics), academies (Baltic Academy of Tourism and Business, Saint Petersburg Academy of Law), but on the whole, institutions in humanitarian field dominate (See Table 2). Over the entire period of modern history, there has not appeared a single technical non-state higher education institution.
Table 2
The Structure of the Saint Petersburg Cluster of Non-State Higher Education Institutions (2014)
Non-state higher education institutions of Saint Petersburg Founded in, form of ownership
1 .Academic Institute of Liberal Arts 1998; Non-state educational institution of higher vocational education
2. Baltic Humanitarian Institute 2004; Private institution of higher vocational education
3. Baltic Academy of Tourism and Business 1992; Non-state education institution of higher vocational education
4. Baltic University of Foreign Languages and Intercultural Communication 1996; Private institution of higher vocational education
5. Baltic University of Ecology, Politics and Law 1993; Private institution of higher vocational education
6. East-European Institute of Psychoanalysis 1991; Private institution of higher vocational education
7. Oriental Institute 1994; Private institution of higher vocational education
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8. School of Religion and Philosophy (Institute) 1990; Non-state education institution of higher vocational education
9. European University at Saint Petersburg 1994; Non-state education institution of higher vocational education
10. Institute of Business and Law 1994; Non-state education institution of higher vocational education
11. Institute of Design, Applied Arts and Humanitarian Education 1996; Non-state education institution of higher vocational education
12. Institute of Foreign Languages 1989; Non-state education institution of higher vocational education
13. Institute of Law and Business 1994; Private institution of higher vocational education
14. Raoul Wallenberg Institute of Special Education and Psychology 1993; Non-state education institution of higher vocational education
15. Institute of Television, Business and Design 1997; Non-state education institution of higher vocational education
16. Institute of Economics and Finance 1992; Non-state education institution of higher vocational education
17. International Banking Institute 1991; Autonomous non-profit institution of higher vocational education
18. Inter-industrial Institute for Staff Training and Information 1995; Autonomous non-profit institution of higher vocational education
19. Interregional Institute of Economics and Law 1997; Autonomous non-profit institution of higher vocational education
20. National Open Institute of Russia 1991; Non-state education institution of higher vocational education
21. Nevsky Institute of Management and Design 1996; Private institution of higher vocational education
22. Nevsky Institute of Language and Culture 1996; Private institution of higher vocational education
23. Petersburg Institute of Judaism 1992; Autonomous non-profit institution of higher vocational education
24. Russian Christian Humanitarian Academy 1989; Private institution of higher vocational education
25. Saint Petersburg Institute of Psychology and Acmeology 1995; Private institution of higher vocational education
26. Saint Petersburg University of Economics, Culture and Business Administration 1999; Private institution of higher vocational education
27. Saint-Petersburg Academic University of Management and Economics 1990; Non-state education institution of higher vocational education
28. Saint Petersburg Academy of Law 1998; Non-state education institution of higher vocational education
29. Saint Petersburg University of Humanities and Social Sciences 1991; Non-state education institution of higher vocational education
30. Saint Petersburg Institute of International Trade, Economics and Law 1994; Non-state education institution of higher vocational education
31. Saint Petersburg Institute of Hospitality 1994; Non-state education institution of higher vocational education
32. Saint Petersburg Institute of Humanitarian Education 1998; Non-state education institution of higher vocational education
33. Saint Petersburg Institute of Management of Law 1994; Non-state education institution of higher vocational education
34. Saint Petersburg University of Management and Economics 1994; Private institution of higher vocational education
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35. Saint Petersburg International Institute 1989; Non-state education institution of higher vocational education
36. Smolny Institute of the Russian Academy of Education 1999; Autonomous non-profit institution of higher vocational education
37. Institute of Law 1992; Non-state education institution of higher vocational education
38. Saint Petersburg Institute of Dentistry 1997; Non-state education institution of higher vocational education of extended vocational education, institution of further training
This table is based on web sites of the non-state higher education institutions of Saint Petersburg (2014)
In 1993, five non-state higher education institutions had been operating in Saint Petersburg, and by 2003 their number had increased to 45 (maximum indicator). The number of students attending these institutions increased from 1,200 to 75,600 people (maximum indicator in 2005) (See Table 1). By the 20052006, the maximum indicators - the growth dynamics of the main quantitative indicators - had begun to decline, and as a result, the number of non-state institutions decreased to 36 (See Table 1). The number of students attending them decreased to 49,500 people. The indicator, so important for development prospects - entrance, fell from 20,600 people (maximum indicator) to 8,600 people, or less than half, which testifies to saturation of the regional market with services offered by non-state higher education institutions. In our opinion, this negative dynamic will be further observed. This should be considered as a positive trend as the fast growth of non-state higher education institutions, which definitely affected the quality of education.
References
1. Регионы России. Социально-экономические показатели, 2012: Стат. сб. Росстат. - М., 2012. С. 292-307.
2. Сайт Министерства образования и науки Российской Федерации - минобрнауки.рф
3. Прок Т. В. Негосударственный сектор высшей школы Санкт-Петербурга в системе непрерывного образования: региональный портрет / Образование через всю жизнь: Непрерывное образование в интересах устойчивого развития: материалы 10-й. междунар. конф. / сост. Н. А. Лобанов; под науч. ред. Н. А. Лобанова и В. Н. Скворцова; ЛГУ им. А. С. Пушкина, НИИ соц.-экон. и пед. пробл. непрерыв. образования: в 2 ч. -Вып. 10. - СПб.: ЛГУ им. А. С. Пушкина, 2011. - Ч. II. - С. 119-123. http://lifelong-education.ru/files/pdf/2012_ru_2.pdf
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THE MEDIA COMPETENCE OF A PERSON IN THE EDUCATIONAL PROCESS
S. L. Troyanskaya
There is no doubt that education is today one of the most important areas of human activity, which is closely intertwined with all other areas of public life. It is not only the previously acquired knowledge of people that becomes important, but also the potential for continuous development of professional and personal qualities throughout the life cycle. At the beginning of the 21st century, there was a contradiction between the existing system of education, based on the paradigm of “education for the rest of one’s life,” and challenges of the present time, requiring “education throughout one’s life.” By simply replacing several words in the sentence it is possible to change the semantic content of the paradigm.
The need to reform the educational system nowadays can be explained directly by the transition to a postindustrial, information-based society, where previously acquired knowledge is not as important as the potential for continuous development of professional and personal qualities throughout the life cycle. According to the definition of D. Bell (author of the “postindustrial society” theory), the information-based society is characterized by the specificity of the postindustrial stage of human development, in which information becomes the basis for determination of the social structure [1]. Many people in the educational community cannot imagine lifelong education of an increasing number of students without development and widespread use of information technologies. However, by the beginning of the 21st century it became clear that the improvement of information technologies, offering a “better future,” is accompanied by a number of negative effects, such as development of the fragmented “clip format” consciousness of contemporary man, who is immersed in the information pressure environment that makes him incapable of holistic and systematic comprehension of reality. The increasing dynamism and mosaic content structure of the modern information space results in the fact that today many young people also experience cognitive dissonance, trying to combine consistently in their heads all the contradictions and multidimensionality of the world around them. Studies show that this dissonance is more complicated by the fact that in the process of dealing with aggressive media and controversial content, people's consciousness becomes chaotic. At the present time, no one tries to teach individuals to “resist” the randomly increasing information flows; that is, to apply a critical view to the contradictory texts, facts and reports.
How can the educational system prevent the threat of gradual, almost invisible, but total decrease in the level of critical assessment of the information used? In order to prevent such phenomena within the framework of the educational institutions it is necessary to carry out systematic monitoring and focused development of the manufacturing culture and use of information. Through the implementation of special educational programs you can achieve a harmonious balance between the growing technological might of the media and the collective values that determine the life activity of local cultural communities.
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