Aspects of innovative development of higher education. Innovation in education

INNOVATION IN HIGHER PROFESSIONAL EDUCATION

INNOVATION IN HIGHER PROFESSIONAL EDUCATION

Mednaya T.A., student of JURIU RANEPA, Faculty of State Medical University, group GMUB_411

Mednaia T.A. student

South Russian institute of management оf the Russian Presidential Academy of National Economy

and Public Administration faculty GMU groups GMUB_411

The article analyzes innovations in the field of higher professional education in the Russian Federation, their implementation and functioning in practice. A list of the main tasks of higher professional education and the functioning of innovative educational activities are considered.

Key words: innovation, higher professional education, levels of education, bachelor, master.

The article analyzes the innovations in the field of higher professional education in the Russian Federation, their implementation and operation in practice. A list of the main tasks of higher education and operation of innovative educational activities is considered.

Key words: innovation, higher education, levels of education, bachelor,

Currently, our country is undergoing significant changes in the educational policy of Russia. Modern Russian education is the result of tremendous changes that have taken place in the Russian education system in recent years. In this sense, education is not just a part of the social life of society, but its vanguard: hardly any other subsystem of it can to the same extent confirm the fact of its progressive development with such an abundance of innovations and experiments.

Education is always present, although it is based on past experience and is directed towards the future. Much has been written about the upbringing and education of the future specialist, which indicates an interest in this problem, on the one hand, and the absence of static in understanding the image of a modern specialist and a specialist of the future, on the other.

The problem of innovation has long been of interest to scientists. L.P. Knyazhenko, having analyzed the essence of innovation and the innovation process in education, makes the following conclusions: 1) innovation is a means, and innovation is a process of mastering this means; 2) the innovation process should be understood as the activity on the creation of pedagogical innovations, their use and dissemination.

According to the World Declaration on Higher Education for the 21st Century, published by UNESCO, higher education, with a history of several centuries, has convincingly demonstrated its vitality and its ability to change, to promote transformation and progress in society.

A number of state documents of the Russian Federation contain the following definition of higher professional education - this is education based on secondary (complete) general or

secondary vocational education, carried out in a higher educational institution according to basic professional educational programs (corresponding to the established standard), culminating in final certification and issuance of a document on higher vocational education to the graduate.

In the standard regulation on a state institution of higher professional education, a list of the main tasks of higher education is presented, it looks as follows:

1) Satisfy the needs of the individual for intellectual, moral and cultural development through higher professional education;

2) To develop sciences and arts through scientific research and creative activities of scientific and pedagogical workers and students, to use the results obtained in the educational process;

3) Promote the training, retraining and advanced training of workers with higher education and scientific and pedagogical workers of higher qualifications;

4) To form in students a civic position, the ability to work and life in the conditions of modern civilization and democracy;

5) Preserve and enhance the moral, cultural and scientific values \u200b\u200bof society;

6) Disseminate knowledge among the population, raise its educational and cultural levels.

The educational standard of higher professional education was formed by 1994. It includes general provisions concerning the system of higher professional education as a whole; Classifier of directions and specialties of higher professional education; State requirements for minimum content and level of training

graduates in each specific area of \u200b\u200bthe specialty.

Three levels of higher education are enshrined in the State Standard of Higher Professional Education.

The first level is called incomplete higher education, which is received by a student who has studied at the university for at least two years and has successfully passed the intermediate certification. Of course, no separate educational programs are created for this level of education. In fact, it exists as an incomplete passage of any educational program of a higher level.

The second level of higher professional education ends with the assignment of the qualification "bachelor". The corresponding educational program assumes a standard period of study of at least four years.

And finally, the third level of higher professional education corresponds to educational programs of two types that provide training for specialists with the qualification "master" or the traditionally indicated qualification - "teacher", "agronomist", etc., the general name for which is the term "specialist".

Education is directly related to innovation. So what is it? Let's define the term "innovation". Let us refer to an article by renowned Canadian researchers Charles Belanger and Paul Mejit. They write: “Innovation, in general, is defined as the process by which value, such as new economic and social benefits (benefits), is derived from skills and knowledge through the generation, development and implementation (implementation) of ideas for the production of new and improved products, processes, services. In their article, scientists have revealed a pragmatic approach to innovation, which, in their opinion, became the main one in order to increase the value of applied knowledge.

The development of innovative and educational activities depends on

external and internal factors affecting higher education institutions. The external environment is characterized by increased competition, changes in government policy aimed at modernizing the education system, as well as changes in the contingent of applicants and the requirements for graduates from employers. The internal environment is characterized by a competence-based approach, third-generation standards that require significant correction in the organization of the educational process. All these factors, one way or another, lead to an increase and spread of pedagogical innovations, which make it possible to bring the quality of education to a new level that meets the requirements of today and tomorrow.

The initial conditions for the development of innovative and educational activities are determined by the following factors:

Organizational and technological;

Motivational - psychological;

Material and technical;

Informational.

An innovative approach to teaching is predetermined by:

\u003e rapid obsolescence of knowledge;

\u003e intensive informatization of society;

\u003e the delay in the transfer of social experience;

\u003e organizational and structural crisis of the world education system.

In this respect, pedagogical innovations can be viewed as a systemic response to the socio - cultural dynamics of the development of both civilization as a whole and an individual one.

Russia's entry into the world educational space is accompanied by a number of trends:

1. The first trend is associated with the development of a multilevel system

training in many universities in Russia. The advantages of this system are that it provides wider mobility in the pace of learning and in the choice of a future specialty; to form new specialties on the basis of the received university education.

2. The second is enrichment of universities with modern information technologies, widespread inclusion in the Internet system and intensive development of distance learning forms for students.

3. The third is the universalization of higher education in Russia and the process of integration of all higher educational institutions with leading domestic and foreign universities, which leads to the emergence of university complexes.

4. Fourth - the inclusion of Russian universities in the process of renewing higher professional education, taking into account the requirements of world standards.

Universities that change in the process of innovative search are classified as self-developing education systems.

Bordovskaya and Rean note that different types of innovations are distinguished in the system of domestic higher education. In doing so, I use the following criteria:

\u003e the scale of university transformations;

\u003e the degree of depth of the transformation being carried out;

\u003e the degree of novelty over time.

the ability on the scale of the entire education system and other spheres of human activity to disseminate and apply innovations that radically change the morality, spirituality, and intellectuality of society.

In the late 1970s. for the first time the topic of innovation was thoroughly discussed

and innovativeness. The sense of innovation in pedagogy was first linked to the expansion of the reproduction of experience. (M.V. Clarin)

Abroad, two types of training have emerged:

1.supporting (analogue of our reproductive traditional);

2. innovative, which could be modernizing (in our proposed version - active and transforming (innovative - intensive).

In recent years, a synergistic approach has been gaining ground. The ideas of synergetics in modeling and forecasting the development of educational systems are being developed by a number of authors (Prigozhin, Adamskiy, Boguslavskiy, etc.).

G.K. Selevko identifies the following structure of pedagogical technology, which includes: the conceptual basis, the content of the teaching and the content of the educational material, the procedural part, which includes the organization of the educational process, methods and forms of educational activity, students and the teacher, diagnostics of the educational process, etc.

The future of Russia, its place in the world community, the well-being of the population is largely determined by whether it will be able to work out and implement the main priorities in the field of innovative, economic and social development. Today, the strategy for the development of innovations, optimization of innovation management for Russia is the moment of truth. It is possible to turn the tide and become one of the leading countries in the world by relying on the "knowledge economy", the development of social and human capital.

List of references:

1. Mitusova OA An innovative approach to language education of the future specialist. // Izvestia SFedU Philological Sciences, 2010, No. 2,

P. 164-165.

2. Slastenin V.A. Pedagogy of vocational education. Moscow, 2006.

3. Kostyukevich S.V. Innovation: the approach of modern Western authors in the context of the Russian experience. Higher school bulletin. Education abroad. 2011. No. 4. P. 69-73.

4. Is innovation in terminology always a consequence of the development of scientific knowledge? Methodology. 2004. No. 3. P. thirty.

5. Salnikov V.A. Innovative learning: a student-centered approach. 2010. No. 11. Pages 22-27.

6. Nepomniachtchi. A.V., Pisarenko V.I. Innovative education: achievements and prospects. 2007. No. 7. P. 14-19.

7. Solodova E.A. New models in the education system. Moscow, 2011.

8. Mitusova O.A. Architectonics and logical-semantic content of the language educational space: formal, informal, informal education of students // State and municipal administration. Scientific notes of SKAGS. 2011. No. 3. S. 171-176

9. Avdulov N.S. Science and innovation // State and municipal management. Scientific notes of SKAGS. 2008. No. 3. S. 6-15.

10. Frolova Yu.G. The system of higher education as a necessary element of the strategy of innovative development // State and municipal management. Scientific notes of SKAGS. 2012. No. 1. P. 241-246

minimizing the cost of meeting the needs for the products of the complex of forest industries or the territorial industrial forestry complex (TPLK) by zoning it in accordance with the options for concentration and specialization of production and the dynamics of the complex development.

The combination of the considered model with the model for planning a complex of measures for the reproduction of forest resources is carried out through the indicator of costs for reforestation) to the age of final felling. It integrates the volumes of necessary forestry activities, operating costs and capital investments.

The proposed methodological approach is one of the tools for managing the strategic development of both regional forest complexes and the forestry complex as a whole and is focused on substantiating the territorial distribution of timber processing capacities on the principles of integrated use of forest resources in the regions on the basis of constant and sustainable forest management, organizing the production of competitive timber and paper products with high added cost and preservation of ecological balance of territories.

At the same time, when substantiating the territorial location and scale of timber production in the federal districts of the Russian Federation, along with such factors as the availability of forest resources and sales markets for timber and paper products, it is necessary to take into account the factors associated with the presence and prospects of development of railway, water and road transport routes, energy capacities. and gas lines.

Improving the structure of the distribution of timber production throughout the country will allow:

To develop new forests;

Ensure the rational and comprehensive use of harvested wood;

To increase the level of combination of timber industry;

Reduce interregional transportation of timber and paper products;

Introduce low-quality and soft-leaved wood into economic circulation;

To improve the structure of exports of timber and paper products.

Bibliographic list

1. Development strategy of the forestry complex of the Russian Federation - №248 / 482 // Economy of the industry. Series "Textbooks and educational radios until 2020: approved by the Order of the Ministry of Industry and Trade of the manual" / ed. prof. A.S. Pelikha. Rostov n / D: "Fe-Russia and the Ministry of Agriculture of Russia from October 31, 2008. Nix", 2003. 448 p

INNOVATIONS IN THE SPHERE OF HIGHER EDUCATION T.Yu. Krasikova

Innovative reforms of the domestic economy raise more and more questions, one of them is about what can be considered innovations in the field of higher education. The classification of such innovations is given, the structure of the innovative system of higher education and the role of the tools for introducing innovations in the sphere of higher education into the innovation system of the Russian Federation are considered. Il. 1. Tab. 1. Bibliography. 9 titles

Key words: education; economics of education; educational cluster; innovation in education; organization and management of educational processes.

INNOVATIONS IN HIGHER EDUCATION T.Yu. Krasikova

National Research Irkutsk State Technical University, 83, Lermontov St., Irkutsk, 664074.

Innovative reforms of the native economy raise more and more questions. One of them is what can be considered as innovations in higher education. The paper provides the classification of these innovations. It examines the structure of the innovation system of higher education and the role of instruments for the innovation introduction in higher education in the innovation system of the Russian Federation. 1 figures. 1 table. 9 sources.

Key words: education; economics of education; educational cluster; innovations in education; organization and management of educational processes.

1 Krasikova Tatyana Yurievna; postgraduate student, assistant of the Department of Finance and Credit, tel .: 89526298530, e-mail: [email protected]

Krasikova Tatiana, Postgraduate, Assistant of the Department of Finance and Credit, tel .: 89526298530, e-mail: [email protected]

At present, when the development of the economy of the Russian Federation is focused on achieving innovativeness, the issue of innovations in the field of education, in particular, higher education, is being raised in parallel. Before starting to consider this issue, the following should be noted.

The very type of innovative economy, or, as it is called in Western countries, “intellectual economy”, is based on constant technological improvement in the production of high-tech products with high added value and the technologies themselves. The main difference between an innovative economy is that profit is created not due to material production (as in the “industrial economy” type) and concentration of finance (capital), but due to the intelligence of scientists and innovators, i.e. it is knowledge that becomes the main capital.

The onset of this type of formation has long been predicted in their works by sociologists, economists and futurologists, for example, E. Toffler spoke about the transition of mankind to a new civilization, i.e. the agrarian civilization and industrialization are being replaced by a new, informational civilization, or, as it is often called in works dealing with this issue, an information society.

Information and knowledge in the process of informatization, improvement and dissemination of computer and telecommunication technologies acquire the status of fixed capital. With regard to education, “knowledge” is also the subject of the educational process, and it should bring benefits. And here the specificity of knowledge as a commodity manifests itself. Those who consume benefit from it: the educational institution itself, the enterprise and society. In the transition to a global informative society and the formation of knowledge, society is faced with the fact that, considering education from the point of view of its compliance with socio-economic needs, both present and future, the process of modernization of education itself is based not only on organizational innovations, but also on the content and technologies of personnel training and the preparation of scientific research. Thus, we are at the next stage in the search for promising directions for the development of the sphere of higher education. While retaining the previous features, features of a social institution that reproduces the country's intellectual potential, education directly affects the competitiveness of the state. It should be remembered that the Higher Education and Training Index is one of the 12 indicators that determine the level of economic development of countries in the global report of Strategy Partners for the World Economic Forum, and serves as the main indicator of a country's competitiveness. In most countries of the world, national education systems have turned into large complexes in which a significant part of the national wealth is created, unique in its significance. Therefore, speaking about the formation of an innovation climate in Russia

russian Federation, the introduction of innovations into the field of higher education cannot be discounted.

Thus, in the relevant literature and in discussions, the subject of which is innovation in the field of higher education, a division into groups is proposed.

The first group includes pedagogical innovations directly, which can be divided into two subgroups: intra-subject innovations, i.e. those that are implemented within the taught subject, and general methodological, when non-traditional technologies are introduced into pedagogical practice: distance education or creative tasks for students, or these include the active involvement of students in the educational process, which has long been practiced in Western universities, where senior students, rather, excellent undergraduates provide all possible assistance to the professor in the preparation of lectures as an internship.

The second group is represented by the innovations of the administrative resource, namely, innovations related to the management resource. As an example, we will cite education based on the institution of educational clusters, including those of a social type. Although, considering the "educational cluster" as an innovation of an administrative resource, it should be noted that this type of innovation also implies the possibility of introducing the same pedagogical innovations (for example, the inclusion of the so-called "sandwich processes" in the educational process, i.e. gaining theoretical knowledge with practice).

The idea of \u200b\u200bseparating ideological innovations into a separate, third, group seems interesting, although it is not yet clear what exactly is the subject of such innovations: the creation of a corporate culture of the university, common for both students and administrative and pedagogical personnel, or direct integration of changes in the external environment into educational field of the university. In any case, it seems to us that this issue will attract the interest of not only the teachers themselves, but also sociologists, higher school managers and other specialists.

Some authors suggest considering global and local innovations when approaching the classification of innovations in the field of higher education. In our opinion, this approach is highly justified. In the end, the successful educational reform of the Republic of Tatarstan in terms of creating an educational cluster and its very successful functioning can be safely attributed to local innovations influencing the overall picture of global innovations in the sphere of higher education in the Russian Federation.

This classification can be considered in even more detail - depending on the scale of innovation, it is possible to distinguish innovations within one structural unit of the university or innovations within all links and elements of the system. The system can be understood as an individual university or a group of universities.

It is also necessary to highlight innovation based on the time factor. Within the framework of this criterion, innovations are classified as replacing, canceling, opening and retreating. In the first case, we are talking about replacing the old element of the system with a new, more modern one. "Cancellation" implies the termination of the activity of some substructure of the university due to its futility. The opening is a new specialty, educational technology, substructure. Retraction is the development by a university of something long forgotten and abolished.

It is necessary to separately note one of the features of innovation as an economic category. I. Miloslavsky, professor at Moscow State University, noted that innovation is not just any innovation or innovation, but only one that seriously increases the efficiency of the current system, which means that it is also necessary to apply an assessment of the effectiveness of its implementation to it.

So, innovations in the field of higher education at all levels, regardless of classification, should:

1) differ in novelty;

2) meet market demand;

3) bring profit to the service provider;

4) qualitatively change and improve the learning process.

It is clear that at this stage of time, the educational process requires improving its quality. At the heart of the improvements in this process, we believe it is important to clarify the practical approach to activities, i.e. to present the educational process as a system of interrelated processes, and not a set of disciplines, teachers and

If we imagine that the main product here is knowledge, then it becomes obvious that the actualization of education in the above conditions, namely globalization and informatization, requires special attention to the implementation of innovations in the field of higher education.

Speaking about innovations in the field of higher education, we should talk about the creation of an innovation system, which includes:

1) optimization of innovation processes;

2) creation of an innovative infrastructure;

3) establishing links between the elements of the innovation system of both the university itself and the region and the state.

It should be noted that consideration of the issue of both the innovations themselves in the field of higher education and the direct process of introducing innovations into this area seems absolutely impossible without creating an innovative system of the university, where the introduction of innovations is a complex process affecting all levels of quality management of the educational process in this particular university. ... It must be remembered that the main task of innovation in the field of higher education is to create an effective mechanism for training a young specialist for production activities, and this process is impossible without the involvement of regional and federal elements, as regulators of strategic planning of innovations in the field of higher education.

In general, the toolkit for the introduction of innovations in the field of higher education with elements involved in the creation, implementation, management and control of innovations in this area, and its place in the innovation system of the Russian Federation (as a producer)

departments, as is the case in most universities in the Russian Federation. for the product "knowledge") is shown in the figure.

RF innovation system

Toolkit for the introduction of innovations in the field of higher education in the innovation system of the Russian Federation

The need for innovation, including in innovative forms of education, is dictated by the accelerating dynamics of changes in social relations. This is manifested in the application of new information technologies, the adoption of international experience in various teaching methods, the informatization of education, the introduction of new forms of education (an example of the latter is the Ural State Technical University, where the “tutor” element was introduced into the specialist training scheme, which, along with the teacher, teaches the student not theory, but practical skills, thus a lecture in the form of a standard translation of knowledge gives way to a more effective mechanism of interaction between the educational process and the professional development of a student as a future specialist).

Thus, the concept of innovation in the field of higher education is not limited to pedagogical resources alone. One of the main tasks of introducing innovations in this area is to increase the competitiveness of an educational institution and improve its attractiveness for the region of the university. And if we recall the peculiarities of the product "education", then we note that, first of all, the introduction of innovative elements into the sphere of higher education should help in orienting the university graduate towards success in the professional field of activity that he has chosen, and also help him in successful interaction with actors in the labor market and aim at successful integration into the emerging information society.

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2. Gerasimov G.I., Ilyukhina L.V. Innovations in education: essence and social mechanisms. Rostov n / a: NMD "Logos", 1999.

3. Idrisova S.G. The quality management system in the university in relation to innovation processes: materials Mezh-dunar. symposium "The quality of higher education and training of specialists for professional activity", 2009. P. 5-7.

4. Karpova Yu.A. Innovation, intelligence, education: monograph. M .: Publishing house MGUL, 1998.

5. Kikhtan V.V. Research of the effectiveness of the innovative teaching process in the field of higher professional education // Scientific and cultural journal RELGA, no. 6 (204). 2010. URL: http://www.relga.ru/Environ/WebObjects/tgu-

Bibliographic list

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6. Moiseev B.B. Innovative project "Specialist-Enterprise". A multilevel system of professional training: materials of the Intern. symposium "The quality of higher education and training of specialists for professional activity", 2009. P. 10-12.

7. Rebrin OI, Kadushnikov RM, Sholina II. Innovative educational activities at the Ural State Technical University-UPI: materials of Mezh-dunar. symposium "The quality of higher education and training of specialists for professional activities", 2009. P 52-53.

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UDC 331: 338.45.62

MOTIVATION OF LABOR IN THE ENTERPRISES OF THE ALUMINUM INDUSTRY М.P. Kuzmin1, M.Yu. Kuzmina2

National Research Irkutsk State Technical University, 664074, Irkutsk, st. Lermontov, 83.

Approaches to improving the efficiency of the most important resource of the enterprises of the aluminum industry - their employees are considered. The methods that are most often used by foreign companies, as well as by Russian metallurgical companies, have been investigated. The system of labor motivation, the most optimal for the enterprises of the aluminum industry, is proposed. The main features that distinguish the personnel of city-forming enterprises of the aluminum industry from the personnel of other industrial enterprises located in large cities are considered. The need to create a system of effective wages at the enterprises of the aluminum industry was emphasized. Own approach to the classification of the structure of non-material incentives for employees is proposed. Il. 1. Bibliography. 22 titles

Until May 15, inclusive, applications continue to be accepted, which are conducted by the HSE and the Rybakov Foundation with the support of the Agency for Strategic Initiatives. Over the past three years, more than 2 thousand projects have been submitted to the competition, many of them are now well known in the professional community and beyond.

Individual developers and teams of 2 to 6 people can participate in the competition, regardless of professional affiliation. The winner of the competition receives a travel grant to present his project anywhere in the world. In addition, the partners of the competition usually award various incentive prizes to the finalists and provide them with consulting support.

So, this year the Far Eastern Federal University introduced a new category - "Educational technologies that compress space and time." “We are six thousand kilometers away from the capital and seven time zones, so we are interested in technologies for the simultaneous presence of users in the educational space, technologies for managing teams of educational projects distributed in space, technologies for remote identification of talents,” says Vice-Rector of the University Dmitry Zemtsov. The winner in this nomination will receive an order for the implementation of his solution in FEFU for up to 350 thousand rubles.

In the previous three years, KIVO incentive prizes were awarded by the Moscow Polytechnic University, the Agency for Strategic Initiatives, the Moscow City Pedagogical University and other organizations.

In April 2017, on the Map of Innovation Leaders in Education, prepared by the Center for Promotion of Innovation in Education "SOL" based on interviews with experts, about twenty project leaders who participated in KIVO in different years were noted. Those whose activities are related to innovations in education, who plan to participate in KIVO, will certainly be able to take their experience into account in their own professional development. Here are some of these projects.

"Lifestyle" (winner of KIVO-2014)

Intensive socialization programs designed primarily for high school students - vacation camps in the city and beyond, training, work on ideas. The project is based on the idea that people choose not a profession, but a way of life, so they need an environment for life experiments. According to the author of the project, Diana Kolesnikova, KIVO "was the first positive feedback on what I am doing."

School of digital creativity "Kodabra"

Courses for teaching children to create their own computer games, mobile applications and interactive animation. In the classroom, children work in teams, distributing roles among themselves, conducting brainstorming sessions, coming up with ideas for projects, helping each other to carry out their plans. There is a format when children study together with their parents. One of the school's slogans is “Stop playing, let's create!”

"Moscow through the eyes of an engineer" (winner of the KIVO-2015)

Excursions, lectures and workshops for children about architectural monuments, how the city is arranged from the point of view of an engineer. Children are taught design skills and an engineering mindset. Since 2014, the project has been at the top of the TripAdvisor rating among Moscow entertainment companies. The author of the project, Ayrat Bagautdinov, advises future KIVO participants not to focus on trying to achieve victory, but to make the most of the competition environment in order to find a partner or investor.

"Teacher for Russia"

The Russian version of the American Teach For All program, which is being implemented in dozens of countries, including the UK, India and China. From among the best graduates of universities, primarily non-pedagogical ones, they select those who are ready to work as a teacher in schools located in the "outback" for two years. The program provides training for future teachers and additional material incentives.

Crowdsourcing project EduNet "Education of the Future"

An open community of people interested in updating the education system and creating a complex of educational resources: a personnel and methodological center, a modern Internet platform, a model of a new type of school, a conglomerate of educational projects and methods. Customers, creators and consumers of educational services interact in a self-regulating network space.

Innovation in the field of education is everything that is associated with the introduction of advanced pedagogical experience into practice. The educational process, which occupies a leading place in modern science, is aimed at transferring knowledge, skills, skills to students, at the formation of personality, citizenship. The changes are dictated by time, a change in attitudes towards learning, upbringing, and development.

The importance of innovation in education

Innovative technologies in education make it possible to regulate learning and direct it in the right direction. People were always frightened by everything unknown and new, they were negative about any changes. The stereotypes that exist in the mass consciousness, affecting the usual way of life, lead to painful phenomena, hinder the renewal of all types of education. The reason for the reluctance of people to accept innovations in modern education lies in the blocking of vital needs for comfort, safety, and self-affirmation. Not everyone is ready for the fact that they will have to re-study the theory, take exams, change their minds, spend personal time and money on this. After the update process starts, you can stop it only with the help of special methods.

Innovation Implementation Methods

The most common ways to test the effectiveness of the transformations launched in education are:

• Method of specifying documents. To evaluate innovations in the education system, the possibility of volumetric introduction of innovations in the educational process is suppressed. A separate school, university, educational institution is selected, and an experiment is conducted on their basis.
• Piecewise embedding method. It implies the introduction of a separate new innovative element.
• An “eternal experiment” means evaluating the results obtained over a long period of time.

Parallel implementation assumes the coexistence of the old and the new educational process, analysis of the effectiveness of such a synthesis.

Problems of introducing innovations

Innovative technologies in education are “slowed down” for various reasons.

1. A barrier to creativity. Teachers who are accustomed to working according to old programs do not want to change anything, learn, or develop. They are hostile to all innovations in the educational system.
2. Conformity. Due to adaptability, unwillingness to develop, fear to look like a black sheep in the eyes of others, to seem ridiculous, teachers refuse to make unusual pedagogical decisions.
3. Personal anxiety. Due to lack of self-confidence, abilities, strength, low self-esteem, fear of expressing their judgments openly, many teachers resist any changes in the educational institution to the last opportunity.
4. Rigidity of thinking. Old school teachers consider their opinion to be the only one, final, not subject to revision. They do not strive to acquire new knowledge, skills, and have a negative attitude towards new trends in modern educational institutions.

How to embrace innovation

Innovative behavior does not imply adaptation, it implies the formation of one's own individuality, self-development. The teacher must understand that innovative education is a way to bring up a harmonious personality. “Ready-made templates” are not suitable for him, it is important to constantly improve his own intellectual level. A teacher who has got rid of “complexes” and psychological barriers is ready to become a full-fledged participant in innovative transformations.

Learning technology

It is a guide for the implementation of the goals set by the educational institution. This is a systemic category that is focused on the didactic use of scientific knowledge, the organization of the educational process using empirical innovations of teachers, and increasing the motivation of schoolchildren and students. Depending on the type of educational institution, different approaches are used in education.

Innovation in universities

Innovation in higher education implies a system consisting of several components:

• learning objectives;
• content of education;
• motivation and teaching tools;
• participants in the process (students, teachers);
• performance results.

Technology implies two components related to each other:

1. Organization of the trainee's (student's) activities.
2. Control of the educational process.

When analyzing learning technologies, it is important to highlight the use of modern electronic means (ICT). Traditional education involves overloading academic disciplines with redundant information. In innovative education, the management of the educational process is organized in such a way that the teacher plays the role of a tutor (mentor). In addition to the classic version, the student can choose distance learning, saving time and money. The position of students regarding the educational option is changing, they are increasingly choosing non-traditional types of knowledge acquisition. The development of analytical thinking, self-development, and self-improvement are becoming the priority task of innovative education. To assess the effectiveness of innovation at the highest level, the following blocks are taken into account: educational and methodological, organizational and technical. Experts are involved in the work - specialists who can evaluate innovative programs.

Among the factors that hinder the introduction of innovations into the educational process, the leading positions are occupied by:

• insufficient equipment with computers and electronic means of educational institutions (in some universities there is no stable Internet, there are not enough electronic manuals, guidelines for the implementation of practical and laboratory work);
• insufficient ICT qualifications of the teaching staff;
• inattention of the leadership of the educational institution to the use of innovative technologies in the educational process.

To solve such problems, retraining of teachers, seminars, videoconferences, webinars, creation of multimedia rooms, educational work among students on the use of modern computer technologies should be carried out. The best option for introducing innovations into the higher education system is distance learning through the use of global and local world networks. In the Russian Federation, this method of education is in its "embryonic" state, in European countries it has long been used everywhere. For many residents of villages and villages far from large cities, this is the only way to get a diploma of special secondary or higher education. In addition to passing entrance exams remotely, through Skype you can communicate with teachers, listen to lectures, and participate in seminars.

Innovations in education, examples of which we have cited, not only "bring science to the masses", but also reduce material costs for education, which is quite relevant in view of the global economic crisis.

Innovation in early childhood education

Innovations in preschool education are based on the modernization of old educational standards, the introduction of the second generation FSES. The modern teacher tries to constantly educate himself, develop, look for options for the education and development of children. The teacher must have an active civic position, foster love for the motherland in his wards. There are several reasons why innovation has become essential for early childhood education. First of all, they help to fully satisfy the needs of parents. Without innovation, it is difficult for preschools to compete with other similar institutions.

To determine the leader among kindergartens, a special competition for innovations in education has been developed. The owner of the high title "Best kindergarten" receives a well-deserved award - a huge competition for a preschool institution, respect and love of parents and kids. In addition to the introduction of new educational programs, innovations can be in other areas: work with parents, with staff, in management. With their correct application, the preschool institution functions without failures, ensures the development of a harmonious personality of kids. Among the technologies that represent innovation in education, examples include the following:

• project activity;
• student-centered learning;
• health-saving technologies;
• research activity;
• information and communication training;
• game technique.

Features of health-saving technologies

They are aimed at shaping the concept of a healthy lifestyle in preschoolers, strengthening the physical condition of babies. Given the significant deterioration of the environmental situation, the introduction of this innovative technology in preschool education is urgent. The implementation of the methodology depends on the goals set by the preschool institution.

1. The main task is to preserve the physical health of children. These are health monitoring, nutrition analysis, and the formation of a health-preserving environment in the educational institution.
2. Improving the health of preschoolers through the introduction of breathing, orthopedic, finger exercises, stretching, hardening, hatha yoga.

In addition to working with ordinary children, the development of children with developmental disabilities is also provided by modern innovations in education. Examples of projects for special children: “Accessible Environment”, “Inclusive Education”. Increasingly, in lessons with kids, educators use color, fairy tale, art therapy, ensuring the full development of children.

Project activities

According to the new educational standards, both educators and teachers are required to participate in project activities with their pupils. For preschool institutions, such activities are carried out together with the teacher. Its purpose is to solve a specific problem, to find an answer to the questions posed at the initial stage of work. There is a division of projects into several types:

• individual, frontal, group, pair (depending on the number of participants);
• game, creative, informational, research (according to the method of conducting);
• long-term, short-term (by duration);
• including cultural values, society, family, nature (depending on the topic).

In the course of project work, the guys educate themselves, gain teamwork skills.

Research activities

When analyzing innovation in education, examples can be found in research. With their help, the child learns to identify the urgency of the problem, determine the ways to solve it, choose methods for the experiment, conduct experiments, draw logical conclusions, and determine the prospects for further research in this area. Among the main methods and techniques required for research: experiments, conversations, modeling situations, didactic games. At present, for novice researchers, with the support of scientists, the leading higher educational institutions of the Russian Federation hold competitions and conferences: "First steps into science", "I am a researcher". Kids get their first experience of public defense of performed experiments, conducting scientific discussion.

ICT

Such innovations in vocational education in the age of scientific progress have become especially relevant and in demand. The computer has become commonplace in preschool institutions, schools, colleges. A variety of exciting programs help to form children's interest in mathematics and reading, develop logic and memory, introduce them into the world of "magic and transformation". Those animated pictures that flash on the monitor, intrigue the baby, concentrate his attention. Modern computer programs allow the educator, together with the children, to simulate different life situations, to look for ways to solve them. Taking into account the individual abilities of the child, you can adjust the program for a specific baby, monitor his personal growth. Among the problems associated with the use of ICT technologies, the leading position is occupied by the excessive use of a computer in classrooms.

Personality-oriented development methodology

This innovative technology involves the creation of conditions for the formation of a preschooler's personality. To implement this approach, corners for classes and games, sensory rooms are created. There are special programs for preschool institutions: "Rainbow", "Childhood", "From childhood to adolescence."

Play techniques in DU

They are the real foundation of modern preschool education. Taking into account the federal state educational standard, the personality of the baby comes to the fore. During the game, the kids get to know different life situations. There are many functions performed by games: teaching, cognitive, developmental. Innovative play exercises are considered:

• games that help preschoolers highlight certain signs of objects, compare them with each other;
• generalization of objects according to familiar signs;
• exercises in which toddlers learn to distinguish reality from fiction

Inclusive education

Thanks to the innovations introduced in the educational process in recent years, children with serious health problems got a chance for full-fledged training. In the Ministry of Education of the Russian Federation, a national project was developed and tested, which indicated all the nuances of inclusive education. The state took care of equipping not only children with modern computer equipment, but also their mentors. With the help of Skype, the teacher conducts distance lessons, checks homework. This type of training is important from a psychological point of view. The kid understands that he is needed not only by parents, but also by teachers. Children who have problems with the musculoskeletal and speech apparatus, who cannot attend regular educational institutions, are trained with tutors according to individual programs.

Conclusion

Pedagogical innovations introduced in educational institutions of modern Russia help to fulfill a social order: to foster in schoolchildren and students a sense of patriotism, civic responsibility, love for their native land, respect for folk traditions. Information and communication technologies have become commonplace in kindergartens, schools, academies, and universities. Among the latest innovations that have affected educational institutions: conducting a unified state exam online, sending examination papers by means of preliminary scanning. Of course, Russian education still has many unresolved problems that innovation will help eliminate.

Innovations in education are those innovations that contribute to improving the quality of the upbringing and educational process. Search and constant inventions, implementation of innovative technologies prove that education is an innovative field.

Types of innovations

Innovation in education is a systemic change, the main purpose of which is to obtain effective and sustainable results. Innovations include not only large-scale changes in the educational system: a unified state exam, an electronic diary, ICT. Innovation in teacher education is also about changing standard working methods and techniques to improve student achievement. Such innovations are developed by the teacher for a specific classroom team, an individual child.

Innovations in the education system are divided into the following groups by their novelty:

• completely new techniques that have no analogues;
• innovations in which well-known elements are used.

The second group gives less result, as it is based on old components.

Depending on the object of education, innovations in education can contribute to:

• updating the educational organization;
• socialization of schoolchildren;
• educational and educational process;
• preservation of mental and physical health of children.

The scale of innovation in education

Transformations can help to improve the work of an individual team, school, or be applied throughout the country. In order for innovations in education to give a stable positive result, and they can be disseminated throughout the country, an experimental region (school) is first selected.

Within the framework of such an experimental site, the effectiveness of new techniques and methods of work is checked, intermediate and final monitoring is carried out. Upon receipt of stable positive results, the experience is broadcast to other educational institutions.

Any innovations in pedagogical education appear in the head of a specific person, and only then they become the property of the country. The process of introducing a new idea is a multi-stage long period, which involves not only testing an innovation, but also analyzing the results obtained, adjusting techniques and working methods (if necessary).

Preschool education

The Center for Continuing Education and Innovation deals with the systematization and implementation of innovations at all stages of the upbringing and educational process. The demand of our time is the transformation of preschool education. The quality of educational and upbringing activities, the implementation of new generation federal standards depend on the effectiveness of the development of innovations in preschool educational institutions.

All innovations that are used in preschool institutions are characterized by a person-centered approach. The child in the educational and upbringing process comes to the fore. The Center for Innovation in Education offers the following options for innovations in preschool educational institutions:

• developing activities (creative, play, music);
• techniques for relieving excessive emotional stress;
• color therapy;
• fairy tale therapy;
• art therapy.

Center staff analyze the effectiveness of each technique, the possibility of broadcasting positive work experience.

Specificity of primary school

The Center for Continuing Education and Innovation of St. Petersburg pays special attention to innovations at the initial stage of national education. In primary school, priority is given to identifying the child's creative potential, creating optimal conditions for development and self-realization.

The Center for Education and Innovation (St. Petersburg) does not leave without close attention the professional growth of teachers. Experts select the best courses for improving the qualifications of primary school teachers, help young professionals choose the most effective techniques and methods of upbringing and educational activities.

Innovations contribute to the revitalization of the child, his involvement in the educational process. The student argues, analyzes, looks for answers to the questions posed to him, and the teacher acts as a coordinator.

Problematic lessons and classes

They are a productive and innovative method that teachers and educators know as problem learning. Thanks to it, it is possible to obtain high and stable results in the assimilation of information by children, to maintain interest in development and learning in the younger generation.

Problem-based teaching is widely used by teachers of chemistry, physics and biology. For example, schoolchildren are asked a certain question, for the solution of which they independently carry out practical work.

The acquisition of the skills of analysis, processing of the results obtained will be useful to schoolchildren in their professional activities.

Continuous education and innovation are prerequisites for the formation of a socially active personality.

Health care

Even the most advanced pedagogical technologies cannot be used without due attention to the health of the younger generation. Among the main innovative areas of work for both kindergartens and schools, we will single out health-preserving components. Among the forms of work that should be used in educational institutions, we will single out sports events, walks in the fresh air, breathing and finger gymnastics, hardening, and water procedures.

Thanks to such activities, children develop a positive attitude towards a healthy lifestyle, they acquire first aid skills.

During a lesson or extracurricular lesson, the teacher monitors the change in dynamic poses. He uses a special visual material that allows you to reduce nervous excitability and mental fatigue of preschoolers and school-age children.

Information Technology

Thanks to their introduction into educational organizations, the relationship “science - innovation - education” has become a reality. ICT is a reliable ally for any teacher. These innovations help teachers to activate children's cognitive interest, develop associative thinking, which positively affects the strength of the skills and abilities they receive. With the competent use of multimedia presentations, educational films, interactive teaching aids, the teacher fully implements the requirements for the level of training of preschoolers and schoolchildren of the second generation FSES.

Design and research activities

The Center for Continuing Education and Innovation (CSOI) pays special attention to the analysis of the effectiveness of the implementation of the project methodology in preschool and school education. The involvement of the younger generation in research and project activities has become a prerequisite in every academic discipline.

Through independent experiments, the child acquires the skills of working with scientific information, processing it, and choosing the necessary data. The formulation of a hypothesis when carrying out research work is an excellent opportunity for the development of logical thinking. Any project involves processing the results obtained, summing up the results, due to which the guys improve their communication skills.

Additional education

Not only teachers and educators, but also children's librarians use innovative technologies in their professional activities. In order to instill in the younger generation a love of reading, a respect for literary sources, they use information technology:

• create electronic catalogs;
• prepare theme nights;
• make up presentations;
• organize exhibitions.

Libraries are now becoming centers for complementary child development. Their workers offer classes in which children sew soft toys, learn the art of knitting and embroidery, learn the traditions and history of their native land. Practically all libraries have developed cycles of classes for different ages, aimed at early diagnosis of giftedness, the development of creative abilities in every child.

Local history, theatrical, handicraft clubs and circles organized by librarians and other teachers on the basis of libraries are an excellent opportunity to form an active citizenship in children, to help them in career guidance.

The Purpose of Innovation in Education

The whole set of innovations introduced into preschool and school state organizations, as well as into the system of additional education, is aimed at the harmonious development of the younger generation. Within the framework of the new federal standards for preschool, primary, basic, professional, higher education, requirements have been created for the level of training of a graduate. Such a “portrait” is a guideline for the work of educators and teachers in the selection of innovative techniques and methods of work.

In recent years, a huge number of educational initiatives have been observed. Among them are the Federal State Educational Standard, the Unified State Examination, the OGE, the VPR, the transition in higher educational institutions to the bachelor-master system. Such activity is the result of a new economic reality, the country's integration into the WTO, the involvement of the Russian Federation in the Bologna process.

Reforming education in the Russian Federation

Today, the entire Russian education system is at the stage of significant reform. The basis for this process was the introduction of new state standards at all levels of education.

Among their differences from the requirements of the first generation is the formalization of the results of upbringing and education in the form of various competencies.

The basis of the FSES is considered to be the system-activity approach. Its essence lies in the maximum development of the students' thinking. A modern child must learn on his own, therefore, a simple transfer of knowledge from a teacher is not expected, mechanical memorization is excluded, the emphasis is on the formation of an active and creative personality.

Conclusion

Among the positive aspects associated with innovation, there are:

• improving the quality of extracurricular activities (formation of citizenship, healthy lifestyle skills, general cultural development, social orientation);
• introduction of design methods into the educational process;
• informatization of educational work.

When compiling the content of the lessons, the teacher uses the innovative experience of colleagues, the wishes of parents (legal representatives), as well as the interests of children.

Among the innovations that have taken place in national education, the transition to a two-level higher education deserves special attention. The first stage lasts 3-4 years, the second stage - 1-2 years. Graduates of the master's degree have the right to continue their education in graduate school, then in doctoral studies. They can work in scientific centers and research laboratories.

Among the innovations of the Bologna system, the concept of lifelong education, which provides for lifelong learning, is of interest. This approach allows a person to receive several academic degrees and diplomas in their lifetime. At the same time, higher educational institutions receive additional funds that they can use to modernize equipment.

Also among the innovations related to higher education, it is necessary to mention the loan for education. This innovation has already been used by many students dreaming of a prestigious education.