The sphere of education, like any other branch of the national economy, is able to function normally if it is provided with trained specialists.
By the way, approximately one fifth of all specialists employed in the national economy of the country work in educational institutions.
Four main groups can be distinguished in the composition of employees of institutions and educational bodies: scientific and pedagogical corps (faculty, researchers) of universities; teacher-educators and educators; management workers; as well as educational support and service personnel. All of them belong to the same branch of education and are employed to a different extent in the production of educational services.
The education sector is the only area that prepares qualified personnel for all other sectors of the economy, as well as for itself. The training of teachers and educators who replenish the squad of teachers of all levels of educational institutions is carried out by scientific and pedagogical workers of higher educational institutions.
Along with universities and other leading large higher educational institutions of the country, many research institutes of the Russian Academy of Sciences (RAS) and the Russian Academy of Education (RAO) occupy a prominent place in the training of certified university teachers, that is, teachers with candidate and doctor of sciences diplomas.
The specificity of the organization of fundamental research in Russia is the presence of large scientific schools in the institutes of the Russian Academy of Sciences, universities and universities, which play a leading role in world science. This allowed the formation of an education system based on the basic training of students in the field of fundamental sciences, different from many other systems existing in Europe and the United States. On the basis of this system, students, postgraduates and doctoral students are trained, scientific and pedagogical cadres of mathematicians, physicists, biologists and other specialists are trained for all universities in the country, institutes of the Russian Academy of Sciences, other academies and industry institutes.
Due to insufficient funding of education and science in recent years, there has been a noticeable decrease in such forms of training specialists, which are based on the interaction of scientists from universities and the Russian Academy of Sciences. And this led to a decrease in the quality of education. A decrease in the level of fundamental training of university and university graduates threatens our country with a further lag in the field of modern science-intensive technologies, a slowdown in the pace of its economic development and a loss of competitiveness in the world market. At the same time, the development of new forms of education, which presupposes ensuring its continuity in the chain of school - university - postgraduate studies - doctoral studies, requires the formation of large educational and scientific complexes and centers.
How is the process of training certified young university teachers organized? Often, university graduates who have shown a penchant for scientific work in a particular specialty during their studies are recommended by departments to continue their education in graduate school. In addition, anyone who has worked for two years after graduation can enter postgraduate studies on a competitive basis according to the profile of the university education received. While studying in graduate school, one must pass exams of the so-called “candidate minimum”, prepare and defend a candidate's dissertation.
Doctoral students are persons who have a Ph.D. degree and are enrolled in doctoral studies to prepare a dissertation for the degree of Doctor of Science. This dissertation should be a scientific qualifying work, in which, on the basis of the research carried out by the author, theoretical provisions have been developed, the totality of which can be qualified as a new major achievement in the development of the corresponding scientific direction, or a solution to a scientific problem of important socio-cultural, national economic or political significance has been implemented. , or outlined scientifically grounded technical, economic, technological solutions, the implementation of which makes a significant contribution to the acceleration of scientific and technological progress.
The expansion of market relations in the economy affects the process of reproduction of personnel in the field of education. The role of economic methods of influence is increasing, elements of the market structure of the economy are emerging, including the formation of a labor market, a component of which is the professional labor market of educators. However, in education, as noted earlier, market relations have been modified by the budgetary nature of financing and the non-profit position of most educational institutions. Market regulation does not fully cover the process of training specialists and providing them with the education sector, but has an active influence on it. Here it is realized through the following economic levers: the cost of labor, the wages of teachers, tuition fees, supply and demand, market prices for educational and scientific services.
Since the beginning of the 90s, a number of negative tendencies have been increasingly manifested in the quantitative and qualitative structure of scientific and pedagogical personnel: the outflow of the most qualified specialists is increasing (leaving for other countries, moving to other spheres of activity, to joint ventures and cooperatives, etc.). Due to low wages in universities, the washout of young people, especially men, is increasing, which leads to aging and further feminization of scientific and pedagogical personnel; the average level of professional knowledge of the subject decreases, the teaching load on the teacher increases due to the desire for part-time jobs and other forms of additional earnings; the uneven distribution of highly qualified scientific and pedagogical personnel between universities in different regions of the country is increasing. In the most scientifically developed regions, there is a concentration of teaching staff, in less developed regions, a decrease in the number of doctors and candidates of sciences.
Such tendencies can sharply worsen the qualitative composition of scientific and pedagogical personnel, if no special measures are taken for their social protection, for improving scientific and pedagogical qualifications.
To raise the scientific and pedagogical potential of the country, it is necessary to ensure the further development of postgraduate and doctoral studies, which will expand the reproduction of highly qualified personnel in the leading areas of scientific and technological progress.
An important feature of the modern process of personnel reproduction for the education sector is the training of generalists, which is associated with the system of continuous education. With its formation, the previously prevailing mechanistic method of transferring an increasing volume of knowledge is replaced by a method of their constant renewal throughout the entire period of professional activity of specialists.
The training of teachers and other specialists of a wide profile presupposes their desire and ability to independently obtain information from various sources, self-education, breadth of outlook, gift and ability not to be confined to the problems of their specialty. To successfully adapt to a sharply and rapidly changing situation in the education system and the service market, one must not only have theoretical knowledge and a vision of the future, but also be oriented in economics, sociology, psychology and law.
In this regard, the introduction of a multilevel system for training specialists is of great importance. Such a system is based on programs that differ in complexity and level of qualifications. It stimulates the academic and professional mobility of students in the market of educational services and labor, contributes to the social protection of our citizens.
Some Russian universities have switched to a two-stage education system: 2 and 4 years. After completing the first stage, which gives a broad general education, the student receives a bachelor's degree. Those who want to continue their education and show their abilities can receive more in-depth special knowledge and a master's degree at the second stage. Along with this, many universities and their faculties have retained full-scale education of students in the traditional form that has been established in our country.
APPROVED BY
government decree
Russian Federation
dated 01.01.01, No. 000
FEDERAL TARGET PROGRAM
"Scientific and scientific-pedagogical personnel
innovative Russia "for 2009-2013
PASSPORT
federal target program
"Scientific and scientific-pedagogical personnel of innovative Russia"
for 2009-2013
Name | federal target program "Scientific and scientific-pedagogical personnel of innovative Russia" for 2009-2013 |
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Basis for the development of the Program (name, date and number of the normative act) | instructions of the President of the Russian Federation Order of the Government of the Russian Federation dated April 7, 2008 No. 440-r |
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State Customer - Program Coordinator | ||
State customers of the Program | Federal Agency for Education, |
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Main developer of the Program | Ministry of Education and Science of the Russian Federation |
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Purpose of the Program | creation of conditions for the effective reproduction of scientific and scientific-pedagogical personnel and the consolidation of youth in the field of science, education and high technologies, preservation of the continuity of generations in science and education |
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Objectives of the Program | creation of conditions for improving the qualitative composition of scientific and scientific-pedagogical personnel, an effective system of motivation for scientific work; creation of a system to stimulate the influx of young people into the field of science, education and high technologies (defense-industrial complex, energy, aerospace, nuclear industries and other high-tech industries, priority for the Russian Federation), as well as to consolidate it in this area; creation of a system of mechanisms for the renewal of scientific and scientific-pedagogical personnel |
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The most important target indicators and indicators of the Program | proportion of researchers aged 30-39 the share of researchers aged 30-39 in the total number of researchers in the higher education sector - 21-22 percent; the share of the teaching staff of state and municipal higher educational institutions under the age of 39 (inclusive) in the total number of teaching staff - 40-41 percent; the share of researchers with higher scientific qualifications (candidates and doctors of sciences) in the total number of researchers under the age of 39 (inclusive) - 13.5-14.5 percent; the share of the teaching staff of higher scientific qualifications (candidates and doctors of sciences) in the total number of teaching staff of state and municipal higher educational institutions - |
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the share of postgraduate and doctoral students - participants of the Program, who submitted their theses to the Dissertation Council (on an accrual basis) - 80 percent; |
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the number of students, graduate students, doctoral students and other young researchers who took part in subject Olympiads, competitions of scientific works and other events held in the field of science and technology within the framework of the Program (cumulative total) - 60-65 thousand people; the number of students, graduate students, doctoral students and young researchers from organizations participating in the Program, enshrined in the field of science, education and high technologies (enrolled in graduate school or recruited to higher professional education institutions, scientific organizations, enterprises of the military-industrial complex, energy, aviation - space, nuclear and other priority industries for the Russian Federation) (cumulative total), - the proportion of researchers in the field of natural and technical sciences participating in the Program, the results of whose work within the framework of the Program's activities have been published in highly rated Russian and foreign journals (on an accrual basis) - 40-45 percent |
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Terms of implementation of the Program | 2009-2013 years |
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Volumes and Programs | total for 2009-2013 (in prices of the respective years) - 90.454 billion rubles, including federal budget funds - 80.39 billion rubles, of which: research and development work - 43.92 billion rubles; other needs - 9.47 billion rubles; extra-budgetary funds - 10.064 billion rubles |
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Expected final results of the Program implementation and indicators of socio-economic efficiency | improving the quality of the age and qualification structure of human resources in the field of science, higher education and high technologies, overcoming the negative trend of increasing the average age of researchers, including a decrease in the average age of researchers creation of a multi-level system to stimulate the influx of young people into the field of science, education and high technologies; an increase in the number of scientific and educational organizations using the best practices of the world's leading universities |
I. Description of the problem to be solved
the program is directed
In accordance with the Strategy for the Development of Science and Innovation in the Russian Federation for the period up to 2015, the basis of the public sector of science and higher education in the future will be technically equipped at the world level, staffed with qualified personnel, sufficiently large and financially stable scientific and educational organizations.
During this period, it is planned to reform the management system of the public sector of science and higher education, restructure state scientific institutions and universities, transform the organizational and legal structure of the public sector of science and higher education, and improve the system of state scientific centers. In general, taking into account the priority tasks of the socio-economic development of the Russian Federation, the needs of the economy, the priorities of scientific, technical and innovation policy, as well as in the interests of ensuring the effective functioning of state scientific organizations and their interaction with private sector organizations, the state sector of science and higher education will constitute scientific the technological basis of the national innovation system, which ensures the construction of a knowledge-based economy.
These transformations will be carried out during the transition period and will require the active participation of modern scientific and scientific-pedagogical personnel of the highest qualifications, whose training and consolidation in the public sector of science and higher education must be carried out simultaneously with structural transformations.
The Program of Socio-Economic Development of the Russian Federation for the Medium Term (2006-2008), approved by the order of the Government of the Russian Federation dated January 19, 2006 No. 38-r, notes that to ensure the innovative orientation of economic growth, an increase in the role of scientific research and development is required. , transformation of scientific potential into one of the main resources for sustainable economic growth through staffing an innovative economy. In the instruction of the President of the Russian Federation of December 10, 2007 No. Pr-2197, it is proposed to take measures to ensure the preservation, training and retention of qualified personnel in the military-industrial complex.
The lack of program support for the reproduction of scientific and scientific-pedagogical personnel from the state in the current conditions can lead to a decrease in the innovative orientation of the economic growth of the Russian Federation, to the non-use of scientific potential as the main resource for sustainable economic growth.
One of the most pressing problems of modern Russian science is the preservation of scientific traditions and a wide range of areas of scientific research. Due to chronic underfunding in the 90s of the last century, the system of reproduction of scientific personnel was undermined. The inevitable result of this was a crisis, which is expressed in an absolute reduction in the number of researchers in all public sectors of science and higher education, rapid aging and changes in their qualitative composition, disruption of the continuity of scientific and pedagogical schools.
The twenty-first century will be the century of the economy, one of the main resources of which is the human resources of science, education and high-tech sectors of the economy. The world experience of organizing science testifies to the fact that the loss of scientific traditions, highly qualified scientists, even under favorable economic conditions, cannot be replenished in a short time. It takes 2-3 generations to create full-fledged scientific schools. A typical example is science in the People's Republic of China, in which progress for decades has been limited not by financial resources, but by the availability of qualified scientists.
Between 1990 and 2005, the total number of R&D personnel in Russia declined by 58 percent. In absolute numbers, science has lost more than a million people.
The reduction in scientific personnel occurred due to the intensive transfer of research and science personnel to other sectors of the economy and employment in Russia (“internal migration”), emigration of researchers abroad (“brain drain”) and the natural loss of older generations of scientists.
The process of transition of scientific personnel to other spheres of activity was determined both by the development of crisis processes in science itself, and by the change in the needs of these spheres in qualified personnel. Therefore, the reduction of scientific personnel has been very uneven over the past decade.
Research has shown that the sharp decline in the number of research and development personnel occurred in 1992-1998, with the number of researchers falling by 40 percent between 1992-1994 compared to 1991 levels. These processes were caused by a sharp reduction in government spending on research and development, as well as by the rapid development of the banking financial business, the telecommunications sector of the economy, which offered significantly better conditions of remuneration for qualified personnel.
In 1995-1998, a significant part of scientists tried to adapt to new living conditions. The scale of the latent form of "internal migration" of personnel has grown. Not only the transition to other areas, but often part-time jobs, which occupy the bulk of the working time, inevitably lead to a decrease in the qualifications of a scientist or its loss.
Despite the fact that the “brain drain” has relatively small volumes of personnel compared to “internal migration”, special attention is justly paid to this channel of reducing the human resources potential of science. As the researchers note, the specialization of Russian scientists working abroad belongs to the advanced and most technologically advanced areas - mathematics, physics, biophysics, virology, genetics and biochemistry, on which social and technological breakthrough largely depends.
Since 2002, the outflow of personnel from science has resumed. Against this background, there is a slight increase in the proportion of young scientists (age group under 29 years old) and a significant reduction in middle-aged researchers (age categories 30-39 years old and 40-49 years old).
The outflow of young people from science occurs primarily because it turns out to be the most vulnerable group from a social and economic point of view.
In 10 years the situation may turn out to be catastrophic, since these processes will be aggravated by the next and very deep demographic crisis.
Currently, there are various measures to support young scientists, students and schoolchildren, implemented at the federal and regional levels. Every year, on a competitive basis, 500 grants of the President of the Russian Federation are allocated to young candidates of sciences and their scientific advisers, as well as 100 grants of the President of the Russian Federation to young doctors of sciences.
On an average annual basis, the size of the grant for a candidate of sciences is 150 thousand rubles, and for a doctor of sciences - 250 thousand rubles.
Within the framework of the priority national project "Education" and in accordance with the Decree of the President of the Russian Federation of April 6, 2006 No. 325 "On measures of state support for talented youth", state support for talented youth is carried out. This project provides for the annual determination of 5350 young talents in all regions of Russia, of which 1250 are young men and women (winners of All-Russian Olympiads, winners and prize-winners of international Olympiads and other events held on a competitive basis) receive awards in the amount of 60 thousand rubles and 4,100 young talents (winners of regional and interregional Olympiads, prize-winners of All-Russian Olympiads and other events held on a competitive basis) receive prizes in the amount of 30 thousand rubles.
Programs are being implemented to attract talented youth to scientific activities, to support the scientific and technical creativity of schoolchildren in the years. Moscow and St. Petersburg, in the Samara, Belgorod and Chelyabinsk regions, in the Krasnoyarsk Territory and some other regions of the Russian Federation, as well as business grant programs to support young talented scientists and specialists.
Until 2007, within the framework of a number of federal target programs, measures were taken to address personnel training issues. In particular, within the framework of the federal target program "National technological base" for 2002-2006, an event was carried out to train personnel for the national technological base. However, the federal target program "National Technological Base" for 2007-2011 does not provide for the solution of personnel training issues.
At the second stage of the implementation of the federal targeted scientific and technical program "Research and Development in Priority Areas of Science and Technology Development" for 2002-2006, activities were planned for young scientists to conduct scientific research in priority areas of science, education and high technologies, to develop a system of scientific and research and educational and research work of graduate students and students in leading scientific and educational centers, the development of a system of internships for young scientists and teachers in large scientific and educational centers, the development of a system of leading scientific schools as an environment for generating knowledge and training highly qualified scientific and pedagogical personnel. These activities are not included in the federal target program "Research and development in priority areas of development of the scientific and technological complex of Russia for 2007-2012", since its main goal is to obtain a scientific product, regardless of the composition of the performers, the potential of science, education and high-tech sectors of the economy should be implemented within the framework of a separate program.
The current situation in the Russian Federation in the field of reproduction and changes in the age structure of scientific and scientific-pedagogical personnel shows that the implemented complex of state measures to attract and retain personnel is insufficient and does not have a decisive effect on a positive change in the situation.
Fundamental is the lack of a unified program supporting the scientific research of young scientists during the period of their choice of life path, first of all, immediately after the defense of their Ph.D. thesis. The most important element is the attractiveness of the career of a researcher for young people. It is necessary to provide support to scientists and research and teaching teams that perform a dual role - firstly, they demonstrate the success of the profession of a scientist and teacher, and secondly, they effectively train young scientific and scientific-pedagogical personnel.
At present, it is impossible to comprehensively and effectively solve the problems of attracting young people to the field of science, education, high technologies and consolidating them in these areas, effective reproduction of scientific and scientific-pedagogical personnel, ensuring structural transformations of the public sector of science and higher education at the federal level within an acceptable time frame. through the use of market mechanisms. This can be carried out on the basis of the program-target method, the application of which will provide a systemic solution to the problem, rationally use resources. The effectiveness of the program-targeted method is due to its systemic, integrating nature, which will allow to concentrate resources on the selected priority areas of attracting talented youth to the field of science, education and high technologies, to achieve positive dynamics of personnel renewal in this area within the established deadlines for the implementation of the Program.
The options for solving the problem are:
× implementation within the framework of federal and departmental target programs, as well as within the framework of grant support programs for activities related to the conduct of research and development work and the involvement of scientific and scientific-pedagogical personnel of all age groups in their implementation on a competitive basis;
× creation of a unified program mechanism for increasing the efficiency of the reproduction of scientific and scientific-pedagogical personnel and their consolidation in the field of science, education and high technologies while maintaining the existing system of state support for young scientists and leading scientific schools.
The main advantage of the first option is that there is no need to form a new complex mechanism and the implementation of the associated additional financial and organizational costs.
The main risks of the first option are that such a non-systematic allocation of funds will not provide a solution to the urgent task. This option does not imply research and identification of points of growth, coordination, systematization and analysis of the effectiveness of the entire set of works, which will not allow to effectively solve the problem in the required time frame.
The main advantage of the second option is the implementation of the mechanism of state support, management and coordination of work in the field of reproduction of scientific and scientific-pedagogical personnel with the possibility of analyzing the effectiveness of the entire set of work to solve the problem.
The main risks of the second option are associated with the duration and complexity of departmental approvals, procedures for objective examination and monitoring of the Program's activities to create a new comprehensive mechanism for state support, management and coordination of work in the field of reproduction of scientific and scientific-pedagogical personnel in the field of science, higher education and high technologies.
An analysis of the advantages and risks of the presented options for solving the problem allows us to conclude that the second option for implementing the Program is preferable.
II. The main goals and objectives of the Program, indicating the timing and stages of its implementation, as well as target indicators and indicators
The goals and objectives of the Program were formed taking into account the opinions of young people about what can help to attract young people to Russian science. A survey of graduates of the Lomonosov Moscow State University, and they already in their student years get real ideas about scientific activities, fixed a certain hierarchy of priorities. The most significant priorities include an increase in salaries in the scientific field (92.5 percent), equipping with modern devices and equipment (47.5 percent), the possibility of professional and job growth (41.4 percent), conditions for the full realization of scientific ambitions ( 37.8 percent).
Since the systemic problem of raising the level of wages cannot be solved at the expense of federal targeted programs, we can talk about creating a system of motivation for scientific work, including the possibility of performing research work, updating the basic means of conducting such research, providing opportunities for increasing the level of domestic Russian mobility of scientific research. - teaching staff.
The goal of the Program is to create conditions for the effective reproduction of scientific and scientific-pedagogical personnel and the consolidation of young people in the field of science, education and high technologies, preservation of the continuity of generations in science and education.
To achieve this goal, it is necessary to solve the following interrelated tasks:
× creation of conditions for improving the qualitative composition of scientific and scientific-pedagogical personnel, an effective system of motivation for scientific work;
× creation of a system to stimulate the influx of young people into the field of science, education and high technologies (defense-industrial complex, energy, aerospace, nuclear industries and other high-tech industries, priority for the Russian Federation) and consolidate it in this area;
× creation of a system of mechanisms for the renewal of scientific and scientific-pedagogical personnel.
The Program is being implemented in 2009-2013 in one stage.
Target indicators and indicators of the Program are given in Appendix No. 1.
Termination of the Program occurs upon completion of its implementation, and early termination - in case of recognition of the ineffectiveness of its implementation in accordance with the procedure for the development and implementation of federal target programs and interstate target programs, in the implementation of which the Russian Federation participates, approved by the decree of the Government of the Russian Federation of June 26 1995 No. 594.
III. Program activities
Achievement of the goal and solution of the tasks of the Program are carried out through the coordinated implementation of the activities of the Program, mutually linked in terms of time, resources and sources of financial support, which are formed by the Ministry of Education and Science of the Russian Federation with the participation of interested federal executive bodies and organizations, taking into account the following provisions:
× increasing the attractiveness of scientific activities for students, graduate students, young scientists, including by creating incentives for their participation in the implementation of government orders under the Program;
× implementation of measures that stimulate the expansion of ties between subjects of scientific and educational activities, as well as between the sectors of science, education and high technologies, the active use of mechanisms for integrating science and education;
× communicating to the general public the results of the successful implementation of the Program activities;
× use of the scientific and educational potential of the Russian diaspora abroad;
× implementation of a continuous cycle of reproduction and consolidation of scientific and scientific-pedagogical personnel.
When shaping the activities of the Program, outlined certain sectoral changes in the training of personnel on the basis of postgraduate studies were taken into account. According to the international classification of sciences used by UNESCO, since 1992, the proportion of graduate students studying in the field of law, social and economic sciences has approximately doubled. Correspondingly, the share of graduate students studying the problems of engineering (technical) and natural sciences has significantly decreased.
The system of measures of the Program is based on a combination of targeted financial support within the framework of specific activities aimed at maintaining and developing the human resources of the state scientific and technical sector, and targeted financial support for research and development carried out by young scientists, graduate students and students, both independently and under the guidance of leading scientists of Russia.
The amounts of funding for the Program activities are given in Appendix No. 2.
Direction 1. Stimulating the retention of youth in the field of science,
education and high technologies
Activity 1.1. Scientific research by teams
scientific and educational centers
In the Program, a scientific and educational center is understood as a structural unit (part of a structural unit or a set of structural units) of a scientific, scientific and production organization or a higher educational institution carrying out research in a general scientific direction, training personnel of higher scientific qualifications based on the provisions on scientific and educational center approved by the head of the organization. The most important qualification characteristics of the scientific and educational center are, among other things, a high scientific level of research performed, not inferior to the world level, high efficiency in the training of highly qualified scientific personnel, participation in the training of students in the scientific profile of the scientific and educational center, and the use of scientific research results in the educational process.
The aim of the event is to achieve world-class scientific results in a wide range of scientific research, to consolidate scientific and scientific-pedagogical personnel in the field of science and education, to form effective and viable scientific teams in which young scientists, graduate students and students work with the most effective researchers of the older generations.
Within the framework of the event in 2009-2011, an annual selection of about 450 research projects will be carried out (in the natural sciences - about 40 percent of the work, in the field of technical sciences - about 40 percent of the work, in the field of the humanities - about 10 percent of the work and not less than 10 percent of the work - in the interests of the development of high-tech sectors of the economy), lasting 3 years each. At the same time, the state customer of the Program has the right, based on the results of a competitive selection of research projects and for financial support of the most effective research projects, to redistribute up to 15 percent of the funds provided for the implementation of the event between disciplinary areas. Provides a prerequisite for attracting extra-budgetary funds in the amount of at least 20 percent of the federal budget for the implementation of research projects.
Scientific and educational centers are considered as the main infrastructural elements of the Program, ensuring the consolidation of scientific and scientific-pedagogical personnel in the field of science and education. The most effective use of the scientific, personnel, experimental and instrumental base in the research and educational processes is assumed. The most important task of the scientific and educational center is to create conditions for the development of internal Russian mobility of scientific and scientific-pedagogical personnel. The mechanism of consolidation in science through participation in research and educational centers, as well as through research and development work provided for by the Program, presupposes that young researchers achieve a level of qualification that will allow them to subsequently be competitive in the research market.
As part of the implementation of research projects of each scientific and educational center, it is necessary to simultaneously participate during the entire research project of at least 2 doctors of sciences, 3 young candidates of sciences (as a rule, applicants for the degree of doctor of sciences), 3 graduate students and 4 students.
The cost of one research project is up to 5 million rubles per year.
The cost of remuneration of young candidates of sciences, graduate students, students in the team of a research and educational center cannot be less than 50 percent of the total salary fund for a research project.
For the implementation of the event, 20.25 billion rubles are allocated from the federal budget.
Activity 1.2. Conducting scientific research by scientific groups under the guidance of doctors of sciences and candidates of sciences
The aim of the event is to achieve world-class scientific results in the course of joint scientific research of young candidates of sciences, graduate students and students and experienced researchers of older generations, as well as to consolidate scientific and scientific-pedagogical personnel in the field of science and education.
One of the conditions for the implementation of a research project is the participation of project leaders in the development of scientific and educational courses on electronic media in the latest areas of science and technology, as well as popular science materials for schoolchildren and school teachers (without financial support from the Program). The developed scientific and educational resource is posted on the Internet on the website of the organization - the executor of the research project in free access. The most important qualification characteristics of the head of a research project are, among other things, the achievement of world-class results over the past 3-5 years, leadership or participation in the effective training of specialists, masters and highly qualified scientific personnel.
The cost of remuneration of the heads of research projects with the scientific degree of Doctor of Science or Candidate of Science cannot be more than 40 percent of the total volume of the salary fund for the project.
For the implementation of the event, 15.75 billion rubles are allocated from the federal budget.
Activity 1.2.1. Scientific research
scientific groups led by doctors of science
Within the framework of the event in 2009-2011, an annual selection of about 500 research projects of scientific groups led by doctors of sciences is carried out (in the field of natural sciences - about 40 percent of the work, in the field of technical sciences - about 40 percent of the work, in the field of the humanities - about 10 percent of the work and at least 10 percent of the work - in the interests of the development of high-tech sectors of the economy), lasting 3 years each, while the state customer of the Program has the right to redistribute up to 15 percent of the funds provided for the implementation of the measure between disciplinary areas.
In the implementation of research projects, it is necessary to simultaneously participate in the entire research project of at least 1 young candidate of sciences (as a rule, an applicant for a doctorate degree), 2 graduate students and 2 students. The cost of one research project is up to 2 million rubles per year.
For the implementation of the event, 9 billion rubles are allocated from the federal budget.
Ph.D., Master of Management Novoseltseva A.P.
N.V. Deshevova
Stavropol Pedagogical Institute, Russia
On the issue of the reproduction of scientific and pedagogical personnel
Scientific and pedagogical personnel (workers) is a concept that unites two groups of employees of a higher educational institution: professorial - teaching staff (assistant, teacher, senior teacher, associate professor, professor, head of the department, dean) and researchers (head of scientific - research, scientific sector, department, laboratory, other scientific unit, chief researcher, leading researcher, senior researcher, researcher, junior researcher) of a scientific unit, department of a higher educational institution of the Russian Federation.
The specificity of the education system lies in the fact that it trains specialists not only for the education sector, but also for other sectors.
Like other sectors of the national economy, the education system can function normally only if it is constantly replenished with trained highly qualified personnel. Currently, there is an opinion that about one fifth of specialists from all sectors of the national economy work in the education system. Therefore, the problem of reproduction of scientific and pedagogical personnel in the Russian Federation, taking into account the trend associated with the reduction of professional educational organizations (Figure 1), is especially acute. It should be noted that the decline in the number of universities, in our opinion, is due to objective reasons, which include the inconsistency with modern requirements for the implementation of educational programs, the provision of students with literature and others.
Figure 1 - The number of professional educational organizations in the Russian Federation.
Since 1992 to the present time in Russia there is a decrease in the number of students, but the most significant indicator is the number of students per 10,000 people. population. This indicator determines the level of the intellectual potential of the society. In 1993. this indicator had a value of 1742 people, and in 2013. - only 54 people (Figure 2). In fact, the intellectual potential of Russian society over the above period has decreased 32 times.
Figure 2 - The number of students in the Russian Federation.
It should be noted that the main competitive advantage of Russia in the world economy was a high level of research and development, especially in the field of natural sciences and fundamental foundations of engineering and technical disciplines, as well as traditionally high standards of mass education, and the above trend indicates that every year Russian the national economy lacks highly qualified specialists with higher education and, at the same time, the President of Russia V.V. Putin and the Prime Minister of the Russian Federation D. Medvedev point out the need for innovative development of the country's economy, which becomes impossible without the preservation and development of the reproduction of scientific and pedagogical personnel.
The main problem associated with the implementation of this direction of development of the Russian economy is the preservation and reproduction highly qualified scientific and pedagogical personnel, since in the 90s there was a "brain drain", and in its essence - an outflow of scientists with scientific degrees of doctors and candidates of science abroad, when only from Moscow State University. M. Lomonosov, every tenth professor left. Along with this process, highly qualified young specialists are constantly being washed out of the education system, and this process is typical for the Stavropol Territory..
Figure 3 - The number of graduate students and the release of graduate students in the Stavropol Territory
So the number of graduate students in the Stavropol Territory varies from 2802 people. up to 1760 people, and in 2013. defended dissertations for degrees of candidates of science only 178 people, that is, 10% of the number of graduate students (Figure 3).
Figure 4 - The number and graduation of doctoral students in the Stavropol Territory
The number of applicants for doctoral studies has a steady downward trend - from 67 people. in 2005 - up to 25 people. in 2013, but of particular importance is the number of doctoral students who defended their dissertations for the degree of Doctor of Science. So in 2008, 2010. and in 2013. no doctoral dissertations were defended. As we can see, there are several reasons for this: the cost of publications in journals recommended by the Higher Attestation Commission; difficulties in finding an experimental base and the cost of research and inconsistency in the remuneration of scientific and pedagogical personnel and remuneration in the production sector; uncertainty of the position of industrial enterprises in the context of the application of EU sanctions to them and others.
Thus, in order to solve the problem of reproduction of scientific and pedagogical personnel, it is necessary to identify and determine by the state the priorities for the development of certain fundamental sciences and what scientific personnel should be trained for this, taking into account the differentiation of the problem by branches of knowledge, regions, scientific organizations and universities; a radical revision of the number of budget-funded places in postgraduate studies of universities and scientific organizations, based on both their scientific productivity and the number of defended dissertations, as well as a significant increase in scholarships for graduate students in all universities and organizations where budgetary graduate studies will remain, including those which were not included in the number of leading research and educational centers; special development of a system of grants for young scientists and their supervisors, including grants for graduate students and grants for temporary positions for young candidates of science (PostDoc); development of a wide state network for the selection, upbringing and attraction of talented promising youth to the scientific and educational sphere, which is necessary to ensure the sustainable development of education and science.
"Scientific and scientific-pedagogical personnel of innovative Russia"- the federal target program approved by the Decree of the Government of Russia dated July 28, 2008 No. 568. The program is designed until 2013 and is designed to increase the number of young scientists and contribute to the consolidation of Russian youth in the field of science and education.
History
The developers of the program note that due to the chronic underfunding of science in the post-Soviet period, the old system of reproduction of scientific personnel has become ineffective, and young people have lost interest in science. In 1990-2005, the total number of people who were engaged in research and development in Russia decreased by 58 percent. In absolute numbers, science has lost more than a million people. Young scientists went to other sectors of the economy or emigrated abroad. The problem was compounded by the fact that in the 1990s, many scientists began to work part-time, which took up most of their time and led to a decrease in qualifications.
As the authors of the program stated, in 10 years the situation may become even more complicated due to a deep demographic crisis: a small generation born in the 1990s will enter reproductive age.
An important element is the attractiveness of an exploratory career to young people. It is necessary to support scientists and research and teaching teams that perform a dual role - firstly, they demonstrate the success of the profession of a scientist and teacher, and secondly, they effectively train young scientific and scientific-pedagogical personnel.
Goal and tasks
The program is designed to create conditions in Russia for the effective reproduction of scientific and scientific-pedagogical personnel, in which young people will become entrenched in the field of science, education and high technologies. The problem of the continuity of generations in science and education is recognized at the state level.
I am deeply convinced that young cadres of knowledge-intensive industries in innovative Russia are precisely the vanguard that is able to bring the domestic economy to new frontiers of its development, to create all the necessary conditions for the prosperity of our country.
From the speech of Deputy Prime Minister of Russia Sergei Ivanov at the forum "Young Personnel of Science-Intensive Industries of Innovative Russia".
Among the tasks of the program, the developers identified the following:
- creation of conditions for improving the qualitative composition of scientific and scientific-pedagogical personnel, an effective system of motivation for scientific work;
- stimulating the influx of young people into science, education and high technologies and their consolidation in this area;
- formation of mechanisms for the renewal of scientific and scientific-pedagogical personnel.
Participants
The main developer and coordinator of the program was the Ministry of Education and Science. At the initial stage, the program was also ordered by the Federal Agency for Education and the Federal Agency for Science and Innovation, but after their liquidation in 2010, these functions were transferred to the Ministry of Education and Science.
Destinations and activities
Direction 1
The first direction is designed to consolidate young people in the field of science, education and high technologies. It involves the stimulation of research by teams of research and educational centers, to which a number of requirements are imposed - from world-class research and high efficiency of training to the participation of students in the project and the use of the results in the educational process.
Among the individual activities, research is highlighted by scientific groups under the guidance of doctors and candidates of science. In both cases, in 2009-2011, experts select about 500 research projects. In the same period, about 300 projects of young candidates of sciences and about 500 projects carried out by target graduate students are selected. The natural and technical sciences account for about 40 percent of the work, and the humanitarian research and work in the interests of developing high-tech sectors of the economy - about 10 percent each.
Research University is a higher educational institution that equally effectively carries out educational and scientific activities based on the principles of integrating science and education. The most important distinguishing features of UMAS are the ability to both generate knowledge and ensure efficient transfer of technologies to the economy; conducting a wide range of fundamental and applied research; availability of a highly effective system for training masters and highly qualified personnel, a developed system of retraining and advanced training programs.
The event allows funding the development programs of NRUs, which should provide personnel in priority areas of science, technology, technology, economics and social sphere, as well as introduce high technologies into production.
Direction 3
To attract students and young scientists to science, as well as to maintain the mobility of teachers and researchers invited to work in research and educational centers, an appropriate housing stock is needed. Within the framework of the program, it is planned to build dormitories for students, graduate students, teachers and employees of leading Russian universities in various regions of the country.
Direction 4
The fourth direction is designed to ensure program management: organizing competitions, collecting and analyzing information, monitoring the progress and results of the program.
Financing
The total amount of funding for the program for 2009-2013 is more than 90 billion rubles, including more than 80 billion rubles - from the federal budget. Funding for all work begins only after a competitive selection, and the equipment of universities with scientific and technological equipment is carried out through centralized procurement.
Representatives of the university will not receive money "on hand". All tenders for the purchase of equipment, software and events for advanced training will be held by the Ministry of Education. Employees who participated in the implementation of an innovative educational program in 2007-2008 believe that this innovation will greatly facilitate their work.
Criticism
Some representatives of the university and academic community expressed an opinion about the low effectiveness of the program, accusing the experts selecting applications of bias and bias. In turn, supporters of the program note that they are attracting representatives of the Academy of Sciences, the Ministry of Industry, Rosatom and other authoritative departments as experts, and express the opinion that participants in the competition should show more attention when preparing applications. Among the supporters of the program are representatives of university science:
There is no more painful issue for science and higher education than the problem of personnel training. And the state, for the first time in the past 15-20 years, offers real measures to support those young colleagues who want to do science. This program is perhaps the first where there is a set of absolutely specific activities tested in the country's leading research centers and universities. This is exactly the case when the executive branch does not invent something, does not copy the experience of other countries, trying to transplant it onto Russian soil, but systematizes the experience of compatriots.
Efficiency
According to many representatives of the scientific and pedagogical community, in the first years the program proved its effectiveness:
The program for the training of scientific and scientific-pedagogical personnel was being prepared for quite a long time, and it is remarkable that it has finally been adopted. This is a basic document that is aimed at ensuring that our country follows the path of scientific and technological progress and the accelerated development of science-intensive sectors of the economy, namely, the military-industrial complex, energy, aerospace and nuclear industries.
From the speech of Boris Yakimovich, Rector of Izhevsk State Technical University, at a round table at IzhSTU.
According to representatives of the Ministry of Education and Science, the program allows you to motivate higher school teachers to engage not only in educational activities, but also in scientific work. According to their forecasts, by the end of 2013, the program will achieve the following results:
At the same time, according to the organizers of the program, some of its effects were unexpected for themselves. For example, research and educational centers are more likely to submit applications in which they ask for support for highly qualified specialists - candidates and doctors of science. The orientation towards supporting young non-graduate scientists is much weaker.
The documents
Notes (edit)
- The concept of the federal target program "Scientific and scientific-pedagogical personnel of innovative Russia" for 2009 - 2013 (unspecified) ... (April 7, 2008). Date of treatment October 21, 2010. Archived June 20, 2012.
- Opening remarks by the First Deputy Chairman of the Government of the Russian Federation Sergei B. Ivanova at the forum "Young Personnel of Science-Intensive Industries of Innovative Russia" (unspecified) (unavailable link)... Real Economy: Information Portal (October 17, 2007). Date of treatment October 21, 2010. Archived June 20, 2012.
- National Research Universities (unspecified) (unavailable link)... The website of the Ministry of Education and Science of the Russian Federation (April 26, 2010). Date of treatment October 21, 2010. Archived June 20, 2012.
- Sergey Pechorin.
There are three fundamental questions, on which the effectiveness of the educational process and its final results have always depended and depend on the theoretical and practical answers. These are the questions: who and what to teach (goals and content)? How to teach (organization and methodology)? Whom to teach, who teaches (teacher)?
The last question is the question of teaching staff, teaching staff and other categories of the permanent staff of an educational institution.
The success of the life and activities of an educational institution depends on many material, housing, financial, regulatory and other factors and conditions. However, all of them are just a prerequisite, a condition, an opportunity to achieve success. Their transformation into reality is carried out by teachers and other permanent staff who are directly involved in working with students and training them into highly qualified specialists of the Ministry of Internal Affairs. The main figure among them is the teacher (Fig. 6.1 - P), who acts as the designer of the educational process, its engineer, direct creator, technologist, and laborer. Entering the classroom and presenting himself in front of the audience, the teacher is called upon to breathe life into it, create an atmosphere of the educational process, active learning, keen interest, lively feelings, close attention and active actions - and all this in such a way as to leave a lasting mark in the minds of the listeners, to make a significant contribution to their professional, moral and cultural development. To do this, he needs to devote a particle of his mind, feelings, personality, energy and even health to the teaching business. And so at every lesson, at every meeting with the audience.
The management of the educational process by professional teachers, people with a high pedagogical culture, who are aware that they work in a pedagogical institution - an institution with special goals, values, norms, criteria of efficiency, style and methods of work, is the seventh condition. Any educational institution is strong primarily for its teaching staff.
The relentless improvement of the quality of teaching staff in every educational institution, at every department, cycle, faculty is the starting point, the main lever, a mechanism for ensuring the effectiveness of the educational process. Now, in the conditions of radical changes in society and education reforms in accordance with the new federal laws, raising the pedagogical professionalism of the staff of legal educational institutions and bringing them in line with the requirements of the time are the main and necessary opportunity to cope with the tasks at hand.
There are a number of difficulties on the way of improving scientific and pedagogical personnel, in particular, false beliefs, expressed briefly in the formula “any practitioner is a ready teacher”. But let us compare, say, the activities of a practitioner investigator and a teacher studying crime detection with students, cadets or listeners. The goals of their activity are completely different (solving a crime - training a young specialist), objects of activity too (criminals - listeners), methods of work, conditions, results, criteria of effectiveness have nothing in common.
It is not the same profession, and the skill required is not the same.
The specificity of any profession is determined by the reality with which the specialist deals, its laws. A chemist must understand chemistry, a nuclear engineer must understand nuclear processes, a food technologist must understand food processing technology. The specificity of the teacher's professionalism is due to the peculiarities of the educational process, the main and most specific laws of which are of a psychological and pedagogical nature. The teacher is a professional teacher insofar as, having mastered the content, psychological and pedagogical technologies and personal qualities, can ensure the achievement of the main goal - the preparation of a comprehensively and highly trained specialist - a person for the system of legal bodies.
The highest manifestation of the professionalism of a teacher of a legal educational institution is his pedagogical culture2 - a high degree of general and professional development of his personality and training as a professional teacher, their compliance with the specifics of teaching work. They say about its importance in practice: all teachers are divided into three groups - one cannot be listened to, the second is possible, and the third cannot be ignored.
Pedagogical culture is a complex professional property of a teacher, of any subject of pedagogical work (a representative of the leadership of an educational institution, a faculty employee, educator, social teacher, an employee whose activity, according to its main characteristics, is essentially a kind of pedagogical, for example, preventive, corrective, etc.), arising on the basis of inclinations for pedagogical activity and subject to formation, development, assessment, taking into account when solving personnel issues. Its structure (fig. 6.2) consists of five main components:
Pedagogical orientation of the individual (professional and pedagogical concept, pedagogical purposefulness, pedagogical motivation, pedagogical dedication);
Pedagogical abilities (socio-pedagogical - citizenship, humanity, morality, efficiency and special pedagogical - didactic and educational);
Pedagogical skill (pedagogical erudition, pedagogical skills and abilities in organizing and conducting pedagogical work, methodological skill, pedagogical technique, psychological and pedagogical tact);
Special skills (in the taught academic discipline, issue - knowledge of the subject, practical experience of law enforcement, scientific qualifications, creative activity, constant communication with practice, constructive ideas and recommendations for improving practice);
Cultures of personal pedagogical work (organization of the workplace, rational use of free time from classes, the need and work for self-improvement, collection of the necessary information, its accumulation and systematization).
Rice. 6.2. Pedagogical culture of the subject of pedagogical work
The pedagogical culture of a particular teacher can be at different levels of development: first (pre-professional), second (initial professional), third (secondary professional), fourth (higher professional). A direct relationship has been established between the level of development of the teacher's pedagogical culture and the level of success in his work. According to the results of sample surveys, the number of teachers with the highest level of pedagogical culture is about 10%. Therefore, the task of mastering pedagogical culture is not only a task for beginners. For almost 90% of teachers, it appears as a task of raising the level and achieving higher. It is easy to imagine what kind of increase in improving the training of young lawyers can be obtained if it is successfully solved.
The main practically significant conclusions arising from domestic experience, research data and analysis of foreign experience include the following:
The transition from practical legal work to teaching is associated with a change of profession, requires retraining, the formation of the foundations of pedagogical culture;
The defense of a thesis, obtaining a scientific degree are adequate to the requirements of work in a scientific institution, but for work in an educational institution they are not sufficient, and their owners still need thorough psychological and pedagogical training, which, according to the experience of a number of educational institutions, is appropriate to carry out in the first year of study in graduate school, postgraduate studies ;
The foreign experience of training teachers of higher educational institutions deserves attention. There, a course is taken to apply the principle of lifelong education to them. Persons with a higher education diploma and a bachelor's degree are considered ineligible to work in the university and in the advanced training system. To take up a teaching position, you must have at least a master's degree, and for a senior teaching position - and above - a doctorate. In response to this demand, over the past 10 years, the number of teachers receiving training at the postgraduate level (masters and doctors of science) has increased by 5-10 times. In the ratio of scientific and pedagogical training of teachers proper, the roll began to be made on the latter. The exception is some universities that are of high priority and international recognition in science. Therefore, teacher training is often conducted with a specialization in "Education and Pedagogy (Teaching Methods)", dissertations are often defended in pedagogy (Master of Pedagogy, Doctor of Pedagogy);
