Analysis of Modern Trends in the Development of the Domestic

Education System

L. V. Sarycheva

and Т. А. Syrina

Moscow Region State University, Mytishchi, Russia

Keywords: Educational Technologies, Education System¸ Development Strategies, Modernization, Digitalization,

Information Technologies, Generation Z.

Abstract: This article is dedicated to one of the topical issues of modern education - the peculiarities of the development

of the educational system in Russia in the light of global changes. Despite a fairly large number of scientific

works on the described problem, there is a need for a comprehensive analysis and generalization of the main

modern trends and problems of higher and general education. The urgency of the research is determined by

the data of a critical analysis of the main documents, concepts, national projects in order to determine the

strategic trajectory of the development of education. An analysis of the results of the PISA and TIMSS

monitoring on the assessment of educational achievements, including in the field of reading and working with

mathematical and natural science material, as well as studies that characterize the current state of affairs in

secondary and higher educational institutions is presented. Interpretation of the data allows us to make an

assumption about the possible reasons for the loss of the position of a modern specialist in the employment

market. Particular attention is given to the formulation of new tasks for education, which radically change all

levels of general and higher professional education. There is provided a brief description of a modern student

- a representative of generation Z - and the features of working with him. The question of the need to introduce

professional standards for secondary and higher educational institutions, the national system of teacher growth,

which determine their professional level, was raised. The authors consider the role of digital technologies in

the formation of a specialist of the XXI century as the main direction of further innovations and development

and conclude that only the intensification of the integration of information and communication, digital, and

mobile technologies will help to overcome the isolation and conservatism of domestic education.

1 INTRODUCTION

The globalizing world of socio-economic changes is

becoming a driving factor in the transformation

processes in the education system. The concept of

"trend" is defined as aspiration, course of

development, innovation, which will become the

mainstream in the near future. It is known that a

certain type or a new model of education is formed

under the influence of consistent patterns and laws

that are established between the elements of society,

which includes the education system, i.e. socio-

cultural patterns (patterns of the general level) that

characterize a certain type of social structure,

determine the nature of pedagogical laws, also

manifested in the educational process. The main

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socio-cultural determinants can be considered a

change in the essence of the social pattern, the

transition to the era of the digital economy, which

dramatically affects the social pattern, including the

education system. Intellectual capital is becoming a

key element of human capital, i.e. the ability to

generate and master innovations, a kind of "economic

projection of creative activity, which is crucial for the

modernization of the economy and the transition to

new technological paradigms" (Mun'e, 2018)

Education should ensure the development of

society within the scope of social and economic

mobility of people, the development of modern

technologies, the training of highly qualified

professional personnel that ensure competitiveness in

the world market. At present, there is a significant

580

Sarycheva, L. and Syrina, T.

Analysis of Modern Trends in the Development of the Domestic Education System.

DOI: 10.5220/0010672200003223

In Proceedings of the 1st International Scientiﬁc Forum on Sustainable Development of Socio-economic Systems (WFSDS 2021), pages 580-586

ISBN: 978-989-758-597-5

number of works dedicated to various aspects of

reforming the educational system in Russia - the

problems of modernization of education are reflected

in the works of A. G. Asmolov, B. M. Boguslavsky,

V. I. Zagvyazinsky, E. F. Zeer, G. L. Tulchinsky and

others. However, in spite of the methodological

procedure, innovations are developing so rapidly that

it is necessary to constantly monitor and assess the

prospects for the development of the education

system.

2 RESEARCH METHODOLOGY

The objectives of this research are to analyze

government documents, concepts and regulations in

order to identify the main modern trends in the

development of the system of secondary general and

higher education.

The main document defining the strategy of state

policy in education is the Decree of the President of

the Russian Federation "On National Goals and

Strategic Objectives of the Development of the

Russian Federation for the Period Up to 2024" dated

May 7, 2018 No. 204.

The following tasks are set as priorities:

 introduction of new methods of education and

upbringing, educational technologies;

 identification, development of abilities, support

of talented children;

 creation of a digital environment that ensures

high quality and availability of education;

 formation of a system for updating professional

knowledge and acquisition of new professional

skills, including mastering competencies in the

field of the digital economy

The main provisions of the Decree became the

basis of modern concepts and projects, especially, the

concept of the national project "Development of

Education", the cross-cutting methods of which are:

 digital technologies;

 skills competitions;

 communities;

 apprenticeship;

 volunteering.

The authors of "Twelve Solutions for New

Education" identify four core aspects contributing to

the implementation of major projects for the

development of education:

 the quality of human potential (support for

talented children, digital, legal, financial basic

knowledge, coverage of the adult population in

the implementation of educational programs);

 technological modernization (scientific studies

in universities, contributing to the innovative

development of regions, the role of

postgraduate education in the formation of

high-tech competencies);

 social sustainability (social mobility, equal

opportunities for all);

 digital transformation (providing an individual

educational trajectory for everyone) (Mun'e,

2018).

In this way, in the above examples, the main

approaches to the transformation of education are

traced: anthropocentric, information-activity,

competence-based and cultural, and the fundamental

ideas are collaboration, mobility, continuous self-

education, digitalization.

3 RESEARCH RESULTS

The main educational trend is the improvement of the

education quality system, the improvement of which

in the current context is possible only on the basis of

the intensification of innovative processes, ensuring

the integration of educational, scientific and practical

activities. These changes will solve the problem of the

closed nature of the education system and learning

technologies (Zeer, 2015) According to the results of

international monitoring studies in the first stage of

education, Russia makes the top 5 best countries in

the ratings of PiR&S, TIMSS (P. is an international

study of the quality of reading and text

comprehension, TIMSS - international monitoring

study of the quality of school mathematics and

science education). The secondary school is ranked

32nd in the PISA (Programme for International

Student Assessment). Twenty-four Russian

universities, according to the THE (Times Higher

Education) ranking, make up 5% of the best

universities in the world. In such event, it is noted that

the basis of high ratings is theoretical training, and

practical competencies are developed to a lesser

degree. Education is losing its position in the labor

market (Insead Global Talen Competitiveness Index

2017).

Today, the socio-economic development of

society in the period of informatization, globalization,

sets new tasks for education and requires a radical

change in the entire educational system at the present

time. To implement the tasks set, the entire chain

must function successfully: preschool education -

school - university - postgraduate education. As the

primary goals - to become one of the 10 leading

countries in the world in terms of the quality of

Analysis of Modern Trends in the Development of the Domestic Education System

581

general education (Decree of the President of the

Russian Federation "On National Goals and Strategic

Objectives of the Development of the Russian

Federation for the Period Up to 2024" dated May 7,

2018. No. 204).

Educational policy must meet the needs of the

economic, social, cultural development of society,

with the aim of competitive strength in the world

labor market. According to our scientists, for the

implementation of projects of the education system, it

is necessary to lay the foundation already at an early

age from 3 to 6 years, which will significantly reduce

the risks of school failure, directly affecting the social

and economic development of society.

In accordance with the law "On Education in the

Russian Federation", a new level of general education

has been introduced - preschool education. The

Federal State Educational Standard has been

developed, which provides for mandatory preparation

for school.

The high level of quality of Russian education and

the appearance of Russian universities in the ratings

of world leading universities is an important task that

must be carried out from the legislative, financial,

organizational and pedagogical points of view.

Among all the changes, the leading position is

taken by the digitalization of education, which is

characterized as a revolution of the 21st century and

is compared with the appearance of the printed book

and the mass school in the past centuries. The term

"digitalization" is used today so often and in regard to

all spheres of human life that the fact of the transition

to a digital society is out of question. The Russian

state is known to be the main initiator of innovative

processes of digital transformation of society and

economy. This is proved by the program "Digital

Economy of the Russian Federation" (Order of the

Government of the Russian Federation dated July 28,

2017 No. 1632-r), aimed at "creating conditions for

the development of a knowledge society in the

Russian Federation, improving the well-being and

quality of life of citizens of our country by increasing

the availability of the quality of goods and services

produced in the digital economy using modern digital

technologies, raising awareness and digital literacy,

improving the availability and quality of public

services for citizens, as well as security within the

country and abroad". In 2016, the federal project

"Modern Digital Educational Environment in the

Russian Federation" was launched, approved by the

Government of the Russian Federation as part of the

implementation of the government program

"Development of Education" for 2013–2020. Within

this project, it is planned to "modernize the system of

education and vocational training, bring educational

programs in line with the needs of the digital

economy, widely introduce digital tools for

educational activities and integrate them into the

information environment, provide an opportunity for

citizens to study according to an individual education

plan throughout their lives - anytime, anywhere".

The education system should provide society with

a confident transition to the digital era, focused on

gain in productivity, new types of work, human

needs, which is possible by including all segments of

the population in the learning process, building

individual learning courses, managing their own

learning outcomes, virtual and augmented reality.

Digital resources used today in daily human activities

make it possible to overcome the barriers of

traditional learning: the pace of mastering the

program, the choice of a teacher, forms and methods

of teaching.

In education, digitalization is aimed at ensuring

the continuity of the learning process, the so-called

life-long-learning, as well as its individualization

based on advanced-learning technologies. There is no

established definition of this term yet, but it includes

the use of big data in teaching about the process of

mastering individual disciplines by individual

students and in many respects automatic adaptation of

the educational process based on them; the use of

virtualization, augmented reality and cloud

computing and many other technologies.

The term "digitalization" (in the English version -

digitization, and sometimes digitalization) of the

economy and society is often understood as

transformation in the socio-economic sphere by way

of the mass introduction of digital technologies for

the search, creation, processing, exchange and

transmission of information. In various areas of the

economy, the concepts of "digital ecosystem",

"digital environment", "digital community", "digital

economy", "digitalization of education" are being

introduced. The digitalization of education leads to

changes in the labor market, in educational standards,

identifying needs in the formation of new

competencies of the population and is focused on

reorganizing the educational process, rethinking the

role of the teacher.

What should be a modern school, school in the

period of digitalization?

New digital technologies are making substantial

changes in the content of education, with innovations

affecting all levels of education. In preschool

institutions, interactive didactic materials are used to

develop logic, thinking, and intelligence. Companies

developing a digital educational environment offer

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teachers to use digital training packages that

supplement or completely replace textbooks, as well

as electronic educational environments and spaces.

So, a differentiated approach is implemented to work

with students of different levels of training or students

with disabilities (health limitations).

Educational technologies in higher education are

a complex of scientific and engineering knowledge,

various methods that are used to create, collect,

transfer, store and process information in the subject

area of higher education. The effectiveness of the

implementation of educational programs directly

depends on the extent of adoption of the relevant

information and communication technologies.

Experts from the educational development center

of the Skolkovo business school provide such data in

their review of the NMC Horizon report. Upon

completion of the courses, having passed the final

exam, students receive certificates. In Russia, similar

courses can be taken on the national platform of open

education (NPOE) of the Higher School of

Economics with a certificate. Students have the

opportunity to diversify their education by choosing

a course on their own.

G. L. Tul'chinskij in his research (Tul'chinskij,

2011) asks the question: do we need diplomas? The

employer needs specific competencies that can be

acquired in various courses and with experience.

When recruiting permanent staff, the employer pays

close attention not to diplomas, but to a certified

portfolio, which will play a crucial part in hiring.

The review of the NMC Horizon report "Higher

Education - 2017" notes that a key factor in the

success of any university is the availability of such

advanced technological solutions as online education,

combined and mobile learning. Today, they often talk

about online learning and combined learning, which

allows us to completely reformat the educational

process at the university. According to the results of

the Class Central study in 2016, educational

platforms were represented by more than 700

universities, 6,850 courses, and 58 million students

were trained. Without the integration of these

approaches, a higher educational institution has no

chance for further development and cannot produce

competitive specialists on the labor market. Each

university attempts to optimize its work by

transferring it to the "digital" mode, but "competition

is certainly the only mechanism that checks the

viability of educational organizations, determines the

direction, structure and quality of their activities"

(Lyah, 2017).

An important basis for changing the content of

education is the student's personality. Without

knowing the main features of modern students, it is

impossible to develop and implement programs for

their education, upbringing and socialization. Let us

present a brief description of the modern generation,

generation "Z" or "digital generation" according to

the theory of generations developed in the 90s by

American scientists Neil Howe (Howe, 1991) and

William Strauss. Modern children are a generation

that grew up in the Internet age, virtual

communication and computer games, they are

pragmatic and very practical. The property of

"multitasking" inherent in them, makes it possible to

simultaneously solve several problems, setting short-

term goals. Children of generation Z are distinguished

by "clip way of thinking", shallow memory and

hyperactivity (Sapa, 2014). The search for methods of

increasing motivation, enhancing cognitive interest is

becoming the subject of modern research of teachers

and psychologists.

One of the distinctive features of the

representatives of the "digital generation" is the

global influence of ICT (information and

communication technologies), since they receive the

main information from the Internet. Having fluent

networking skills, they create websites, electronic

presentations, and flash films. The advantages of the

new generation of students are fast attentional

shifting, good visual memory, a wide range of

interests, and ease of establishing contacts with

virtual friends. Progressing in certain areas, modern

children demonstrate low concentration of attention,

absent-mindedness, problems of interaction with

peers.

Another side of the educational process is no less

important - the teacher. Personnel questions are acute:

who and how will teach modern children? Today, a

teacher is not a transmitter of knowledge, but a

"translator" whose main task is to form and constantly

update competencies. In 2020, new professional

standards come into force, the need to develop which

is dictated by time: inclusive education, working with

gifted children, teaching Russian as a foreign

language require the formation of new teacher

competencies.

To assess the quality of the work of teachers, the

career development of a teacher is prescribed, aimed,

in particular, at establishing for pedagogical workers

the levels of proficiency in professional

competencies, confirmed by the results of

certification, as well as taking into account the

opinions of graduates of general education

institutions, but not earlier than four years after they

graduate from such institutions.

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583

In accordance with the order of the Ministry of

Education and Science of Russia dated 26.07.2017

No. 703 "On the approval of the action plan ("Road

Map"), the implementation of the NSTG (National

System of Teacher Growth) is expected until 2020.

The National System of Teacher Growth is a new

form of teacher certification that allows you to

determine their professional level (Kupriyanova,

2017).

4 DISCUSSION OF RESULTS

In the light of the main trends in the development of

the education system, such as digitalization,

discussion of qualitative new characteristics of a new

type of student, the emergence of a system of teacher

growth, it seems relevant to address one of the most

acute problems of quality and development of

education - the level of teacher competence, in

particular in the field of ICT.

As practice shows, teachers do not actively use

ICT in the educational process, and this is due to a

number of objective reasons:

 not all teachers are psychologically ready to use

ICT in the educational process;

 insufficient number of electronic means that

can adequately solve the pedagogical tasks of a

teacher when studying a specific topic;

 lack of clear methodological recommendations

on the use of electronic teaching tools available

on the domestic market;

 low level of proficiency in software tools for

creating their own electronic learning tools

(presentations, electronic textbooks,

simulators, etc.);

 a teacher's time limit for creating their own

electronic didactic material, as well as for

studying, developing and implementing new

computer teaching methods.

However, one of the main reasons that prevents

teachers from effectively using information and

communication technologies in professional and

pedagogical activities is the insufficient level of their

readiness to use these technologies.

According to the survey, active implementation is

hindered by the insufficient level of ICT competence

of the teacher.

Level 1: I have an idea of what ICT is, but did not

master it - 0%;

Level 2: I am interested in ICT, learning to use it

- 34%;

Level 3: I know what ICT is, I can apply it in my

practice - 54%;

Level 4: I know ICT, I constantly use it in my

work - 12%;

Level 5: I know ICT, constantly improve the

system of own developed tasks based on ICT - 0%;

Level 6: ICT - the basis of all the courses I develop

- 0%.

MOOCs (massive open online courses) that have

taken over the Western world are becoming a definite

educational trend. Presented in many languages of the

world, free courses from leading universities in the

USA, Europe and other countries offer to improve

their qualifications in various fields: biology,

psychology, higher mathematics, teaching techniques

of certain disciplines. According to the survey, 77%

of teachers would like to complete such courses to

improve their qualifications. The desire for distance

learning indicates the need for a qualitative

reformation of the organization of the system of

additional professional education.

In the modern educational paradigm, the emphasis

is on the transition from traditional to innovative or

digital education: electronic universities are being

created, and virtual educational spaces and

environments are being developed in classical

universities. The majority of respondents (77%)

indicated that the educational institution has a virtual

educational environment (VEE). The respondents

think it expedient to use the environment at all stages

of education (55%), preferring independent work

(33%). Unfortunately, the full potential of VEE is not

used, since according to the respondents, less than

50% of independent work should be performed in a

virtual educational environment - 53% of the

respondents' answers. A tribute to traditions is kept,

which is expressed in the refusal of a complete

transition to electronic teaching aids. 88% of teachers

try to combine printed teaching materials with partial

involvement of electronic educational resources. 88%

of teachers admit that classes with the use of ICT

make up less than half of the classroom hours. It is

worth mentioning that another important problem

remains the issue of technical equipment of

classrooms. According to the survey, Internet access

is available only in computer classes (56%) or in a

limited number of classrooms (44%). When asked

about the demonstration of audio and video materials,

44% of respondents answered that they use a school

laptop, although 24% of respondents use their

personal PC. The lack of technical conditions for

integrating ICT leads either to a complete rejection of

their use, or to the search for other forms of work.

Mobile learning can be one of the solutions to the

problem: the majority of students use smartphones

with Internet access, and the teaching community has

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584

a "positive" (56%) and "generally positive" (22%)

attitude towards the integration of m-learning into

education.

Researchers identify a number of characteristics

inherent only in computer-based learning:

interactivity (building a dialogue with the user),

multimedia (a variety of means of information

presentation (audio, video, graphic, etc.), modeling

(modeling real objects and processes with the aim of

studying them), communication (focus on

interaction), productivity (reducing routine work by

automating many processes). These are in earnest

new tools for the teacher and the student, capable of

repeatedly intensifying the learning process,

adjusting the educational process to the individual

needs of the student. However, these tools, which are

unconditionally positive for the educational process,

remain not requested or not fully in demand. As our

small study has shown, and as many education

specialists say, teachers use ICT very unevenly and

unsystematically. A significant part of them do not

yet possess computer literacy to the full extent. The

rest either have a superficial understanding of the

capabilities of information technology, or do not

know which of the available technologies are relevant

for use in solving various pedagogical problems.

5 CONCLUSION

This research attempts to describe the main trends in

the development of the national education system.

First, the main trend is the process of modernization,

a term that has replaced strategic development and

has taken strong positions in the pedagogy of the 21st

century (Boguslavskij, 2014). Today, a new

education system is being created, which allows

students to develop together with the latest

technologies, navigate the information field, be able

to work in a team and various social groups, set tasks

and be able to solve them, be proactive and predict

the situation.

Second, the emergence of roadmaps and the focus

on developing skills in the 21st century can be

combined into a practice-oriented trend and the

implementation of an anthropocentric approach. The

need for specialists motivated for self-development

and self-education becomes important. According to

G. L. Tulchinsky, "a new educational environment is

being formed," drawn "over the existing forms of

education, instruction, upbringing, training and

retraining of personnel that look like under-painting"

(Howe, 1991).

Third, the integration of information technologies

has led to the trend of digitalization of education. At

the moment, domestic higher educational institutions

are developing individual information environments,

some are entering the world scene, providing mass

open online courses for a wide range of users.

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