38 research outputs found
ΠΠΠ Π‘ΠΠΠΠ’ΠΠΠ« Π Π ΠΠ‘ΠΠ Π¦ΠΠ€Π ΠΠΠΠΠΠ¦ΠΠ ΠΠΠΠΠΠΠΠ’ΠΠΠ¬ΠΠΠΠ ΠΠ ΠΠ€ΠΠ‘Π‘ΠΠΠΠΠΠ¬ΠΠΠΠ ΠΠΠ ΠΠΠΠΠΠΠΠ―
The paper highlights the tendencies which occur in the processes of informatization and digitalization under conditions of postindustrial economy in relation to the system of further training. The author explores the outlooks and risks of digitalization in the further training system. The outlooks of digitalization of further training are described by means of the model of reliable planning introduced by Taguchi. According to this model, efficient application of digital technologies in further training system is determined by minimum losses from consumersΒ» dissatisfaction and high cost of technology. The article shows that outlooks of further training digitalization lie in application of cross-cutting digital technologies as big data; neurotechnology and artificial intelligence; distributed registry systems; quantum technologies; new production technologies; industrial Internet: robotics and sensor components; wireless communication technologies; virtual and augmented reality technologies, etc. This is seen to prevent further training lag from economic digitalization, existing requirements of digitalization in production and domestic sphere; to ensure development of material and informational infrastructure of organizations of further training; enhance the opportunities for learning new, cross-cutting technologies; ensure the system of lifelong learning; it will expand the opportunities not only for applying innovations but their development in the system of further training; ensure the increase in national education export; expand training opportunities for the system of further training. The author focuses on the risks related to digitalization of further training and uses the model of total risks that includes the risks of direct losses received due to inefficient digital technologies in further training, and the risks of lost profits due to failed application of digital technologies in further training.Π Π°ΡΡΠΌΠΎΡΡΠ΅Π½Ρ ΡΠ΅Π½Π΄Π΅Π½ΡΠΈΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΏΡΠΎΡΠ΅ΡΡΠΎΠ² ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠ·Π°ΡΠΈΠΈ ΠΈ ΡΠΈΡΡΠΎΠ²ΠΈΠ·Π°ΡΠΈΠΈ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΠΏΠΎΡΡΠΈΠ½Π΄ΡΡΡΡΠΈΠ°Π»ΡΠ½ΠΎΠΉ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΠΊΠΈ ΠΏΡΠΈΠΌΠ΅Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎ ΠΊ ΡΠΈΡΡΠ΅ΠΌΠ΅ Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ. ΠΡΡΠ²Π»Π΅Π½Ρ ΠΏΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ²Ρ ΠΈ ΡΠΈΡΠΊΠΈ ΡΠΈΡΡΠΎΠ²ΠΈΠ·Π°ΡΠΈΠΈ Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ. ΠΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ²Ρ ΡΠΈΡΡΠΎΠ²ΠΈΠ·Π°ΡΠΈΠΈ Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΎΠΏΠΈΡΠ°Π½Ρ Ρ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ ΠΌΠΎΠ΄Π΅Π»ΠΈ Π½Π°Π΄Π΅ΠΆΠ½ΠΎΠ³ΠΎ ΠΏΠ»Π°Π½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΠΎ Π. Π’Π°Π³ΡΡΠΈ. Π‘ΠΎΠ³Π»Π°ΡΠ½ΠΎ ΡΡΠΎΠΉ ΠΌΠΎΠ΄Π΅Π»ΠΈ ΠΎΠΏΡΠΈΠΌΡΠΌ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΡ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ ΡΠΈΡΡΠΎΠ²ΠΈΠ·Π°ΡΠΈΠΈ ΠΏΡΠΈ ΠΏΡΠ΅Π΄ΠΎΡΡΠ°Π²Π»Π΅Π½ΠΈΠΈ ΡΡΠ»ΡΠ³ Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π½Π° ΠΊΠ°ΠΆΠ΄ΠΎΠΌ ΡΡΠ°ΠΏΠ΅ ΠΎΡΠ²ΠΎΠ΅Π½ΠΈΡ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ ΠΎΠΏΡΠ΅Π΄Π΅Π»ΡΠ΅ΡΡΡ ΠΌΠΈΠ½ΠΈΠΌΡΠΌΠΎΠΌ ΡΡΠΌΠΌΠ°ΡΠ½ΡΡ
ΠΏΠΎΡΠ΅ΡΡ ΠΎΡ Π½Π΅ΡΠ΄ΠΎΠ²Π»Π΅ΡΠ²ΠΎΡΠ΅Π½Π½ΠΎΡΡΠΈ ΠΏΠΎΡΡΠ΅Π±ΠΈΡΠ΅Π»Ρ ΡΡΠ»ΡΠ³ ΠΈ Π΄ΠΎΡΠΎΠ³ΠΎΠ²ΠΈΠ·Π½Ρ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ ΡΠΈΡΡΠΎΠ²ΠΈΠ·Π°ΡΠΈΠΈ Π΄Π»Ρ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ, ΠΏΡΠ΅Π΄ΠΎΡΡΠ°Π²Π»ΡΡΡΠ΅ΠΉ ΡΡΠ»ΡΠ³ΠΈ Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ. ΠΠΎΠΊΠ°Π·Π°Π½ΠΎ, ΡΡΠΎ ΠΏΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ²Ρ ΡΠΈΡΡΠΎΠ²ΠΈΠ·Π°ΡΠΈΠΈ Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π·Π°ΠΊΠ»ΡΡΠ°ΡΡΡΡ Π² Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡΡ
ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΡ ΠΎΡΠ½ΠΎΠ²Π½ΡΡ
ΡΠΊΠ²ΠΎΠ·Π½ΡΡ
ΡΠΈΡΡΠΎΠ²ΡΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ (Π²ΠΊΠ»ΡΡΠ°Ρ Π±ΠΎΠ»ΡΡΠΈΠ΅ Π΄Π°Π½Π½ΡΠ΅, Π½Π΅ΠΉΡΠΎΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΈ ΠΈ ΠΈΡΠΊΡΡΡΡΠ²Π΅Π½Π½ΡΠΉ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡ, ΡΠΈΡΡΠ΅ΠΌΡ ΡΠ°ΡΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Π½ΠΎΠ³ΠΎ ΡΠ΅Π΅ΡΡΡΠ°, ΠΊΠ²Π°Π½ΡΠΎΠ²ΡΠ΅ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΈ, Π½ΠΎΠ²ΡΠ΅ ΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΡΡΠ²Π΅Π½Π½ΡΠ΅ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΈ; ΠΏΡΠΎΠΌΡΡΠ»Π΅Π½Π½ΡΠΉ ΠΠ½ΡΠ΅ΡΠ½Π΅Ρ: ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΡ ΡΠΎΠ±ΠΎΡΠΎΡΠ΅Ρ
Π½ΠΈΠΊΠΈ ΠΈ ΡΠ΅Π½ΡΠΎΡΠΈΠΊΡ, ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΈ Π±Π΅ΡΠΏΡΠΎΠ²ΠΎΠ΄Π½ΠΎΠΉ ΡΠ²ΡΠ·ΠΈ, ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΈ Π²ΠΈΡΡΡΠ°Π»ΡΠ½ΠΎΠΉ ΠΈ Π΄ΠΎΠΏΠΎΠ»Π½Π΅Π½Π½ΠΎΠΉ ΡΠ΅Π°Π»ΡΠ½ΠΎΡΡΠ΅ΠΉ ΠΈ Π΄Ρ. ΠΏΠΎ ΠΌΠ΅ΡΠ΅ ΠΏΠΎΡΠ²Π»Π΅Π½ΠΈΡ ΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π½ΠΎΠ²ΡΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ), ΡΡΠΎ ΠΏΠΎΠ·Π²ΠΎΠ»ΠΈΡ Π½Π΅ Π΄ΠΎΠΏΡΡΡΠΈΡΡ ΠΎΡΡΡΠ°Π²Π°Π½ΠΈΡ ΡΠΈΡΡΠ΅ΠΌΡ Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΎΡ ΡΡΠ΅Π±ΠΎΠ²Π°Π½ΠΈΠΉ ΡΠΈΡΡΠΎΠ²ΠΈΠ·Π°ΡΠΈΠΈ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΠΊΠΈ, ΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈ ΡΠ»ΠΎΠΆΠΈΠ²ΡΠΈΡ
ΡΡ ΠΈ Π½Π°ΡΠΎΠΆΠ΄Π°ΡΡΠΈΡ
ΡΡ ΡΡΠ΅Π±ΠΎΠ²Π°Π½ΠΈΠΉ ΠΊ ΡΠΈΡΡΠΎΠ²ΠΈΠ·Π°ΡΠΈΠΈ Π² ΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΡΡΠ²Π΅Π½Π½ΠΎΠΉ ΠΈ Π±ΡΡΠΎΠ²ΠΎΠΉ ΡΡΠ΅ΡΠ°Ρ
; ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠΈΡΡ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»ΡΠ½ΠΎΠΉ ΠΈ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΠΎΠΉ ΠΈΠ½ΡΡΠ°ΡΡΡΡΠΊΡΡΡΡ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΉ, ΠΏΡΠ΅Π΄ΠΎΡΡΠ°Π²Π»ΡΡΡΠΈΡ
ΡΡΠ»ΡΠ³ΠΈ Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ; ΡΠ°ΡΡΠΈΡΠΈΡ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ Π½ΠΎΠ²ΡΠΌ, ΠΏΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ²Π½ΡΠΌ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΡΠΌ; ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠΈΡ ΡΡΠ½ΠΊΡΠΈΠΎΠ½ΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΡΠΈΡΡΠ΅ΠΌΡ Π½Π΅ΠΏΡΠ΅ΡΡΠ²Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ; ΡΠ°ΡΡΠΈΡΠΈΡ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ Π½Π΅ ΡΠΎΠ»ΡΠΊΠΎ Π²Π½Π΅Π΄ΡΠ΅Π½ΠΈΡ, Π½ΠΎ ΠΈ Π³Π΅Π½Π΅ΡΠ°ΡΠΈΠΈ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΉ Π² ΡΠΈΡΡΠ΅ΠΌΠ΅ Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ; ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠΈΡ ΡΠΎΡΡ ΡΠΊΡΠΏΠΎΡΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»Π° ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ; ΡΠ°ΡΡΠΈΡΠΈΡ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΠΊΠ°Π΄ΡΠΎΠ² Π΄Π»Ρ ΡΠΈΡΡΠ΅ΠΌΡ Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ. Π ΠΈΡΠΊΠΈ ΡΠΈΡΡΠΎΠ²ΠΈΠ·Π°ΡΠΈΠΈ Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΎΠΏΠΈΡΠ°Π½Ρ Ρ ΠΏΠΎΠΌΠΎΡΡΡ ΠΌΠΎΠ΄Π΅Π»ΠΈ ΡΡΠΌΠΌΠ°ΡΠ½ΡΡ
ΡΠΈΡΠΊΠΎΠ², Π²ΠΊΠ»ΡΡΠ°ΡΡΠ΅ΠΉ ΡΠΈΡΠΊΠΈ ΠΏΡΡΠΌΡΡ
ΠΏΠΎΡΠ΅ΡΡ, ΠΎΠ±ΡΡΠ»ΠΎΠ²Π»Π΅Π½Π½ΡΠ΅ Π½Π΅ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΠΉ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠ΅ΠΉ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ ΡΠΈΡΡΠΎΠ²ΠΈΠ·Π°ΡΠΈΠΈ Π² Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎΠΌ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ, ΠΈ ΡΠΈΡΠΊΠΈ Π½Π΅Π΄ΠΎΠΏΠΎΠ»ΡΡΠ΅Π½Π½ΠΎΠΉ Π²ΡΠ³ΠΎΠ΄Ρ, ΠΎΠ±ΡΡΠ»ΠΎΠ²Π»Π΅Π½Π½ΡΠ΅ Π½Π΅ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠ΅ΠΉ ΡΠΈΡΡΠΎΠ²ΠΈΠ·Π°ΡΠΈΠΈ Π² Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎΠΌ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ
ΠΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ ΡΡΡΠ°ΡΠ΅Π³ΠΈΠΈ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ Π² ΡΠ°Π·Π²ΠΈΡΠΈΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ: ΡΠ΅ΠΎΡΠ΅ΡΠΈΠΊΠΎ-ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΉ Π°ΡΠΏΠ΅ΠΊΡ
Introduction. The protracted global crisis in the world and national economy makes it necessary to find effective ways to overcome it.Purpose setting. In this regard, the paper formulated the goal of considering, from a theoretical and methodological standpoint, the postulates of a learning strategy in a professional organization formed as a result of overcoming the global crisis of the 1970s, in order to learn lessons for the formation and implementation of a strategy for effectively overcoming the current crisis of the 2020s.Methodology and methods of the study. The methodological basis of the research was made up of well-known scientific works devoted to the problem of implementing the processes of applying the learning strategy in the development of a professional organization.Results. The novelty of the results obtained lies in finding an explanation of the sources of opposition between the supporters of prescriptive and describing schools of management, including the school of education, in the formation of strategies, expressed in the fact that the postulates of prescriptive schools are more acceptable in a period of stable conditions for the activity of professional organizations, and those describing β in a period of crisis conditions. when it is necessary to act intensively, taking into account past experience, but in the interests of finding new solutions that are adequate to the changed external conditions.Conclusions. The results obtained demonstrate the feasibility of using the postulates of a learning strategy in the development of a professional organization based on the implementation of a sequence of strategic processes Β«purposeful actions β analysis of the consequences and their explanation β going furtherΒ» to overcome the current systemic crisis in the national economy.ΠΠ²Π΅Π΄Π΅Π½ΠΈΠ΅. ΠΠ°ΡΡΠΆΠ½ΠΎΠΉ Π³Π»ΠΎΠ±Π°Π»ΡΠ½ΡΠΉ ΠΊΡΠΈΠ·ΠΈΡ Π² ΠΌΠΈΡΠΎΠ²ΠΎΠΉ ΠΈ Π½Π°ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΠΊΠ΅ Π²ΡΠ·ΡΠ²Π°Π΅Ρ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡ ΠΏΠΎΠΈΡΠΊΠ° Π΄Π΅ΠΉΡΡΠ²Π΅Π½Π½ΡΡ
ΠΏΡΡΠ΅ΠΉ Π΅Π³ΠΎ ΠΏΡΠ΅ΠΎΠ΄ΠΎΠ»Π΅Π½ΠΈΡ. ΠΠΎΡΡΠ°Π½ΠΎΠ²ΠΊΠ° Π·Π°Π΄Π°ΡΠΈ.Π¦Π΅Π»Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ β ΡΠ°ΡΡΠΌΠΎΡΡΠ΅Π½ΠΈΠ΅ Ρ ΡΠ΅ΠΎΡΠ΅ΡΠΈΠΊΠΎ-ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΏΠΎΠ·ΠΈΡΠΈΠΉ ΠΏΠΎΡΡΡΠ»Π°ΡΠΎΠ² ΡΡΡΠ°ΡΠ΅Π³ΠΈΠΈ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ Π² ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ, ΡΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠΉ ΠΏΠΎ ΠΈΡΠΎΠ³Π°ΠΌ ΠΏΡΠ΅ΠΎΠ΄ΠΎΠ»Π΅Π½ΠΈΡ ΠΌΠΈΡΠΎΠ²ΠΎΠ³ΠΎ ΠΊΡΠΈΠ·ΠΈΡΠ° 1970-Ρ
Π³Π³., Ρ ΡΠ΅Π»ΡΡ ΠΈΠ·Π²Π»Π΅ΡΠ΅Π½ΠΈΡ ΡΡΠΎΠΊΠΎΠ² Π΄Π»Ρ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΈ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΡΡΡΠ°ΡΠ΅Π³ΠΈΠΈ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΏΡΠ΅ΠΎΠ΄ΠΎΠ»Π΅Π½ΠΈΡ ΡΠ΅ΠΊΡΡΠ΅Π³ΠΎ ΠΊΡΠΈΠ·ΠΈΡΠ° 2020-Ρ
Π³Π³.ΠΠ΅ΡΠΎΠ΄ΠΈΠΊΠ° ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ. ΠΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΡΡ ΠΎΡΠ½ΠΎΠ²Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΉ ΡΠΎΡΡΠ°Π²ΠΈΠ»ΠΈ ΠΈΠ·Π²Π΅ΡΡΠ½ΡΠ΅ Π½Π°ΡΡΠ½ΡΠ΅ ΡΡΡΠ΄Ρ, ΠΏΠΎΡΠ²ΡΡΠ΅Π½Π½ΡΠ΅ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ΅ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠΎΠ² ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ ΡΡΡΠ°ΡΠ΅Π³ΠΈΠΈ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ Π² ΡΠ°Π·Π²ΠΈΡΠΈΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ.Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ. ΠΠΎΠ²ΠΈΠ·Π½Π° ΠΏΠΎΠ»ΡΡΠ΅Π½Π½ΡΡ
ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ² Π·Π°ΠΊΠ»ΡΡΠ°Π΅ΡΡΡ Π² Π½Π°Ρ
ΠΎΠΆΠ΄Π΅Π½ΠΈΠΈ ΠΎΠ±ΡΡΡΠ½Π΅Π½ΠΈΡ ΠΈΡΡΠΎΡΠ½ΠΈΠΊΠΎΠ² ΠΏΡΠΎΡΠΈΠ²ΠΎΡΡΠΎΡΠ½ΠΈΡ ΡΡΠΎΡΠΎΠ½Π½ΠΈΠΊΠΎΠ² ΠΏΡΠ΅Π΄ΠΏΠΈΡΡΠ²Π°ΡΡΠΈΡ
ΠΈ ΠΎΠΏΠΈΡΡΠ²Π°ΡΡΠΈΡ
ΡΠΊΠΎΠ» ΠΌΠ΅Π½Π΅Π΄ΠΆΠΌΠ΅Π½ΡΠ°, Π²ΠΊΠ»ΡΡΠ°Ρ ΡΠΊΠΎΠ»Ρ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ, ΠΏΡΠΈ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠΈ ΡΡΡΠ°ΡΠ΅Π³ΠΈΠΉ, Π²ΡΡΠ°ΠΆΠ΅Π½Π½ΠΎΠΌ Π² ΡΠΎΠΌ, ΡΡΠΎ ΠΏΠΎΡΡΡΠ»Π°ΡΡ ΠΏΡΠ΅Π΄ΠΏΠΈΡΡΠ²Π°ΡΡΠΈΡ
ΡΠΊΠΎΠ» Π±ΠΎΠ»Π΅Π΅ ΠΏΡΠΈΠ΅ΠΌΠ»Π΅ΠΌΡ Π² ΠΏΠ΅ΡΠΈΠΎΠ΄ ΡΡΠ°Π±ΠΈΠ»ΡΠ½ΡΡ
ΡΡΠ»ΠΎΠ²ΠΈΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΉ, Π° ΠΎΠΏΠΈΡΡΠ²Π°ΡΡΠΈΡ
β Π² ΠΏΠ΅ΡΠΈΠΎΠ΄ ΠΊΡΠΈΠ·ΠΈΡΠ½ΡΡ
ΡΡΠ»ΠΎΠ²ΠΈΠΉ, ΠΊΠΎΠ³Π΄Π° Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎ ΠΈΠ½ΡΠ΅Π½ΡΠΈΠ²Π½ΠΎ Π΄Π΅ΠΉΡΡΠ²ΠΎΠ²Π°ΡΡ Ρ ΡΡΠ΅ΡΠΎΠΌ ΠΏΡΠΎΡΠ»ΠΎΠ³ΠΎ ΠΎΠΏΡΡΠ°, Π½ΠΎ Π² Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΠΈ ΠΏΠΎΠΈΡΠΊΠ° Π½ΠΎΠ²ΡΡ
Π²Π°ΡΠΈΠ°Π½ΡΠΎΠ² ΡΠ΅ΡΠ΅Π½ΠΈΠΉ, Π°Π΄Π΅ΠΊΠ²Π°ΡΠ½ΡΡ
ΠΈΠ·ΠΌΠ΅Π½ΠΈΠ²ΡΠΈΠΌΡΡ Π²Π½Π΅ΡΠ½ΠΈΠΌ ΡΡΠ»ΠΎΠ²ΠΈΡΠΌ.ΠΡΠ²ΠΎΠ΄Ρ. ΠΠΎΠ»ΡΡΠ΅Π½Π½ΡΠ΅ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ Π΄Π΅ΠΌΠΎΠ½ΡΡΡΠΈΡΡΡΡ ΡΠ΅Π»Π΅ΡΠΎΠΎΠ±ΡΠ°Π·Π½ΠΎΡΡΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΡ ΠΏΠΎΡΡΡΠ»Π°ΡΠΎΠ² ΡΡΡΠ°ΡΠ΅Π³ΠΈΠΈ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ Π² ΡΠ°Π·Π²ΠΈΡΠΈΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ, Π±Π°Π·ΠΈΡΡΡΡΠ΅ΠΉΡΡ Π½Π° ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΏΠΎΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΡΡΡΠ°ΡΠ΅Π³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΏΡΠΎΡΠ΅ΡΡΠΎΠ² Β«ΡΠ΅Π»Π΅ΡΡΡΡΠ΅ΠΌΠ»Π΅Π½Π½ΡΠ΅ Π΄Π΅ΠΉΡΡΠ²ΠΈΡ β Π°Π½Π°Π»ΠΈΠ· ΠΏΠΎΡΠ»Π΅Π΄ΡΡΠ²ΠΈΠΉ ΠΈ ΠΈΡ
ΠΎΠ±ΡΡΡΠ½Π΅Π½ΠΈΠ΅ β ΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ Π΄Π°Π»ΡΡΠ΅Β» Π΄Π»Ρ ΠΏΡΠ΅ΠΎΠ΄ΠΎΠ»Π΅Π½ΠΈΡ ΡΠ΅ΠΊΡΡΠ΅Π³ΠΎ ΡΠΈΡΡΠ΅ΠΌΠ½ΠΎΠ³ΠΎ ΠΊΡΠΈΠ·ΠΈΡΠ° Π² Π½Π°ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΠΊΠ΅
ΠΠΎΠ½ΡΠ΅ΠΏΡΡΠ°Π»ΡΠ½ΡΠ΅ ΠΏΠΎΠ΄Ρ ΠΎΠ΄Ρ ΠΊ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ ΠΊΠ°ΡΠ΅ΡΡΠ²Π° ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΠΊΠ°Π΄ΡΠΎΠ²
From a conceptual position, historical development trends, current problems and prospects for ensuring the quality of personnel training were considered, taking into account the provisions of the organization management and quality management concepts. For the first time, conceptual approaches to ensuring the quality of personnel training were systematized and it was shown that they can be described by the following stages of development: in the 1900s, the concept of monitoring the quality of personnel training according to accepted standards; in the 1910s β the concept of taking into account the variability of the characteristics of the quality of training in the continuous process of learning; in the 1920s β a concept based on the large-scale use of statistical methods of quality control; in the 1930s β the concept of ensuring the reliability of knowledge and skills that guarantee the ability of trainees to keep them within the established limits at specified time intervals; in the 1940s. β a concept based on accounting in the system of personnel training for the best practical experience of previous periods of study; in the 1950s, the concept of active use in the management of training processes for quality tools; in the 1960s, with the concept of quality training, based on the TQC and CWQC quality management methodologies, taking into account the behavioral approach concept; in the 1970s, with the concept of quality training based on the TQM methodology; in the 1980s, using the concept of a management culture and the universal quality management system (UQM) as a basis; in the 1990s β the concept of quality management training, based on innovation and the concept of quality- based management (QMC); in the 2000s β the concept of quality management training, based on the concept of management by objectives; in the 2010s β the concept of quality management training, based on the active introduction of information technology; in the 2020s β the concept of quality management based on combinatorial technologies.Π‘ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΡΠ°Π»ΡΠ½ΡΡ
ΠΏΠΎΠ·ΠΈΡΠΈΠΉ ΡΠ°ΡΡΠΌΠΎΡΡΠ΅Π½Ρ ΠΈΡΡΠΎΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΡΠ΅Π½Π΄Π΅Π½ΡΠΈΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ, ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΠ΅ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ ΠΈ ΠΏΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ²Ρ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ ΠΊΠ°ΡΠ΅ΡΡΠ²Π° ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΠΊΠ°Π΄ΡΠΎΠ² Ρ ΡΡΠ΅ΡΠΎΠΌ ΠΏΠΎΠ»ΠΎΠΆΠ΅Π½ΠΈΠΉ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠΉ ΠΌΠ΅Π½Π΅Π΄ΠΆΠΌΠ΅Π½ΡΠ° ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΠΈ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΊΠ°ΡΠ΅ΡΡΠ²ΠΎΠΌ. ΠΠΏΠ΅ΡΠ²ΡΠ΅ ΡΠΈΡΡΠ΅ΠΌΠ°ΡΠΈΠ·ΠΈΡΠΎΠ²Π°Π½Ρ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΡΠ°Π»ΡΠ½ΡΠ΅ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Ρ ΠΊ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ ΠΊΠ°ΡΠ΅ΡΡΠ²Π° ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΠΊΠ°Π΄ΡΠΎΠ² ΠΈ ΠΏΠΎΠΊΠ°Π·Π°Π½ΠΎ, ΡΡΠΎ ΠΎΠ½ΠΈ ΠΌΠΎΠ³ΡΡ Π±ΡΡΡ ΠΎΠΏΠΈΡΠ°Π½Ρ ΡΠ»Π΅Π΄ΡΡΡΠΈΠΌΠΈ ΡΡΠ°ΠΏΠ°ΠΌΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ: Π² 1900βΠ΅ Π³Π³. β ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠ΅ΠΉ ΠΊΠΎΠ½ΡΡΠΎΠ»Ρ ΠΊΠ°ΡΠ΅ΡΡΠ²Π° ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΠΊΠ°Π΄ΡΠΎΠ² ΠΏΠΎ ΠΏΡΠΈΠ½ΡΡΡΠΌ ΡΡΠ°Π½Π΄Π°ΡΡΠ°ΠΌ; Π² 1910βΠ΅ Π³Π³. β ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠ΅ΠΉ ΡΡΠ΅ΡΠ° Π²Π°ΡΠΈΠ°Π±Π΅Π»ΡΠ½ΠΎΡΡΠΈ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊ ΠΊΠ°ΡΠ΅ΡΡΠ²Π° ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΠΊΠ°Π΄ΡΠΎΠ² ΠΏΡΠΈ ΠΏΠΎΡΠΎΡΠ½ΠΎΠΌ ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ; Π² 1920βΠ΅ Π³Π³. β ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠ΅ΠΉ, ΠΎΡΠ½ΠΎΠ²Π°Π½Π½ΠΎΠΉ Π½Π° ΠΌΠ°ΡΡΡΠ°Π±Π½ΠΎΠΌ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠΈ ΡΡΠ°ΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ² ΠΊΠΎΠ½ΡΡΠΎΠ»Ρ ΠΊΠ°ΡΠ΅ΡΡΠ²Π°; Π² 1930βΠ΅ Π³Π³. β ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠ΅ΠΉ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ Π½Π°Π΄Π΅ΠΆΠ½ΠΎΡΡΠΈ Π·Π½Π°Π½ΠΈΠΉ, ΡΠΌΠ΅Π½ΠΈΠΉ ΠΈ Π½Π°Π²ΡΠΊΠΎΠ², Π³Π°ΡΠ°Π½ΡΠΈΡΡΡΡΠΈΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΡ ΠΎΠ±ΡΡΠ°Π΅ΠΌΡΡ
ΡΠΎΡ
ΡΠ°Π½ΡΡΡ ΠΈΡ
Π² ΡΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½Π½ΡΡ
ΠΏΡΠ΅Π΄Π΅Π»Π°Ρ
Π² Π·Π°Π΄Π°Π½Π½ΡΡ
Π²ΡΠ΅ΠΌΠ΅Π½Π½ΡΡ
ΠΈΠ½ΡΠ΅ΡΠ²Π°Π»Π°Ρ
; Π² 1940βΠ΅ Π³Π³. β ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠ΅ΠΉ, ΠΎΡΠ½ΠΎΠ²Π°Π½Π½ΠΎΠΉ Π½Π° ΡΡΠ΅ΡΠ΅ Π² ΡΠΈΡΡΠ΅ΠΌΠ΅ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠ΅ ΠΊΠ°Π΄ΡΠΎΠ² Π»ΡΡΡΠ΅Π³ΠΎ ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΎΠΏΡΡΠ° ΠΏΡΠ΅Π΄ΡΠ΄ΡΡΠΈΡ
ΠΏΠ΅ΡΠΈΠΎΠ΄ΠΎΠ² ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ; Π² 1950βΠ΅ Π³Π³. β ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠ΅ΠΉ Π°ΠΊΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠΈ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠ°ΠΌΠΈ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΠΊΠ°Π΄ΡΠΎΠ² ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΠΎΠ² ΠΊΠ°ΡΠ΅ΡΡΠ²Π°; Π² 1960βΠ΅ Π³Π³. β ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠ΅ΠΉ ΠΊΠ°ΡΠ΅ΡΡΠ²Π° ΠΏΠΎΠ΄- Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΠΊΠ°Π΄ΡΠΎΠ², Π±Π°Π·ΠΈΡΡΡΡΠ΅ΠΉΡΡ Π½Π° ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΡ
ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΊΠ°ΡΠ΅ΡΡΠ²ΠΎΠΌ TQC ΠΈ CWQC Ρ ΡΡΠ΅ΡΠΎΠΌ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠΈ ΠΏΠΎΠ²Π΅Π΄Π΅Π½ΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π°; Π² 1970βΠ΅ Π³Π³. β ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠ΅ΠΉ ΠΊΠ°ΡΠ΅ΡΡΠ²Π° ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΠΊΠ°Π΄ΡΠΎΠ², Π±Π°Π·ΠΈΡΡΡΡΠ΅ΠΉΡΡ Π½Π° ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΠΈ TQM; Π² 1980βΠ΅ Π³Π³. β ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ Π² ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅ ΠΎΡΠ½ΠΎΠ²Ρ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠΈ ΠΊΡΠ»ΡΡΡΡΡ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΈ ΡΠΈΡΡΠ΅ΠΌΡ ΡΠ½ΠΈΠ²Π΅ΡΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΌΠ΅Π½Π΅Π΄ΠΆΠΌΠ΅Π½ΡΠ° ΠΊΠ°ΡΠ΅ΡΡΠ²Π° (UQM); Π² 1990βΠ΅ Π³Π³. β ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠ΅ΠΉ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΊΠ°ΡΠ΅ΡΡΠ²ΠΎΠΌ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΠΊΠ°Π΄ΡΠΎΠ², ΠΎΡΠ½ΠΎΠ²Π°Π½Π½Π°Ρ Π½Π° ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΡΡ
ΠΈ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠΈ ΠΌΠ΅Π½Π΅Π΄ΠΆΠΌΠ΅Π½ΡΠ° Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΠΊΠ°ΡΠ΅ΡΡΠ²Π° (QMC); Π² 2000βΠ΅ Π³Π³. β ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠ΅ΠΉ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΊΠ°ΡΠ΅ΡΡΠ²ΠΎΠΌ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΠΊΠ°Π΄ΡΠΎΠ², Π±Π°Π·ΠΈΡΡΡΡΠ΅ΠΉΡΡ Π½Π° ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠΈ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΏΠΎ ΡΠ΅Π»ΡΠΌ; Π² 2010βΠ΅ Π³Π³. β ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠ΅ΠΉ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΊΠ°ΡΠ΅ΡΡΠ²ΠΎΠΌ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΠΊΠ°Π΄ΡΠΎΠ², ΠΎΡΠ½ΠΎΠ²Π°Π½Π½ΠΎΠΉ Π½Π° Π°ΠΊΡΠΈΠ²Π½ΠΎΠΌ Π²Π½Π΅Π΄ΡΠ΅Π½ΠΈΠΈ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΡΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ; Π² 2020βΠ΅ Π³Π³. β ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠ΅ΠΉ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΊΠ°ΡΠ΅ΡΡΠ²ΠΎΠΌ Π½Π° Π±Π°Π·Π΅ ΠΊΠΎΠΌΠ±ΠΈΠ½Π°ΡΠΎΡΠ½ΡΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ
ΠΠ΅ΠΎΠ±Ρ ΠΎΠ΄ΠΈΠΌΠΎΡΡΡ ΡΠ΅ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΠΈΡΡΠ΅ΠΌΡ ΠΎΡΠ΅ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΊΠ°ΠΊ ΠΎΡΠ²Π΅Ρ Π½Π° Π²ΡΠ·ΠΎΠ²Ρ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ΅ΡΡΠ²Π°
The article considers problems of developing the domestic higher education system in modern conditions, which determine the need for its reforming. It shows that these problems, as in many areas of nationalΒ socio-economic development, are complex in nature, due to a serious loss of the best traditions of Soviet higherΒ education, illegal copying non-best examples of foreign experience, a significant imbalance in the system of science,Β higher education and production (economic activity) relationships in the domestic space. The paper highlights keyΒ problems of developing the domestic higher education system, and the main trends of its reforming, which meet theΒ challenge of modern society and the needs of the future society. It demonstrates that the need to reform the systemΒ of domestic higher education as a response to the modern society challenges today is determined by the urgency ofΒ simultaneous implementation of all innovative changes inherent in innovations according to J. Schumpeter in theΒ system of domestic higher education, including the need to change the approachΒ to selecting the student contingentΒ contributing to choosing the most capable and talented youth for universities; a radial shift as a result of changingΒ the technological structures of the product (goods, works, services) composition, which requires an adequate changeΒ in training the university personnel; intensive development of educationalΒ technologies due to new opportunitiesΒ provided by information technologies; expedient modification of organizational structures in theΒ higher educationΒ system due to the possibilities of digitalization; changing the nature of the βstate-universityβ link interaction forcingΒ universities to prepare universal graduates as the opportunities of employment in a particular profession for graduates of RussianΒ universities have become probabilistic due to the changed marketΒ conditions. The authors proposeΒ an algorithm to form a new methodological approach for adaptive transformations of the higherΒ education systemΒ using end-to-end digital technologies.Π Π°ΡΡΠΌΠΎΡΡΠ΅Π½Ρ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠΈΡΡΠ΅ΠΌΡ ΠΎΡΠ΅ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΡ
Β ΡΡΠ»ΠΎΠ²ΠΈΡΡ
, ΠΎΠΏΡΠ΅Π΄Π΅Π»ΡΡΡΠΈΡ
Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡ Π΅Π³ΠΎ ΡΠ΅ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ. ΠΠΎΠΊΠ°Π·Π°Π½ΠΎ, ΡΡΠΎ ΡΡΠΈ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ, ΠΊΠ°ΠΊ ΠΈ Π²ΠΎ ΠΌΠ½ΠΎΠ³ΠΈΡ
Β ΠΎΠ±Π»Π°ΡΡΡΡ
Π½Π°ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ, Π½ΠΎΡΡΡ ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ½ΡΠΉ Ρ
Π°ΡΠ°ΠΊΡΠ΅Ρ, ΠΎΠ±ΡΡΠ»ΠΎΠ²Π»Π΅Π½Π½ΡΠΉΒ ΡΠ΅ΡΡΠ΅Π·Π½ΠΎΠΉ ΡΡΡΠ°ΡΠΎΠΉ Π»ΡΡΡΠΈΡ
ΡΡΠ°Π΄ΠΈΡΠΈΠΉ ΡΠΎΠ²Π΅ΡΡΠΊΠΎΠΉ Π²ΡΡΡΠ΅ΠΉ ΡΠΊΠΎΠ»Ρ, Π½Π΅ΠΏΡΠ°Π²ΠΎΠΌΠ΅ΡΠ½ΡΠΌ ΠΊΠΎΠΏΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ Π½Π΅Π»ΡΡΡΠΈΡ
Β ΠΎΠ±ΡΠ°Π·ΡΠΎΠ² Π·Π°ΡΡΠ±Π΅ΠΆΠ½ΠΎΠ³ΠΎ ΠΎΠΏΡΡΠ°, ΡΡΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠΉ ΡΠ°Π·Π±Π°Π»Π°Π½ΡΠΈΡΠΎΠ²ΠΊΠΎΠΉ Π² ΡΠΈΡΡΠ΅ΠΌΠ΅ Π²Π·Π°ΠΈΠΌΠΎΡΠ²ΡΠ·Π΅ΠΉ Π½Π°ΡΠΊΠΈ,Β Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΈ ΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΡΡΠ²Π° (Ρ
ΠΎΠ·ΡΠΉΡΡΠ²Π΅Π½Π½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ) Π½Π° ΠΎΡΠ΅ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠΌΒ ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²Π΅. ΠΡΠ΄Π΅Π»Π΅Π½Ρ ΠΊΠ»ΡΡΠ΅Π²ΡΠ΅Β ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠΈΡΡΠ΅ΠΌΡ ΠΎΡΠ΅ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΈ ΠΏΠΎΠΊΠ°Π·Π°Π½Ρ ΠΎΡΠ½ΠΎΠ²Π½ΡΠ΅ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ Π΅Π³ΠΎΒ ΡΠ΅ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ, ΠΎΡΠ²Π΅ΡΠ°ΡΡΠΈΠ΅ Π²ΡΠ·ΠΎΠ²Π°ΠΌ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ΅ΡΡΠ²Π° ΠΈ ΠΏΠΎΡΡΠ΅Π±Π½ΠΎΡΡΡΠΌ ΠΎΠ±ΡΠ΅ΡΡΠ²Π° Π±ΡΠ΄ΡΡΠ΅Π³ΠΎ. ΠΠΎΠΊΠ°Π·Π°Π½ΠΎ, ΡΡΠΎ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡΒ ΡΠ΅ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΠΈΡΡΠ΅ΠΌΡ ΠΎΡΠ΅ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΊΠ°ΠΊ ΠΎΡΠ²Π΅Ρ Π½Π° Π²ΡΠ·ΠΎΠ²ΡΒ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ΅ΡΡΠ²Π° ΡΠ΅Π³ΠΎΠ΄Π½Ρ ΠΎΠΏΡΠ΅Π΄Π΅Π»ΡΠ΅ΡΡΡ Π½Π°ΡΡΠΎΡΡΠ΅Π»ΡΠ½ΠΎΡΡΡΡ ΠΎΠ΄Π½ΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎΒ ΠΎΡΡΡΠ΅ΡΡΠ²Π»Π΅Π½ΠΈΡ Π² ΡΠΈΡΡΠ΅ΠΌΠ΅Β ΠΎΡΠ΅ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π²ΡΠ΅Ρ
ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΡΡ
ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΠΉ, ΠΏΡΠΈΡΡΡΠΈΡ
ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΡΠΌ, ΠΏΠΎ Π. Π¨ΡΠΌΠΏΠ΅ΡΠ΅ΡΡ, Π²ΠΊΠ»ΡΡΠ°Ρ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΡΒ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π° ΠΊ ΠΎΡΠ±ΠΎΡΡ ΠΊΠΎΠ½ΡΠΈΠ½Π³Π΅Π½ΡΠ° ΠΎΠ±ΡΡΠ°Π΅ΠΌΡΡ
, ΡΠΏΠΎΡΠΎΠ±ΡΡΠ²ΡΡΡΠ΅Π³ΠΎΒ ΠΎΡΠ±ΠΎΡΡ Π² Π²ΡΠ·Ρ Π½Π°ΠΈΠ±ΠΎΠ»Π΅Π΅ ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΠΉ ΠΈ ΡΠ°Π»Π°Π½ΡΠ»ΠΈΠ²ΠΎΠΉ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠΈ; ΡΠ°Π΄ΠΈΠ°Π»ΡΠ½ΠΎΠ΅ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ Π² ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠ΅ ΡΠΌΠ΅Π½ΡΒ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠΊΠ»Π°Π΄ΠΎΠ² ΡΠΎΡΡΠ°Π²Π° ΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΠΈΠΌΠΎΠΉ ΠΏΡΠΎΠ΄ΡΠΊΡΠΈΠΈ (ΡΠΎΠ²Π°ΡΠΎΠ², ΡΠ°Π±ΠΎΡ, ΡΡΠ»ΡΠ³), ΡΡΠ΅Π±ΡΡΡΠ΅Π΅ Π°Π΄Π΅ΠΊΠ²Π°ΡΠ½ΠΎΠ³ΠΎΒ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΡ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΠΊΠ°Π΄ΡΠΎΠ² Π² Π²ΡΠ·Π°Ρ
; ΠΈΠ½ΡΠ΅Π½ΡΠΈΠ²Π½ΠΎΠ΅ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ, ΠΎΠ±ΡΡΠ»ΠΎΠ²Π»Π΅Π½Π½ΠΎΠ΅Β Π½ΠΎΠ²ΡΠΌΠΈ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡΠΌΠΈ, ΠΏΡΠ΅Π΄ΠΎΡΡΠ°Π²Π»ΡΠ΅ΠΌΡΠΌΠΈ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΡΠΌΠΈ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΡΠΌΠΈ; ΡΠ΅Π»Π΅ΡΠΎΠΎΠ±ΡΠ°Π·Π½ΠΎΠ΅ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΠ΅Β ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΎΠ½Π½ΡΡ
ΡΡΡΡΠΊΡΡΡ Π² ΡΠΈΡΡΠ΅ΠΌΠ΅ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, ΠΎΠ±ΡΡΠ»ΠΎΠ²Π»Π΅Π½Π½ΠΎΠ΅ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡΠΌΠΈ ΡΠΈΡΡΠΎΠ²ΠΈΠ·Π°ΡΠΈΠΈ;Β ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠ° Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ Π·Π²Π΅Π½Π° Β«Π³ΠΎΡΡΠ΄Π°ΡΡΡΠ²ΠΎ β Π²ΡΠ·Β», Π²ΡΠ½ΡΠΆΠ΄Π°ΡΡΠ΅Π΅ Π²ΡΠ·Ρ Π² ΡΠΈΠ»ΡΒ ΠΈΠ·ΠΌΠ΅Π½ΠΈΠ²ΡΠΈΡ
ΡΡΒ ΡΡΠ½ΠΎΡΠ½ΡΡ
ΡΡΠ»ΠΎΠ²ΠΈΠΉ Π³ΠΎΡΠΎΠ²ΠΈΡΡ Π²ΡΠΏΡΡΠΊΠ½ΠΈΠΊΠΎΠ²-ΡΠ½ΠΈΠ²Π΅ΡΡΠ°Π»ΠΎΠ², ΠΏΠΎΡΠΊΠΎΠ»ΡΠΊΡ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ ΡΡΡΠ΄ΠΎΡΡΡΡΠΎΠΉΡΡΠ²Π° ΠΏΠΎ ΡΠΎΠΉΒ ΠΈΠ»ΠΈ ΠΈΠ½ΠΎΠΉ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΈ Π΄Π»Ρ Π²ΡΠΏΡΡΠΊΠ½ΠΈΠΊΠΎΠ² ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΡ
Π²ΡΠ·ΠΎΠ² ΡΡΠ°Π»ΠΈ Π½ΠΎΡΠΈΡΡ Π²Π΅ΡΠΎΡΡΠ½ΠΎΡΡΠ½ΡΠΉ Ρ
Π°ΡΠ°ΠΊΡΠ΅Ρ. ΠΡΠ΅Π΄Π»ΠΎΠΆΠ΅Π½Β Π°Π»Π³ΠΎΡΠΈΡΠΌ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π½ΠΎΠ²ΠΎΠ³ΠΎ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π° Π°Π΄Π°ΠΏΡΠΈΠ²Π½ΡΡ
ΡΡΠ°Π½ΡΡΠΎΡΠΌΠ°ΡΠΈΠΉ ΡΠΈΡΡΠ΅ΠΌΡ Π²ΡΡΡΠ΅Π³ΠΎΒ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Ρ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ ΡΠΊΠ²ΠΎΠ·Π½ΡΡ
ΡΠΈΡΡΠΎΠ²ΡΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ, Π·Π°ΠΊΠ»ΡΡΠ°ΡΡΠ΅Π³ΠΎΡΡ Π² ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠ΅ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠΈΒ Π°Π΄Π°ΠΏΡΠΈΠ²Π½ΡΡ
ΡΡΠ°Π½ΡΡΠΎΡΠΌΠ°ΡΠΈΠΉ ΡΠΈΡΡΠ΅ΠΌΡ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Ρ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ ΡΠΊΠ²ΠΎΠ·Π½ΡΡ
ΡΠΈΡΡΠΎΠ²ΡΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ
ΠΡΠΎΠ³Π½ΠΎΠ·Π½ΡΠ΅ ΠΎΡΠ΅Π½ΠΊΠΈ ΠΏΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ² ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠΏΡΠ°Π²Π»Π΅Π½ΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΡΡΠ΄Π° ΠΈ ΡΠΎΠ»Π΅ΠΉ ΠΌΠ΅Π½Π΅Π΄ΠΆΠ΅ΡΠΎΠ² Π² 2020β2030 Π΅ Π³ΠΎΠ΄Ρ
The directions and prospects for the develΒopment of managerial work and the roles of managΒers during the change of the fifth technological parΒadigm to the sixth one, expected in the 2020s, and during the beginning of the development of the sixth technological paradigm, expected in the 2030s, are analyzed. Based on expert assessments, the dynamΒics of managerial roles allocated by Henry MintzΒberg was evaluated, including the roles of: manager, figurehead, leader, liaison, information receiver, inΒformation distributor, representative, entrepreneur, conflict and problem tamer, resource distributor, neΒgotiator. The general forecast of the expected dynamΒics of interpersonal management roles, information management roles and management roles associated with decision-making expected in the 2020-2030s is presented. The forecast was made on the basis of the consideration of objective laws of changes in manΒagement concepts associated with the small (10βyear) cycles of economic activity by K. Zhuglyar within the framework of large (50βyear) cycles of economic acΒtivity by Kondratiev, focusing on the concept of the combinatorial approach to management, expected to be dominating in the 2020s, and on the management concept based on the use of human capital, expected as the basis for the economy of the 2030s. It is shown that the actualization of the majority of the roles of managers allocated according to G. MintzbengΒ»s classification, is expected during the global economic crisis of the 2020s. It is predicted that in the 2020s during the period of the global economic crisis, the following managerial roles in the organization will be most demanded (according to G. Mintzberg): the role of liaison, the role of information receiver and the role of conflict and problem tamer. It is also predicted that in the 2030s, during the period of the beginning of economic activity growth within the framework of the sixth technological order, the most demanded managerial roles in the organization (acΒcording to G. Mintzberg) will be: the role of a leader, the role of information disseminator and the role of entrepreneur.ΠΡΠΎΠ°Π½Π°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π½Ρ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΈ ΠΏΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ²Ρ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠΏΡΠ°Π²Π»Π΅Π½ΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΡΡΒΠ΄Π° ΠΈ ΡΠΎΠ»Π΅ΠΉ ΠΌΠ΅Π½Π΅Π΄ΠΆΠ΅ΡΠΎΠ² Π² ΠΏΠ΅ΡΠΈΠΎΠ΄ ΡΠΌΠ΅Π½Ρ ΠΏΡΡΠΎΠ³ΠΎ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠΊΠ»Π°Π΄Π° ΡΠ΅ΡΡΡΠΌ, ΠΎΠΆΠΈΠ΄Π°Π΅ΠΌΠΎΠ΅ Π² 2020βΠ΅ Π³ΠΎΠ΄Ρ, ΠΈ Π² ΠΏΠ΅ΡΠΈΠΎΠ΄ Π½Π°ΡΠ°Π»Π΅ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠ΅ΡΡΠΎΒΠ³ΠΎ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠΊΠ»Π°Π΄Π°, ΠΎΠΆΠΈΠ΄Π°Π΅ΠΌΠΎΠ³ΠΎ Π² 2030βΠ΅ Π³ΠΎΠ΄Ρ. ΠΠ° ΠΎΡΠ½ΠΎΠ²Π΅ ΠΏΡΠΎΠ²Π΅Π΄Π΅Π½ΠΈΡ ΡΠΊΡΠΏΠ΅ΡΡΠ½ΡΡ
ΠΎΡΠ΅Π½ΠΎΠΊ ΠΎΡΠ΅Π½Π΅Π½Π° Π΄ΠΈΠ½Π°ΠΌΠΈΠΊΠ° ΡΠΏΡΠ°Π²Π»Π΅Π½ΡΠ΅ΡΠΊΠΈΡ
ΡΠΎΠ»Π΅ΠΉ, Π²ΡΠ΄Π΅ΒΠ»ΡΠ΅ΠΌΡΡ
Π. ΠΠΈΠ½ΡΠ±Π΅ΡΠ³ΠΎΠΌ, Π²ΠΊΠ»ΡΡΠ°Ρ ΡΠΎΠ»ΠΈ: ΠΌΠ΅Π½Π΅Π΄ΠΆΠ΅ΒΡΠ°, Π½ΠΎΠΌΠΈΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ Π³Π»Π°Π²Ρ, Π»ΠΈΠ΄Π΅ΡΠ°, ΡΠ²ΡΠ·ΡΡΡΠ΅Π³ΠΎ Π·Π²Π΅ΒΠ½Π°, ΠΏΡΠΈΠ΅ΠΌΠ½ΠΈΠΊΠ° ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ, ΡΠ°ΡΠΏΡΠΎΡΡΡΠ°Π½ΠΈΡΠ΅Π»Ρ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ, ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΠΈΡΠ΅Π»Ρ, ΠΏΡΠ΅Π΄ΠΏΡΠΈΠ½ΠΈΠΌΠ°ΡΠ΅Π»Ρ, ΡΠΊΡΠΎΡΠΈΡΠ΅Π»Ρ ΠΊΠΎΠ½ΡΠ»ΠΈΠΊΡΠΎΠ² ΠΈ ΠΏΡΠΎΠ±Π»Π΅ΠΌ, ΡΠ°ΡΠΏΡΠ΅Π΄Π΅Π»ΠΈΒΡΠ΅Π»Ρ ΡΠ΅ΡΡΡΡΠΎΠ², ΠΏΠ΅ΡΠ΅Π³ΠΎΠ²ΠΎΡΡΠΈΠΊΠ°. ΠΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ ΠΎΠ±ΒΡΠΈΠΉ ΠΏΡΠΎΠ³Π½ΠΎΠ· ΠΎΠΆΠΈΠ΄Π°Π΅ΠΌΠΎΠΉ Π² 2020β2030βΠ΅ Π³ΠΎΠ΄Ρ Π΄ΠΈΒΠ½Π°ΠΌΠΈΠΊΠΈ ΠΌΠ΅ΠΆΠ»ΠΈΡΠ½ΠΎΡΡΠ½ΡΡ
ΡΠΎΠ»Π΅ΠΉ ΠΌΠ΅Π½Π΅Π΄ΠΆΠΌΠ΅Π½ΡΠ°, ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΡΡ
ΡΠΎΠ»Π΅ΠΉ ΠΌΠ΅Π½Π΅Π΄ΠΆΠΌΠ΅Π½ΡΠ° ΠΈ ΡΠΎΠ»Π΅ΠΉ ΠΌΠ΅Π½Π΅Π΄ΠΆΠΌΠ΅Π½ΡΠ°, ΡΠ²ΡΠ·Π°Π½Π½ΡΡ
Ρ ΠΏΡΠΈΠ½ΡΡΠΈΠ΅ΠΌ ΡΠ΅ΡΠ΅Π½ΠΈΠΉ. ΠΡΠΎΠ³Π½ΠΎΠ· Π²ΡΠΏΠΎΠ»Π½Π΅Π½ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΡΡΠ΅ΡΠ° Π·Π°ΠΊΠΎΠ½ΠΎΠΌΠ΅ΡΠ½ΠΎΒΡΡΠ΅ΠΉ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΡ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠΉ ΠΌΠ΅Π½Π΅Π΄ΠΆΠΌΠ΅Π½ΡΠ°, ΠΏΡΠΈΒΠ²ΡΠ·Π°Π½Π½ΡΡ
ΠΊ ΠΌΠ°Π»ΡΠΌ (10βΠ»Π΅ΡΠ½ΠΈΠΌ) ΡΠΈΠΊΠ»Π°ΠΌ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΒΡΠ΅ΡΠΊΠΎΠΉ Π°ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ Π. ΠΡΠ³Π»ΡΡΠ°, Π² ΡΠ°ΠΌΠΊΠ°Ρ
Π±ΠΎΠ»ΡΒΡΠΈΡ
(50βΠ»Π΅ΡΠ½ΠΈΡ
) ΡΠΈΠΊΠ»ΠΎΠ² ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ Π°ΠΊΡΠΈΠ²Π½ΠΎΒΡΡΠΈ Π. Π. ΠΠΎΠ½Π΄ΡΠ°ΡΡΠ΅Π²Π° Ρ Π°ΠΊΡΠ΅Π½ΡΠΎΠΌ Π½Π° ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΡ ΠΊΠΎΠΌΠ±ΠΈΠ½Π°ΡΠΎΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π° ΠΊ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ, ΠΎΠΆΠΈΠ΄Π°Π΅ΠΌΡΡ Π² ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅ Π΄ΠΎΠΌΠΈΠ½ΠΈΡΡΡΡΠ΅ΠΉ Π² 2020βΠ΅ Π³ΠΎΠ΄Ρ ΠΈ Π½Π° ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΡ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΒΠ²Π°Π½ΠΈΡ ΡΠ΅Π»ΠΎΠ²Π΅ΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΊΠ°ΠΏΠΈΡΠ°Π»Π°, ΠΎΠΆΠΈΠ΄Π°Π΅ΠΌΡΡ Π² ΠΊΠ°ΒΡΠ΅ΡΡΠ²Π΅ Π±Π°Π·ΠΎΠ²ΠΎΠΉ Π² ΡΠΊΠΎΠ½ΠΎΠΌΠΈΠΊΠ΅ 2030βΡ
Π³ΠΎΠ΄ΠΎΠ². ΠΠΎΠΊΠ°ΒΠ·Π°Π½ΠΎ, ΡΡΠΎ Π°ΠΊΡΡΠ°Π»ΠΈΠ·Π°ΡΠΈΡ Π±ΠΎΠ»ΡΡΠΈΠ½ΡΡΠ²Π° ΡΠΎΠ»Π΅ΠΉ ΠΌΠ΅ΒΠ½Π΅Π΄ΠΆΠ΅ΡΠΎΠ², Π²ΡΠ΄Π΅Π»ΡΠ΅ΠΌΡΡ
ΡΠΎΠ³Π»Π°ΡΠ½ΠΎ ΠΊΠ»Π°ΡΡΠΈΡΠΈΠΊΠ°ΡΠΈΠΈ Π. ΠΠΈΠ½ΡΠ±Π΅Π½ΡΠ³Π° ΠΎΠΆΠΈΠ΄Π°Π΅ΡΡΡ Π² ΠΏΠ΅ΡΠΈΠΎΠ΄ ΠΌΠΈΡΠΎΠ²ΠΎΠ³ΠΎ ΡΠΊΠΎΒΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΊΡΠΈΠ·ΠΈΡΠ° 2020βΡ
Π³ΠΎΠ΄ΠΎΠ². Π‘ΠΏΡΠΎΠ³Π½ΠΎΠ·ΠΈΡΠΎΒΠ²Π°Π½ΠΎ, ΡΡΠΎ Π² 2020βΠ΅ Π³ΠΎΠ΄Ρ Π² ΠΏΠ΅ΡΠΈΠΎΠ΄ ΠΌΠΈΡΠΎΠ²ΠΎΠ³ΠΎ ΡΠΊΠΎΒΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΊΡΠΈΠ·ΠΈΡΠ° Π½Π°ΠΈΠ±ΠΎΠ»Π΅Π΅ Π²ΠΎΡΡΡΠ΅Π±ΠΎΠ²Π°Π½Π½ΡΠΌΠΈ Π±ΡΠ΄ΡΡ ΡΠ»Π΅Π΄ΡΡΡΠΈΠ΅ ΡΠΏΡΠ°Π²Π»Π΅Π½ΡΠ΅ΡΠΊΠΈΠ΅ ΡΠΎΠ»ΠΈ Π² ΠΎΡΠ³Π°Π½ΠΈΒΠ·Π°ΡΠΈΠΈ (ΠΏΠΎ Π. ΠΠΈΠ½ΡΠ±Π΅ΡΠ³Ρ): ΡΠΎΠ»Ρ ΡΠ²ΡΠ·ΡΡΡΠ΅Π³ΠΎ Π·Π²Π΅Π½Π°, ΡΠΎΠ»Ρ ΠΏΡΠΈΠ΅ΠΌΠ½ΠΈΠΊΠ° ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ ΠΈ ΡΠΎΠ»Ρ ΡΠΊΡΠΎΡΠΈΡΠ΅Π»Ρ ΠΊΠΎΠ½ΡΠ»ΠΈΠΊΡΠΎΠ² ΠΈ ΠΏΡΠΎΠ±Π»Π΅ΠΌ. Π’Π°ΠΊΠΆΠ΅ ΡΠΏΡΠΎΠ³Π½ΠΎΠ·ΠΈΡΠΎΠ²Π°Π½ΠΎ, ΡΡΠΎ Π² 2030βΠ΅ Π³ΠΎΠ΄Ρ Π² ΠΏΠ΅ΡΠΈΠΎΠ΄ Π½Π°ΡΠ°Π»Π° ΡΠΎΡΡΠ° ΡΠΊΠΎΠ½ΠΎΠΌΠΈΒΡΠ΅ΡΠΊΠΎΠΉ Π°ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ Π² ΡΠ°ΠΌΠΊΠ°Ρ
ΡΠ΅ΡΡΠΎΠ³ΠΎ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΒΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠΊΠ»Π°Π΄Π° Π½Π°ΠΈΠ±ΠΎΠ»Π΅Π΅ Π²ΠΎΡΡΡΠ΅Π±ΠΎΠ²Π°Π½Π½ΡΠΌΠΈ ΡΠΏΡΠ°Π²ΒΠ»Π΅Π½ΡΠ΅ΡΠΊΠΈΠΌΠΈ ΡΠΎΠ»ΡΠΌΠΈ Π² ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ (ΠΏΠΎ Π. ΠΠΈΠ½ΡΠ±Π΅ΡΒΠ³Ρ) Π±ΡΠ΄ΡΡ: ΡΠΎΠ»Ρ Π»ΠΈΠ΄Π΅ΡΠ°, ΡΠΎΠ»Ρ ΡΠ°ΡΠΏΡΠΎΡΡΡΠ°Π½ΠΈΡΠ΅Π»Ρ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ ΠΈ ΡΠΎΠ»Ρ ΠΏΡΠ΅Π΄ΠΏΡΠΈΠ½ΠΈΠΌΠ°ΡΠ΅Π»Ρ.
ΠΠ΅ΡΠΎΡΡΠ½ΡΠ΅ ΡΡΠ΅Π½Π΄Ρ ΡΡΠ°Π½ΡΡΠΎΡΠΌΠ°ΡΠΈΠΈ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΡ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΡ Π±Π°ΠΊΠ°Π»Π°Π²ΡΠΈΠ°ΡΠ° ΠΏΠΎ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ Β«ΠΌΠ΅Π½Π΅Π΄ΠΆΠΌΠ΅Π½ΡΒ» Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ ΠΏΠΎΡΡΠΈΠ½Π΄ΡΡΡΡΠΈΠ°Π»ΡΠ½ΠΎΠΉ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΠΊΠΈ
The paper considers processes of the managerial activity dynamics in the context of changing the economy technological patterns accompanied by the global financial crisis, and aggravated by the coronavirus pandemic, which led to localization, slowdown and even partial paralysis of many processes of socioeconomic development. Through the prism of ongoing the society socioeconomic changes, probable trends are described which transform the undergraduate curriculum content of the training direction Β«ManagementΒ» in the higher education system in modern conditions of the post-industrial economy development. As a description results of the process evolution of developing the practical applied directions of management synchronized with the concept evolution of developing management as a science formed within the framework of economic activity business cycles by K. Zhuglyar, it is shown that the next decade (2020-2030) the greatest development in the management practice (due to the socioeconomic development characteristics in the reviewed period) will receive such areas as communication management and coordination management.Π Π°ΡΡΠΌΠΎΡΡΠ΅Π½Ρ ΠΏΡΠΎΡΠ΅ΡΡΡ Π΄ΠΈΠ½Π°ΠΌΠΈΠΊΠΈ ΡΠΏΡΠ°Π²Π»Π΅Π½ΡΠ΅ΡΠΊΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΠΏΡΠΎΠΈΡΡ
ΠΎΠ΄ΡΡΠ΅ΠΉ ΡΠΌΠ΅Π½Ρ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠΊΠ»Π°Π΄ΠΎΠ² ΡΠΊΠΎΠ½ΠΎΠΌΠΈΠΊΠΈ, ΡΠΎΠΏΡΠΎΠ²ΠΎΠΆΠ΄Π°ΡΡΠ΅ΠΉΡΡ ΠΌΠΈΡΠΎΠ²ΡΠΌ ΡΠΈΠ½Π°Π½ΡΠΎΠ²ΡΠΌ ΠΊΡΠΈΠ·ΠΈΡΠΎΠΌ ΠΈ ΠΎΡΡΠ³ΠΎΡΠ΅Π½Π½ΠΎΠΉ ΠΏΠ°Π½Π΄Π΅ΠΌΠΈΠ΅ΠΉ ΠΊΠΎΡΠΎΠ½Π°Π²ΠΈΡΡΡΠ°, ΠΏΡΠΈΠ²Π΅Π΄ΡΠ΅ΠΉ ΠΊ Π»ΠΎΠΊΠ°Π»ΠΈΠ·Π°ΡΠΈΠΈ, Π·Π°ΠΌΠ΅Π΄Π»Π΅Π½ΠΈΡ ΠΈ Π΄Π°ΠΆΠ΅ ΡΠ°ΡΡΠΈΡΠ½ΠΎΠΉ ΠΏΠ°ΡΠ°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΌΠ½ΠΎΠ³ΠΈΡ
ΠΏΡΠΎΡΠ΅ΡΡΠΎΠ² ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ. Π‘ΠΊΠ²ΠΎΠ·Ρ ΠΏΡΠΈΠ·ΠΌΡ ΠΏΡΠΎΠΈΡΡ
ΠΎΠ΄ΡΡΠΈΡ
ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΠΉ Π² ΠΎΠ±ΡΠ΅ΡΡΠ²Π΅ ΠΎΠΏΠΈΡΠ°Π½Ρ Π²Π΅ΡΠΎΡΡΠ½ΡΠ΅ ΡΡΠ΅Π½Π΄Ρ ΡΡΠ°Π½ΡΡΠΎΡΠΌΠ°ΡΠΈΠΈ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΡ ΡΡΠ΅Π±Π½ΡΡ
ΠΏΠ»Π°Π½ΠΎΠ² ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΡ Π±Π°ΠΊΠ°Π»Π°Π²ΡΠΈΠ°ΡΠ° ΠΏΠΎ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ Β«ΠΌΠ΅Π½Π΅Π΄ΠΆΠΌΠ΅Π½ΡΒ» Π² ΡΠΈΡΡΠ΅ΠΌΠ΅ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΡ
ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΏΠΎΡΡΠΈΠ½Π΄ΡΡΡΡΠΈΠ°Π»ΡΠ½ΠΎΠΉ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΠΊΠΈ. Π ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠ΅ ΠΎΠΏΠΈΡΠ°Π½ΠΈΡ ΡΠ²ΠΎΠ»ΡΡΠΈΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠΎΠ² ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΏΡΠΈΠΊΠ»Π°Π΄Π½ΡΡ
Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΠΉ ΠΌΠ΅Π½Π΅Π΄ΠΆΠΌΠ΅Π½ΡΠ°, ΡΠΈΠ½Ρ
ΡΠΎΠ½ΠΈΠ·ΠΈΡΠΎΠ²Π°Π½Π½ΡΡ
Ρ ΡΠ²ΠΎΠ»ΡΡΠΈΠ΅ΠΉ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠΉ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΌΠ΅Π½Π΅Π΄ΠΆΠΌΠ΅Π½ΡΠ° ΠΊΠ°ΠΊ Π½Π°ΡΠΊΠΈ, ΡΠΎΡΠΌΠΈΡΡΡΡΠΈΡ
ΡΡ Π² ΡΠ°ΠΌΠΊΠ°Ρ
Π΄Π΅Π»ΠΎΠ²ΡΡ
ΡΠΈΠΊΠ»ΠΎΠ² ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ Π°ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ Π. ΠΡΠ³Π»ΡΡΠ°, ΠΏΠΎΠΊΠ°Π·Π°Π½ΠΎ, ΡΡΠΎ Π² Π±Π»ΠΈΠΆΠ°ΠΉΡΠ΅Π΅ Π΄Π΅ΡΡΡΠΈΠ»Π΅ΡΠΈΠ΅ (2020β2030βΠ΅ Π³Π³.) Π½Π°ΠΈΠ±ΠΎΠ»ΡΡΠ΅Π΅ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ Π² ΠΏΡΠ°ΠΊΡΠΈΠΊΠ΅ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ (Π² ΡΠΈΠ»Ρ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠ΅ΠΉ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π² ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΠΌΡΠΉ ΠΏΠ΅ΡΠΈΠΎΠ΄) ΠΏΠΎΠ»ΡΡΠ°Ρ ΡΠ°ΠΊΠΈΠ΅ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ, ΠΊΠ°ΠΊ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠΎΠ½Π½ΡΠΉ ΠΌΠ΅Π½Π΅Π΄ΠΆΠΌΠ΅Π½Ρ ΠΈ ΠΊΠΎΠΎΡΠ΄ΠΈΠ½Π°ΡΠΈΠΎΠ½Π½ΡΠΉ ΠΌΠ΅Π½Π΅Π΄ΠΆΠΌΠ΅Π½Ρ
ΠΠΠ’ΠΠΠΠΠΠΠΠ§ΠΠ‘ΠΠΠ ΠΠ‘ΠΠΠΠ’Π« Π ΠΠΠΠΠ’ΠΠ― ΠΠΠ Π Π£Π‘ΠΠΠΠΠ―Π₯ ΠΠΠ‘Π’ΠΠΠΠ£Π‘Π’Π ΠΠΠΠ¬ΠΠΠ ΠΠΠΠΠΠΠΠΠ
The paper considers the methodological aspects which characterize interrelation of cycles of economic activity and models of educational processes. The authors analyze influence of cycles of economic activity on educational processes including: cycles eras of E. Toffler, resource cycles of J. Forrester, century cycles of F. Brodel, formational cycles of M. Evans, big cycles of economic activity of N. D. Kondratyev, intermediateterm cycles of economic activity of S. Kuznets, minor cycles of economic activity of K. Zhuglyar, short business cycles of economic activity J. Kitchina, ultrashort cycles of economic activity of G. Moore. It is shown that in modern conditions of acceleration of scientific and technical progress when duration practically of all cycles of economic activity is reduced, load of the DPO system increases. First of all it concerns training in the technologies connected with short business cycles of J. Kitchina and ultrashort cycles of G. Moore as duration of other types of education in time exceeds life cycle of the specified technologies. It is also shown that in the conditions of saturated market, production personalisation level increases in the system of production (goods, works and services). In the conditions of change of mass and large-lot production by sredneseriyny, smallscale and individual production increases load of the DPO system, including growth of a share of training in small groups and individual training.Π Π°ΡΡΠΌΠΎΡΡΠ΅Π½Ρ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠ΅ Π°ΡΠΏΠ΅ΠΊΡΡ, Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΠ·ΡΡΡΠΈΠ΅ Π²Π·Π°ΠΈΠΌΠΎΡΠ²ΡΠ·Ρ ΡΠΈΠΊΠ»ΠΎΠ² ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ Π°ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ ΠΈ ΠΌΠΎΠ΄Π΅Π»Π΅ΠΉ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΠΏΡΠΎΡΠ΅ΡΡΠΎΠ². ΠΡΠΎΠ°Π½Π°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π½ΠΎ Π²Π»ΠΈΡΠ½ΠΈΠ΅ Π½Π° ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΠ΅ ΠΏΡΠΎΡΠ΅ΡΡΡ ΡΠΈΠΊΠ»ΠΎΠ² ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ Π°ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ, Π²ΠΊΠ»ΡΡΠ°Ρ ΡΠΈΠΊΠ»Ρ-ΡΠΏΠΎΡ
ΠΈ Π. Π’ΠΎΡΡΠ»Π΅ΡΠ°, ΡΠ΅ΡΡΡΡΠ½ΡΠ΅ ΡΠΈΠΊΠ»Ρ ΠΠΆ. Π€ΠΎΡΡΠ΅ΡΡΠ΅ΡΠ°, Π²Π΅ΠΊΠΎΠ²ΡΠ΅ ΡΠΈΠΊΠ»Ρ Π€. ΠΡΠΎΠ΄Π΅Π»Ρ, ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΡΠ΅ ΡΠΈΠΊΠ»Ρ Π. ΠΠ²Π°Π½ΡΠ°, Π±ΠΎΠ»ΡΡΠΈΠ΅ ΡΠΈΠΊΠ»Ρ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ Π°ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ Π. Π. ΠΠΎΠ½Π΄ΡΠ°ΡΡΠ΅Π²Π°, ΡΡΠ΅Π΄Π½ΠΈΠ΅ ΡΠΈΠΊΠ»Ρ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ Π°ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ Π‘. ΠΡΠ·Π½Π΅ΡΠ°, ΠΌΠ°Π»ΡΠ΅ ΡΠΈΠΊΠ»Ρ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ Π°ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ Π. ΠΡΠ³Π»ΡΡΠ°, ΠΊΠΎΡΠΎΡΠΊΠΈΠ΅ Π±ΠΈΠ·Π½Π΅Ρ-ΡΠΈΠΊΠ»Ρ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ Π°ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ ΠΠΆ. ΠΠΈΡΡΠΈΠ½Π°, ΡΠ»ΡΡΡΠ°ΠΊΠΎΡΠΎΡΠΊΠΈΠ΅ ΡΠΈΠΊΠ»Ρ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ Π°ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ Π. ΠΡΡΠ°. ΠΠΎΠΊΠ°Π·Π°Π½ΠΎ, ΡΡΠΎ Π² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΡ
ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΡΡΠΊΠΎΡΠ΅Π½ΠΈΡ Π½Π°ΡΡΠ½ΠΎ-ΡΠ΅Ρ
Π½ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΡΠΎΠ³ΡΠ΅ΡΡΠ°, ΠΊΠΎΠ³Π΄Π° ΡΠΎΠΊΡΠ°ΡΠ°Π΅ΡΡΡ ΠΏΡΠΎΠ΄ΠΎΠ»ΠΆΠΈΡΠ΅Π»ΡΠ½ΠΎΡΡΡ ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈ Π²ΡΠ΅Ρ
ΡΠΈΠΊΠ»ΠΎΠ² ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ Π°ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ, Π²ΠΎΠ·ΡΠ°ΡΡΠ°Π΅Ρ Π½Π°Π³ΡΡΠ·ΠΊΠ° Π½Π° ΡΠΈΡΡΠ΅ΠΌΡ ΠΠΠ. Π ΠΏΠ΅ΡΠ²ΡΡ ΠΎΡΠ΅ΡΠ΅Π΄Ρ ΡΡΠΎ ΠΊΠ°ΡΠ°Π΅ΡΡΡ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΡΠΌ, ΡΠ²ΡΠ·Π°Π½Π½ΡΠΌ Ρ ΠΊΠΎΡΠΎΡΠΊΠΈΠΌΠΈ Π±ΠΈΠ·Π½Π΅Ρ-ΡΠΈΠΊΠ»Π°ΠΌΠΈ ΠΠΆ. ΠΠΈΡΡΠΈΠ½Π° ΠΈ ΡΠ»ΡΡΡΠ°ΠΊΠΎΡΠΎΡΠΊΠΈΠΌΠΈ ΡΠΈΠΊΠ»Π°ΠΌΠΈ Π. ΠΡΡΠ°, ΠΏΠΎΡΠΊΠΎΠ»ΡΠΊΡ ΠΏΡΠΎΠ΄ΠΎΠ»ΠΆΠΈΡΠ΅Π»ΡΠ½ΠΎΡΡΡ Π΄ΡΡΠ³ΠΈΡ
Π²ΠΈΠ΄ΠΎΠ² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠ΅Π²ΡΡΠ°Π΅Ρ ΠΆΠΈΠ·Π½Π΅Π½Π½ΡΠΉ ΡΠΈΠΊΠ» ΡΠΊΠ°Π·Π°Π½Π½ΡΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ. Π’Π°ΠΊΠΆΠ΅ ΠΏΡΠΎΠ΄Π΅ΠΌΠΎΠ½ΡΡΡΠΈΡΠΎΠ²Π°Π½ΠΎ, ΡΡΠΎ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
Π½Π°ΡΡΡΠ΅Π½Π½ΠΎΠ³ΠΎ ΡΡΠ½ΠΊΠ° Π² ΡΠΈΡΡΠ΅ΠΌΠ΅ ΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΡΡΠ²Π° ΠΏΡΠΎΠ΄ΡΠΊΡΠΈΠΈ (ΡΠΎΠ²Π°ΡΠΎΠ², ΡΠ°Π±ΠΎΡ ΠΈ ΡΡΠ»ΡΠ³) Π²ΠΎΠ·ΡΠ°ΡΡΠ°Π΅Ρ ΡΡΠΎΠ²Π΅Π½Ρ ΠΏΠ΅ΡΡΠΎΠ½Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΡΡΠ²Π°. Π‘ΠΌΠ΅Π½Π° ΠΌΠ°ΡΡΠΎΠ²ΠΎΠ³ΠΎ ΠΈ ΠΊΡΡΠΏΠ½ΠΎΡΠ΅ΡΠΈΠΉΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΡΡΠ²Π° Π½Π° ΡΡΠ΅Π΄Π½Π΅ΡΠ΅ΡΠΈΠΉΠ½ΠΎΠ΅, ΠΌΠ΅Π»ΠΊΠΎΡΠ΅ΡΠΈΠΉΠ½ΠΎΠ΅ ΠΈ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΠΎΠ΅ ΡΠ²Π΅Π»ΠΈΡΠΈΠ²Π°Π΅Ρ Π½Π°Π³ΡΡΠ·ΠΊΡ Π½Π° ΡΠΈΡΡΠ΅ΠΌΡ ΠΠΠ, Π²ΠΊΠ»ΡΡΠ°Ρ ΡΠΎΡΡ Π΄ΠΎΠ»ΠΈ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ Π² ΠΌΠ°Π»ΡΡ
Π³ΡΡΠΏΠΏΠ°Ρ
ΠΈ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ
ΠΡΠΈΠΎΡΠΈΡΠ΅ΡΡ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΊΠ°ΠΊ Π°Π΄Π΅ΠΊΠ²Π°ΡΠ½Π°Ρ ΡΠ΅Π°ΠΊΡΠΈΡ Π½Π° ΡΠ΅Π½Π΄Π΅Π½ΡΠΈΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΎΠ±ΡΠ΅ΡΡΠ²Π° Π² Π½ΠΎΠ²ΠΎΠΉ ΡΠ΅Π°Π»ΡΠ½ΠΎΡΡΠΈ
The article considers the urgency of the higher education innovative development as an adequate response to trends of the society development in new realities. It analyzes the directions of higher education innovative development according with the historically established classification. The paper shows that most changes being made have the nature of pseudo-innovations, when practically any changes are issued for innovative changes in the higher education system without proof of both the positive effect they provide, and advisability of using them in the modern realities of the domestic higher education development from the point of view of assessing the degree of radicalism of innovations. The authors prove that the priorities of the domestic higher education innovative development as an adequate response to trends of the society evolution in new realities should be overcoming obstacles and barriers to genuine innovative development through the transition from pseudo innovations imposed from above to real product innovations induced from below, that is, due a transition that returns the best national traditions of a creative approach to teaching through the development of scientific schools and innovative activities.Π Π°ΡΡΠΌΠΎΡΡΠ΅Π½Π° Π½Π°ΡΡΠΎΡΡΠ΅Π»ΡΠ½ΠΎΡΡΡ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΊΠ°ΠΊ Π°Π΄Π΅ΠΊΠ²Π°ΡΠ½Π°Ρ ΡΠ΅Π°ΠΊΡΠΈΡ Π½Π° ΡΠ΅Π½Π΄Π΅Π½ΡΠΈΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΎΠ±ΡΠ΅ΡΡΠ²Π° Π² Π½ΠΎΠ²ΠΎΠΉ ΡΠ΅Π°Π»ΡΠ½ΠΎΡΡΠΈ. ΠΡΠΎΠ°Π½Π°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π½Ρ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π² ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΠΈΠΈ Ρ ΠΈΡΡΠΎΡΠΈΡΠ΅ΡΠΊΠΈ ΡΠ»ΠΎΠΆΠΈΠ²ΡΠ΅ΠΉΡΡ ΠΊΠ»Π°ΡΡΠΈΡΠΈΠΊΠ°ΡΠΈΠ΅ΠΉ. ΠΠΎΠΊΠ°Π·Π°Π½ΠΎ, ΡΡΠΎ Ρ ΡΠΎΡΠΊΠΈ Π·ΡΠ΅Π½ΠΈΡ ΠΎΡΠ΅Π½ΠΊΠΈ ΡΡΠ΅ΠΏΠ΅Π½ΠΈ ΡΠ°Π΄ΠΈΠΊΠ°Π»ΡΠ½ΠΎΡΡΠΈ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΉ Π² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΡ
ΡΠ΅Π°Π»ΠΈΡΡ
ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΎΡΠ΅ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π±ΠΎΠ»ΡΡΠΈΠ½ΡΡΠ²ΠΎ ΠΎΡΡΡΠ΅ΡΡΠ²Π»ΡΠ΅ΠΌΡΡ
ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΠΉ Π½ΠΎΡΠΈΡ Ρ
Π°ΡΠ°ΠΊΡΠ΅Ρ ΠΏΡΠ΅Π²Π΄ΠΎΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΉ, ΠΊΠΎΠ³Π΄Π° Π·Π° ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΡΠ΅ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΡ Π² ΡΠΈΡΡΠ΅ΠΌΠ΅ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π²ΡΠ΄Π°ΡΡΡΡ ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈ Π»ΡΠ±ΡΠ΅ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΡ Π±Π΅Π· Π΄ΠΎΠΊΠ°Π·Π°ΡΠ΅Π»ΡΡΡΠ²Π° Π½Π΅ ΡΠΎΠ»ΡΠΊΠΎ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠΈΠ²Π°Π΅ΠΌΠΎΠ³ΠΎ ΠΈΠΌΠΈ ΠΏΠΎΠ»ΠΎΠΆΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΡΡΡΠ΅ΠΊΡΠ°, Π½ΠΎ ΠΈ Π΄Π°ΠΆΠ΅ ΡΠ΅Π»Π΅ΡΠΎΠΎΠ±ΡΠ°Π·Π½ΠΎΠ³ΠΎ ΠΈΡ
ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ. ΠΠΎΠΊΠ°Π·Π°Π½ΠΎ, ΡΡΠΎ ΠΏΡΠΈΠΎΡΠΈΡΠ΅ΡΠ°ΠΌΠΈ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΎΡΠ΅ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΊΠ°ΠΊ Π°Π΄Π΅ΠΊΠ²Π°ΡΠ½Π°Ρ ΡΠ΅Π°ΠΊΡΠΈΡ Π½Π° ΡΠ΅Π½Π΄Π΅Π½ΡΠΈΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΎΠ±ΡΠ΅ΡΡΠ²Π° Π² Π½ΠΎΠ²ΠΎΠΉ ΡΠ΅Π°Π»ΡΠ½ΠΎΡΡΠΈ Π΄ΠΎΠ»ΠΆΠ½ΠΎ ΡΡΠ°ΡΡ ΠΏΡΠ΅ΠΎΠ΄ΠΎΠ»Π΅Π½ΠΈΠ΅ ΠΏΡΠ΅ΠΏΡΡΡΡΠ²ΠΈΠΉ ΠΈ Π±Π°ΡΡΠ΅ΡΠΎΠ² ΠΏΠΎΠ΄Π»ΠΈΠ½Π½ΠΎΠ³ΠΎ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΏΠΎΡΡΠ΅Π΄ΡΡΠ²ΠΎΠΌ ΠΏΠ΅ΡΠ΅Ρ
ΠΎΠ΄Π° ΠΎΡ Π½Π°ΡΠ°ΠΆΠ΄Π°Π΅ΠΌΡΡ
Β«ΡΠ²Π΅ΡΡ
ΡΒ» ΠΏΡΠ΅Π²Π΄ΠΎΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΉ ΠΊ ΡΠ΅Π°Π»ΡΠ½ΡΠΌ ΠΏΡΠΎΠ΄ΡΠΊΡΠΎΠ²ΡΠΌ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΡΠΌ, ΠΈΠ½Π΄ΡΡΠΈΡΡΠ΅ΠΌΡΠΌ Β«ΡΠ½ΠΈΠ·ΡΒ», ΡΠΎ Π΅ΡΡΡ ΠΏΠΎΡΡΠ΅Π΄ΡΡΠ²ΠΎΠΌ ΠΏΠ΅ΡΠ΅Ρ
ΠΎΠ΄Π°, Π²ΠΎΠ·Π²ΡΠ°ΡΠ°ΡΡΠ΅Π³ΠΎ Π»ΡΡΡΠΈΠ΅ ΠΎΡΠ΅ΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΠ΅ ΡΡΠ°Π΄ΠΈΡΠΈΠΈ ΡΠ²ΠΎΡΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π° Π² ΠΏΡΠΎΡΠ΅ΡΡΠΎΡΡΠΊΠΎ-ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°ΡΠ΅Π»ΡΡΠΊΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΡΠ΅ΡΠ΅Π· ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ Π½Π°ΡΡΠ½ΡΡ
ΡΠΊΠΎΠ» ΠΈ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΡΡ
Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ
METHODS OF FORMING THE DEVELOPMENT STRATEGY OF THE ECONOMIC SYSTEM AS A COMPLEX OF DEVELOPMENT DIRECTIONS
The place of methods for the formation of strategies for the development of economic systems as a complex of development directions in the general system of methods for forming strategies for the development of economic systems is considered. The composition is considered, the content is described and the main features (including peculiarities and shortcomings) of the methods of forming the development strategies of economic systems as a complex of development areas are identified, including: a complex multivariate method, a method for assessing the level of synergy by the matrix of mutual support of strategic economic zones of I. Ansoff, SPACE, a method based on the Hofer-Shendel model, a method of forming a strategy based on an assessment of the norm of use value, a method based on the MCDONALD'S strategy, a method based on model A. ompsona and A. Strickland, a method based on the model "ADL / LC" (Arthur D. Little / Life Cicle), a method based on the model of "lemons market" J. Akerlof. Taking into account the potential and limitations of using each of the methods of forming strategies for the development of economic systems as a complex of development directions, the spheres of their rational use at various stages of the strategic process are described
CONSUMER SATISFACTION MODEL N. KANO AS THE BASIS FOR THE DEVELOPMENT OF THE CONCEPT OF AN INNOVATIVE APPROACH TO MANAGEMENT IN THE 1990S
The main characteristics of the model of customer satisfaction N. Kano are considered from the standpoint of the need for strategic innovative development of a controlled socio-economic system. It is shown that the N. Kano model of market dynamics underlying the concept of an innovative approach to management in the 1990s can be effectively used in the transition from the V th technological mode to the VI th stage expected in the 2020s