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The issue of staffing the Russian higher education system in modern society is becoming increasingly relevant. Against the background of reforms and a reduction in the number of universities and their branches, there are trends in reducing the number of personnel in higher education organizations. In the conditions of the formation of an innovative economy, the need for highly qualified personnel with an innovative orientation increases many times. The work of postgraduate studies should be aimed at training such personnel, but, unfortunately, in the modern system of higher education there is no well-established system of motivation for mastering this stage of education, which in the future will negatively affect not only the innovative development of the country, but also the functioning of higher education organizations in general. In the course of the study, it was found that the total number of personnel in higher education organizations decreased in dynamics by 20.7%. Mainly, high reductions occurred in the category of teaching staff. Teachers and researchers who have dropped out of the system now for various reasons are unlikely to return to the education system in the long-term future, having mastered new niches for earning money. There are certainly many reasons for staff attrition, but among them there are aging personnel and low motivation of young people to work at a university after completing postgraduate studies. Graduate school, in turn, due to the formalization of the learning process, loses its social function as a forge of personnel for higher education.
The issue of staffing the Russian higher education system in modern society is becoming increasingly relevant. Against the background of reforms and a reduction in the number of universities and their branches, there are trends in reducing the number of personnel in higher education organizations. In the conditions of the formation of an innovative economy, the need for highly qualified personnel with an innovative orientation increases many times. The work of postgraduate studies should be aimed at training such personnel, but, unfortunately, in the modern system of higher education there is no well-established system of motivation for mastering this stage of education, which in the future will negatively affect not only the innovative development of the country, but also the functioning of higher education organizations in general. In the course of the study, it was found that the total number of personnel in higher education organizations decreased in dynamics by 20.7%. Mainly, high reductions occurred in the category of teaching staff. Teachers and researchers who have dropped out of the system now for various reasons are unlikely to return to the education system in the long-term future, having mastered new niches for earning money. There are certainly many reasons for staff attrition, but among them there are aging personnel and low motivation of young people to work at a university after completing postgraduate studies. Graduate school, in turn, due to the formalization of the learning process, loses its social function as a forge of personnel for higher education.
Higher education in Russia tends to devalue its importance in society. In the past, a person who had a higher education could count on a higher social position and a higher level of remuneration, while now self-employed citizens without education and representatives of working professions receive either the same income or an income higher than the income of those who have a higher education. Distance education has always been an alternative for those who have limited resources for full-time higher education, whether it is financial resources or time occupied by the main work. Now in Russia there is a decrease in the total number of students, as well as a decrease in the number of universities and their branches throughout the country. As it was found in the course of the study, the number of students in all forms increased by 14.6% or almost 700 thousand, and, mainly, the reduction affected those who studied by correspondence. In the context of Federal districts, it is worth highlighting the SFO, where there is the greatest reduction in the relative number of students in branches and in correspondence education. In absolute terms, the largest reduction in the number of students studying by correspondence is observed in the Central Federal district and the Volga Federal district. At the same time, there is an increase in the popularity of full-time and part-time education and a small increase in full-time students.
The problem of transformation of the higher education system in the Russian Federation in terms of developing scientific and pedagogical potential is quite acute. Copying the Bologna system without adapting to the Russian reality led to the formation of destructive consequences for the system of reproduction of scientific and pedagogical personnel of the country. Negative trends in the number of higher education institutions, demographic waves accompanied by a decrease in the number of students, changing market requirements for the value of higher education and its formalization have led to a reduction in the need for research and teaching staff. Among other things, the prestige of the higher school teaching profession has significantly decreased in society, which has become an additional factor for reducing the interest of talented young people in the teaching profession, and without the influx of talented creative personnel into the research environment, the country's human resources potential in general also falls, as well as its innovative potential. Many scientists negatively assess the reformation in the higher education system of the Russian Federation, focusing on criticism of changes that forced higher school teachers to work to achieve rating indicators, rather than developing their own intellectual potential and teaching. They negatively assess the Western experience in implementing generalized education standards, which, first, in Russia were not adapted to the country's original culture, and secondly, led not to solving problems in the higher education system, but to their aggravation.
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