In modern education, in the context of the transition to the VUCA-world paradigm, the emergence of the educational ecosystem is determined not only by the utilitarian requirements of the labor market (Employers), its root lies in the moral and ideological problem of society.
The active development of ideas of sustainable development and the digital transformation of socio-economic relations stimulate educational organizations to rethink long-term development programs.In the context of the Sustainable Development Goals (SDGs-4), the educational ecosystem is created by the ability of a person to learn throughout his life, the ability of employees to work with digital technologies (including a universal set of skills of the XXI century), including the ability to solve complex problems, it should be considered as a transition from mass standardization to mass uniqueness, which forms new requirements for new abilities and motivation, such as aptitude and communication competence.
The constantly changing requirements of employers from the educational ecosystem require the development of new approaches to training personnel, providing for a personalized direction of training that takes into account the level of knowledge and skills and possible ways of their development.
In conditions of high uncertainty, employees must have the necessary skills and knowledge that will allow them to quickly adapt to the changing requirements of employers and thus be in constant demand in the labor market. In order to meet the requirements of the times, it is necessary that the education system be flexible in order to expand external and internal contacts, show the ability to change required by society, preserve the environment and health, and educate readiness for a continuous educational process. Now there is a high interest in the development of an ecosystem approach to education around the world.
The educational ecosystem is the ability to meet the needs of obtaining a diversity of knowledge, skills and experience from the hands of a professional, aimed at ensuring the competitiveness of individual educational organizations and certain territories. This fact further increases the importance of shaping the educational ecosystem.
One of the most important and promising trends that predict education in the future is the tendency to create various educational ecosystems, which are now just beginning to emerge. The ecosystem does not replace the established traditional educational system, but "expands"it through new formats and means of communication, creating a multidimensional space for individual and collective learning. It is known that a striking trend in the formation of the ecosystem in modern education in the world is the trend of multi-vector cooperation. Cooperation issues are becoming a priority, which will undoubtedly continue in the future.
The long-established options for vertical integration, linking traditional educational organizations of different levels into one cooperation, are also preserved.
The configurations of educational ecosystems will not be universal. The world community has not yet been adequately integrated into the discussion platform on this issue. But it is clear that today there are different options for educational systems.
KazNU, as one of the leading universities in the world educational space, has long established trends in the formation of an educational ecosystem. Joint educational practices are naturally formed both within the University and between faculties, and sometimes educational programs, as well as between universities. This makes it possible to improve unique transdisciplinary educational programs organized on a network basis. Such network interaction can be carried out both horizontally, creating horizontal ecosystems of modern education, combining several structures that contribute to the maximum satisfaction of collective and individual needs through multidirectional complex interaction on the main goals.
The system-forming factors of the educational ecosystem include the following areas of activity of the University:
As part of the "school-university" cooperation, the university holds an open day for students graduating from school. Graduates of many schools take part in this event every year. It is also obvious that conducting "career guidance work" in schools is an important area – these are "extracurricular sessions"of university teachers. We cooperate with scientific schools. Teachers of the department are heads of scientific works of students participating in the Republican competition of scientific projects in general education disciplines.
In accordance with the directions of Interuniversity cooperation at the international level, branches of kaznu were opened in Turkiye and Kyrgyzstan. We can also add to this the opening of the MIFI branch.
At the faculty level – organization of Interuniversity subject Olympiads (the Department of Economics held a subject Olympiad in the disciplines "economic theory" and "microeconomics", in which students of the capital'S universities took part).
Here we can highlight the development and organization of the educational ecosystem in" Dual-Degree " universities. The Higher School of Economics and business cooperates with RUDN (Peoples ' Friendship University of Russia). Within the framework of the" double diploma " program, undergraduates are trained in economics. In addition, cooperation with the University of Padua (Italy) has been established.
In this way, it establishes links with other sectors of the economy and society at various institutional levels (universities, colleges, schools, charitable and commercial organizations), forming a culture of knowledge exchange and cooperation, as well as providing horizontal and vertical connections. Research confirms that such entities mainly include universities that make up the surrounding ecosystem space.
Aimankul EREZHEPOVA,
candidate of Economic Sciences, senior lecturer of the Department of Economics
