Litvinova N.P., Pankova N.V. The Role of Public, Private and Community Sectors in the Recognition of Competences Obtained Outside the System of Formal Education

Abstract: The article deals with the problem of the revitalization of all sectors of economy by the means of implementation of the policy of lifelong education. Russia's WTO accession requires to analyze the risks of vocational education and associated problems of quality of personnel potential of the country, especially since conditions of WTO apply not only for goods but also for services. The article is devoted to the measures to counter the weakening of the competitiveness of the Russian education system. Under current conditions, the competitiveness of our personnel training system has a weak position in a number of fundamental parameters, and in most cases in the context that is different from other countries. The main guidelines for the development of education scheduled by the international community by 2030 are Russia's frontiers that had long been overcome by the end of the 80s, but then abruptly lost in the 90s. Therefore, Russia needs to restore financial and economic indicators of the education. The current stage of education in developed countries over the past 25 years has given a powerful impetus to new technologies due to the policy of lifelong education, increasing the numbers of not only and not so many new students as increasing the number of adults who continue their education as part of so called 'additional' education system, both formal and informal ones. This has created the problem of the recognition of actual competencies, development of methods of evaluation of competence that logically requirs the creation of a national framework of competencies and certain international identification. The authors of the present article analyze the socio-economic conditions and technologies offered by the world practice to develop ways to respond to the needs of the knowledge economy. The experience of the most advanced countries in dealing with these challenges is presented: the Republic of Korea, France, Finland, Germany, Denmark, Estonia, and other countries. The actions taken by the Russian Federation to create a national system for the recognition of competence are considered. The authors have shown the most effective way of solving these problems, taking into account international experience and Russian realities. The main key to the success of adaptation to the demands of the knowledge economy and the new learning culture is to harmonize the joint efforts of the three sectors of the economy. In their work the authors revealed the place and role of public, private and community sectors. The assessment of the prospects of their joint action in the field of education and human resources policies in our country has been given.

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