10 yearss old children to the meeting with a completely different world in twenty years,
with this very "global home".
The second contradiction between modernism and traditions is that all developing
countries try to combine traditional culture with so-called modernism, and again, if
teachers believe in the values of humanism, they should facilitate the process of
adaptation in society and, most importantly, help young people to adopt to new
conditions without losing their roots.
The third contradiction is between the fierce competition that is typical in the
global economy and the idea of equal opportunities. ‘We should not confuse the market
economy and the market society: public life includes not only the economy. Economy
must be put into service to society. In many countries there are contradictions between
business structures requiring better training for people in the world of work, and
educators who believe that the role of education is much broader than training for
work’, remarked J. Delor [12].
Trends in the development of education can not be considered only in the context
of economic problems and prospects. Let us consider the leading factors that determine
the changes in social demand for education.
One of the most significant experts consider the growth of the influence of
"subjective factor" – public opinion, people's consciousness on social progress. Thus,
in the present the decisive criterion of social progress is not a certain amount of
economic indicators with all their importance, but whether conditions for the fullest
development of intellectual and moral qualities are created. Development of creative
abilities that contribute to self-fulfilment for the individual. And the significance of
education is obvious here.
For the wide range of people in advanced countries is a typical lifestyle with both
higher economic standards and higher levels of social requirements than it was before.
The most important are the post-material values (the possibility of self-fulfillment
through the creative work, proper rest, etc.).
At the same time, there are completely pragmatic motives to the education
demand, namely: it is considered as a way to provide the desired social status. Between
the level of education and the level of salary, as we have already seen, there is a clear
correlation. We can emphasize that a high educational level is a certain guarantee of
unemployment, since the its first victims are unskilled workers with a minimum
education and among them young people are 2-3 times more than among the adult
population, therefore, of course, the demand for education is first and foremost relevant
to youth.
The growth in demand for education is due to a change in the social policy of
some European countries (France, Great Britain, Germany, Holland, Denmark), which
manifests itself as a departure from the global concern for the unemployed. Caring only
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