Annotation:
The rapidity of modern transformations in society creates a demand for specialists who have increased academic and business mobility, want to keep up to date with current information, are able to analyze constantly changing socio-economic conditions, and make non-standard decisions in a situation of market competition.
All this is reflected in such a concept as mobility. Training specialists who are ready and able to “respond” to all the changes occurring in society, who know how to live in the new digital era (“connected” to the Network), to anticipate and predict profound changes in professional activity, is the most important problem of modern professional education.
The Concept of long-term socio-economic development of the Russian Federation for the period until 2020 sets the task of developing professional mobility based on improving qualifications, continuous training and retraining, which will allow workers to increase their competitiveness in the labor market, realize labor potential in the most dynamically developing sectors of the economy in according to demand.
In the wide range of competencies of university graduates, general cultural competencies are beginning to play an increasingly important role. The vast majority of information comes to us through digital channels. Every person is increasingly beginning to feel like a person of the digital age. Not only business, but also interpersonal communications are carried out through various electronic devices and technologies. We cannot help but be aware of the advent of a new – digital – era.
Modern civilization requires a qualitatively new generation of specialists with a high level of general and professional culture, innovative thinking and high moral consciousness.
At the socio-pedagogical level, the relevance of the study is determined by the need to train specialists in the educational environment of a university who have a developed readiness for professional mobility, who think freely and critically, who are ready for technical and social transformations, who are capable of innovative, transformative activities, and design a strategy for their own professional and personal development. But to live comfortably in a mode of constant mobility and “connectivity”, you need special psychological skills, an emphasized desire for freedom and risk, and physical health.
The formation of a value-based and responsible attitude towards the surrounding world as the basis for “entering” into culture, taking into account personal characteristics and specific living conditions, inclusion in innovative activities is a condition and prerequisite for the formation and development of their professional mobility.
The ongoing changes in the labor market are associated, first of all, with the socio-economic situation in Russia, with the increased intellectualization of the content of specialists’ activities, the introduction of new technologies that change the nature of existing professions, gradually integrating and interacting with them.
Specialists of all profiles are trying to acquire additional knowledge, skills and abilities, as the requirements for their professional competence are increasing. It becomes important for a person to be able not only to learn and develop, but also to be prepared for constantly changing living conditions and work activities, thereby being able to realize professional mobility.
An analysis of trends in the development of the education system within the framework of the documents of the Bologna process made it possible to conclude that the formation of such a quality of a specialist’s personality as professional mobility is one of the means of increasing the effectiveness of education.
Innovative development is possible only subject to qualitative changes not only in production, but, above all, in the accumulation of human and social capital.
Today, vocational education is a continuous process determined by the needs for specialists who are ready for professional and personal self-development both in changing working conditions within the same profession, and in situations of changing areas of professional activity.
Preparing young people for a specific profession has lost its primary importance, since in order to find a job a graduate must master the necessary competencies that are important for finding oneself in the constantly changing world of professions. Therefore, in order for a future specialist to be able to decide on a future professional route, he needs, during his professional training at a university, to rethink the prospects for further development in the context of his future professional activity. Among the leading meanings and prospects of professional self-education and development of a future specialist, it should be noted - the readiness to be a subject responsible for one’s professional future, to find the meaning of professional activity and to be ready for constant development. This requires specially organized work on the formation and development of his professional mobility.
It should be noted that the professional training of a modern specialist based on the idea of developing his professional mobility in the sociocultural educational space of a university is carried out in a situation of not only a destructive shift of cultural values, but also a rethinking of the value basis of the educational process itself at a university, as well as the need to preserve professional identity and overcome professional deprivation.
During the study, we discovered the fact that students already in the early stages of receiving their education lose interest in their chosen profession. Thus, the study shows that 890 respondents (out of 2,500 respondents) believe that they made the wrong professional choice. They did not assume that the chosen profession requires mastering not only professional, but also general cultural competencies, although one of the strategic objectives should be the preparation of a specialist who is ready for changes and innovations in professional activity, capable of constant development and self-development. All these are components of professional mobility.
But in order to reveal the essence of professional mobility, let’s define the subject of understanding such a complex phenomenon as mobility.
In a large dictionary of sociology, mobility (in English mobility, in German mobilitat) is characterized as mobility, readiness and ability to change state, position (D. Jerry, J. Jerry). That is, when we talk about mobility, we correlate this concept with movement.
In the psychological encyclopedia, the term “mobility” is essentially considered, literally, as the physical movement of the body, and metaphorically – the movement of a person through the spheres: social, professional, cognitive.
The problems of studying the mechanisms of human self-movement in life and activity, his activity, and mobility were of interest to ancient researchers. The concept of act and potency introduced by Aristotle was reduced to a more voluminous and broader concept - “energy”. Based on his ideas, we can state that the energy of an act (process), as a rule, mobilizes a person and leads him to activity, while other energy contributes to the realization of a thing (entelechy), is the result of activity and has the basis for potential activity. But even in this case, Aristotle viewed all of nature as a consistent transition from “matter” to “form” and back. At the same time, he assigned only a passive principle to matter, and attributed all activity to form.
Understanding is noteworthy mobility not only as a dynamic characteristic of the subject, but also as an activity affecting the mental sphere of the individual. So, A.V. Mudrik states that mobility is the most important manifestation of human socialization. Mobility can be considered as readiness not only to change place of work, residence, but also the nature of leisure and social group, etc. . These two phenomena - personal mobility and socialization are in the field of interest of teachers, since the presence of qualities of a mobile personality contributes to the successful socialization of a person in society. And, conversely, successful socialization contributes to the development of these qualities. Social behavior - the adaptation of an individual person to changing environmental conditions is at the same time a way of transforming this environment. It should be noted that in this context, the aspect of transformation of “oneself” is not taken into account, which includes the individual’s mastery of the methods of the research approach to their own activities, which, of course, is an obstacle to their awareness of the need for constant professional education and self-development.
Professional mobility was initially considered in terms of social mobility. P.A. Sorokin defines “mobility” through the concepts: “professional status” and “production activity”. For example, in the book “Social Mobility” (1927) P.A. Sorokin, giving an idea of the horizontal and vertical spheres of society, introduces the concept of “social mobility”, by which he meant the movement of not only individuals, groups, values, but also that which is directly created in the course of human activity.
In order to explain the movement of subjects in social space, the author specifies social mobility with the terms “vertical” and “horizontal”. If vertical social mobility P.A. Sorokin associated it with a change in a person’s status in society, while horizontal - with the transition of a person from one social group to another.
Significant for our research is the statement of P.A. Sorokina that education, providing socialization of the individual, is also an “elevator” that enables the most capable people to advance to higher floors in the social hierarchy. These “elevators” are needed to effectively replace talent with professional positions. High remuneration is necessary to motivate individuals to receive training and thereby become professionals.
Currently, an educational institution, being part of the social mechanism, develops the abilities of individuals, selects them and determines their further social positions. The fundamental function of an educational institution is to determine who is talented and who is not, and who has what abilities. Professional testing allows you to select people who can gain a foothold in a given profession, developing themselves and expanding the capabilities of their chosen field. Testing also helps in checking both the general and specific qualities of the applicant. Those who, under existing conditions, are suitable for performing professional functions, quickly advance in their careers, otherwise their careers are suspended, or they simply quit.
A person’s failures in his professional activities are often proof that he is not doing “his” business. Typically, failure leads to low self-esteem, personal dissatisfaction, and dismissal or demotion. All this pushes a person to engage in another type of activity. Such “trials” occur until he manages to find a business that would correspond to his calling. Having found “his way,” a person does everything in his power in his profession. If he doesn’t find it, then he discards his ambitions and makes peace with his situation.
The vertical circulation of individuals is constantly controlled by a professional group, which corrects their “conceit” and ambitions, and also redistributes subjects among social strata. These are, according to P.A. Sorokin, the main functions of a professional group in terms of social circulation.
As we see, “mobility” is a collection of a wide variety of processes that differ from each other and perform independent functions. But they also have common functions that characterize mobility processes, regardless of their characteristics.
So, according to T.I. Zaslavskaya, the main function of social mobility is the process redistribution in the labor market and changes in the professional structure of society. Social mobility is an indicator of the state of modern society. Its intensity depends on the socio-economic state of society, since a slowdown in its pace of development also causes a slowdown in social mobility. Obviously, any movement may not necessarily be associated with the desire of the individual.
Today, social mobility is not considered in relation only to social position and social status, but represents way of human social functioning. Therefore, social mobility is defined by modern researchers as a quality of subjects associated with the ability to quickly, depending on circumstances, change their activities, acquire new knowledge in different areas of life, find rational ways to solve problems that arise, and is associated with the abilities and personal qualities of a person: independence and freedom in thinking, evaluating events, creative perception of curricula and information offered, the ability to think critically, find non-standard solutions, and also anticipate changes both in the field of study and in social development.
Russian philosophers of the 20th century S.N. dealt with issues of labor mobility. Bulgakov, S.L. Frank, I.A. Ilyin and our contemporaries M. Mamardashvili, V.E. Kemerov and others; sociologists, psychologists and teachers T.I. Zaslavskaya, V.G. Podmarkova, V.I. Verkhovyna.
Thus, in the work “Praise to Labor,” the Russian religious philosopher I.A. Ilyin points out the importance of labor in human life, since, in his opinion, any success on earth is the success of labor. The philosopher saw the highest meaning of human labor through its inclusion in the process of divine co-creation. In his opinion, the one who participates in understanding the world, in its development, in giving it meaning, is the true creator.
A little later, in the 1970-1980s, in the works of N.A. Aitova, M.N. Rutkevich, F.R. Filippov developed the problems of the social and structural features of labor mobility. So, F.R. Filippov and M.N. Rutkevich noted that the advancement of a worker after increasing his educational level to more complex work should be considered as a “social ascent”, as a “vertical” movement.
Since the 1930s, research has been carried out in the context of social mobility. professional mobility, since empirical studies conducted in the 30-50s of the twentieth century in America and Europe showed a leading role in the process of mobility of professional achievements.
In this regard, there was a need to define the concept of “professional mobility”, which since the early 1950s in the scientific literature has been used to mean changing occupations or professions. S. Lipset and R. Bendix attempted to develop a theoretical model of professional mobility. But it made no attempt to distinguish professional mobility from other types of mobility, did not highlight essential criteria for professional mobility, and did not pay attention to the analysis of professional careers within one generation.
In the 1960s - 70s. American sociologists P.M. Blau and O.D. Duncan, based on the criterion public prestige of professions, developed a system of professional division of American society into layers, while in the 1980s, scientists paid great attention to attitudes, motives, and values in the study of professional mobility. And the role of American and European authors D. Treiman, R.M. was great in this matter. Khoja, N.B. Tumas.
Professional mobility in foreign literature is considered as a process "life achievements" carried out in work activities. All this makes it possible to consider professional mobility in the context of the direct achievements of individuals.
In our country, in contrast to foreign studies, sociologists began to study the phenomenon of professional mobility only in the 1960s. The professional aspect of labor mobility was touched upon in works that were directly related to the analysis of labor movement, as well as staff turnover. This issue was considered in the works of N.A. Aitova, E.G. Antonesenkova, I.T. Balabanova, L.Z. Blyakhmana, A.G. Zdravomyslova, T.I. Zaslavskaya.
Thus, in the works of foreign (M.H. Titma, E.A. Saar) and domestic (A.A. Matulenis, V.N. Shubkin) authors, professional mobility was defined not only as readiness, but also as the ability of a specialist within one profession to a job change.
In the early 1980s, scientists did not associate professional mobility with a change in profession or status in professional activity, which corresponded to the general ideology of this time period: “a person for a profession,” and not “a profession for a person.” The idea was cultivated in people’s minds that a person who received a free education and a profession owes the state and society “to repay” what was spent on him, and a worker who worked his entire conscious working life in one workplace received public approval , recognition.
In the studies of S.A. Makeeva, F.U. Mukhametlatypova, I.V. Udalova made attempts to reveal the meaning of such concepts as “labor mobility” and “social and professional activity”. At the same time, the substantive characteristics of mobility as personal quality.
In sociological studies, “professional mobility” is presented as moving process a person in the socio-professional structure of society, associated with changes in his professional status, a change in the type of activity within one qualification rank after passing a certain level of education (“The Newest Sociological Dictionary”, 2010, p. 813).
In psychological studies E.A. Klimov reflected the psychological aspects of the problem of career guidance and labor activity. And in the works of I.O. Martynyuk, V.N. Shubkina, V.A. Yadov reveals the problems of self-determination, job search, as well as adaptation in the workplace and improving the professional qualifications of university graduates. Mobility as the ability to quickly respond to changes was defined by O.V. Amosova.
It must be taken into account that any life event is determined by three main factors: external factors, i.e. environmental factors, intrapersonal factors, as well as factors of interaction between the individual and the environment. A life situation can lead to a crisis. For some subjects (depending on personal characteristics), a difficult life situation can be a crisis, and the situation itself is subjectively insoluble. For others, the crisis does not occur, since they have the ability to cope with difficult life circumstances (F.E. Vasilyuk). This ability is manifested in the ability to make vital decisions and plan one’s life activities.
In the second half of the 90s of the twentieth century, the focus was on the problems of formation personal human mobility. Mobility is considered as a personal quality of a person, which is formed in the educational process. B.M. Igoshev considers “professional mobility” as a change in an employee’s labor function due to a change in job or profession. Secondly, professional mobility is personal quality, which is acquired by a person during the learning process and is expressed in the ability to easily and quickly master new roles.
The position of L.V. is close to this definition. Goryunova, who characterizes professional mobility as a personality quality that provides internal mechanism of human change based on the formation of key, general professional competencies.
Human activity is determined events, which enable a person to self-realize in profession and life. In his study, L.V. Goryunova identifies the components of professional mobility: key and general professional competencies. A person, reviewing his intellectual baggage, comes to the conclusion to change it. “The desire to change” is due to the fact that a person is ready to significantly change his life and activities without outside interference.
L.A. Amirova connects professional mobility with the ability to successfully self-realize in a public (domestic, family, religious, etc.) environment. Mobility is an individual’s response to life and professional situations in changing living conditions. In this context, professional mobility is not only the willingness of a future specialist to change profession, as well as place and type of activity, but also the ability to make responsible, independent and extraordinary decisions aimed at improving professionalism, the ability to master a new educational and social environment. At the same time, an effective specialist must have a number of qualities: creative thinking, speed of decision-making, ability to learn and self-learn, the ability to adapt to a turbulent environment, the circumstances that have arisen, and the ability to give an adequate assessment of the state of the surrounding space. It is no coincidence that in the structure of professional mobility there are personal qualities.
A set of certain personal qualities and abilities is not only a condition, but also a factor in his professional mobility, because it confronts a person with the need to take real steps towards change. Since such personal qualities and abilities are not biologically or genetically determined, it becomes possible to purposefully shape them, including through educational means.
In psychological research in recent years, “professional mobility” is presented as: a mechanism of personality adaptation, which has different levels of expression, correlating with the following personal characteristics: social activity and self-determination, self-regulation and self-improvement, as well as the desire for self-development (Yu.Yu. Dvoretskaya); characteristics in the psychological and pedagogical portrait subjectivity university student (T.A. Olkhovaya); like readiness engineer to successful adaptation in the conditions of modern production, which includes the sum of the basic components of both professional culture and professional competence, which allow him to be competitive in the labor market (S.E. Kaplina); How process gradual adaptation during study at a university to the acquired profession and preparation for entry into the appropriate socio-professional group through the process of professional adaptation (S.E. Kaplina).
Today, the problem of the formation of professional mobility is considered by many researchers from the perspective of a competency-based approach. Thus, according to a number of scientists (E.F. Zeer, D. Martens, A. Shelton), the formation of professional mobility of future specialists should be based on professional competencies, which have a wide range of action, which allows you to go beyond the boundaries of one profession. Mastering professional competencies not only professionally, but also psychologically prepares a specialist for mastering new professions and ensures readiness for innovation in professional activities. D.V. Chernilevsky proposed to introduce the concept generalized skills and abilities, which was defined as a set of knowledge, skills and abilities from different branches of knowledge. M.I. Dyachenko and L.A. Kandybovich, in continuation of this question, noted that the basis of professional mobility is the ability to apply this knowledge in one’s profession.
According to L.P. Merkulova, professional mobility of a specialist is a personal property of a future specialist, which integrates not only professional competencies, but also adaptive qualities that act as its structural components. According to L.P. Merkulova, the content core of a specialist’s professional mobility can be represented, firstly, by horizontal (readiness and ability to perform professional functions), secondly, vertical (professional competencies), and thirdly, internal (motivational and goal settings of a specialist) components of mobility .
Currently, the scientific community is completely or partially ignored sociocultural and above all, moral and ethical components of professional mobility, although it is one of the most significant qualitative characteristics of an individual, in demand in an innovative environment. In the professional formation and development of a future specialist, starting from the period of formation of professional inclinations, interests and ending with the period of completion of a professional biography, the leading role belongs to professional mobility (E.F. Zeer).
When talking about a person’s mobility, we endow him with a set of personal characteristics that give him the opportunity to express himself in professional activities, to reach a certain level, which is considered as the result of professional activities related to professional development and movement up the career ladder. At the same time, we understand that professional mobility is determined by social relations, values, meanings and meanings that actually determine the behavior of the subject, is closely related to changes in society, and therefore is determined by them and influences them. In the study of professional mobility, in our opinion, the nature of the value aspirations of the subjects, the specificity of the behavioral attitudes of the individual, realized in the forms of interaction between the individual and society, should be investigated.
Bibliography
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2. Large explanatory sociological dictionary / comp. D. Jerry, J. Jerry. T.2. - M., 1999. - 588 p.
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298 KNOWLEDGE. UNDERSTANDING. SKILL_________2012 - №1
ENCYCLOPEDIA OF THE HUMANITIES
Professional mobility
A. I. Kovaleva (Moscow University for the Humanities)
Professional mobility is the movement of an individual or professional group in the socio-professional structure of society with or without a change in social status. Professional mobility is a type of social mobility, defined by P. Sorokin as the movement of an individual or group along the steps of the social ladder. Sorokin’s division of mobility into vertical (upward and downward) and horizontal is applicable to professional mobility. Horizontal professional mobility reflects a change of profession to expand the individual’s capabilities, but maintains his belonging to a social stratum.
Professional mobility is a career elevator that moves both from bottom to top and from top to bottom, presenting many variations for self-realization. The most intensive professional movement of professional groups and individuals is facilitated by various factors and channels of professional mobility. Factors of group professional mobility are social reforms, revolutions, wars, scientific and technological progress, the development of information technologies, structural and institutional changes in the economy, and the vocational education system. Yes, the original
factor of group professional mobility in the early 90s of the twentieth century. there were dramatic political changes and economic transformations in Russian society. The collapse of political and economic structures and the emergence of new types of business organizations led to the loss of previous professional statuses and became an impetus for individuals to acquire new professions. The demand for specialists in economics and law has sharply increased in society, which has contributed to the vertical upward mobility of the corresponding professional groups and the growth in the prestige of the professions of economist and lawyer.
In modern society, the intensity of professional mobility is increasing and its individualized nature is intensifying.
Channels of individual professional mobility are professional education (secondary, higher, retraining, advanced training, self-education), effective use of educational results, experience and results of professional activity, personal potential, family, personal connections. A person’s professional mobility is affected, firstly, by the formation of his personality, the development of his abilities and social qualities necessary in professional activities.
Encyclopedia of the Humanities 299
stity, secondly, direct professional training, the level of qualifications obtained. At the same time, a person may not have a job in his specialty, but gain a high professional status in another field of activity. In this case, the personal potential of a person, his ability to implement knowledge, abilities, skills in various types of activities, and master new professional competencies is of great importance.
Higher professional mobility is demonstrated by workers who have flexibility and the ability to adapt to changes in certain areas of work, independently acquire the necessary knowledge, develop creative thinking and motivation for constant professional self-improvement.
The most important channel of professional mobility is education. High education strengthens an employee’s position in the labor market. There is a pattern that is almost universal: the higher the educational potential, the higher the economic activity, the higher the employment, the lower the unemployment. Thus, among Russians, the highest share of employed (about 80%) and the lowest share of unemployed (about 4%) are noted among people with higher professional education and, conversely, among the poorly educated (no more than primary education) - low employment (about 12%) and high unemployment (more than 11%).
The professional mobility of young people is facilitated by the compliance of the vocational education implemented in society with the structure of the needs of the labor market, as well as the effective interaction of educational institutions with employers, flexibility in determining the content of education, taking into account external factors.
Based on the results of a sociological study of the attitudes of university graduates and the expectations of employers by A. B. Yashkov, it was revealed that at the time of graduation from a higher educational institution, almost all graduates, to one degree or another, are aware of and evaluate their professional and social preparation. Them
They are characterized by confidence in the theoretical knowledge of the disciplines studied at the university, they have high computer literacy, and rely on their own personal qualities. However, their psycho-emotional state is characterized by anxiety about upcoming employment, a feeling of uncertainty in the future and lack of stability, since there is no clear vision of their own career trajectory. Pragmatic values prevail among graduates, their material aspirations are unreasonably inflated, and the need for professional self-realization is weakly expressed. For the surveyed employers, behavioral (hard work, discipline, perseverance, communication skills, mobility, teamwork) and personal competencies (ability to learn, adaptability) are more valuable in young specialists. Professional qualities turned out to be secondary. According to employers, graduates leave universities poorly prepared, and it is better to hire a specialist with experience.
An analysis of the professional mobility of university graduates, based on Rosstat data, showed that about 60% of graduates work in professions of specialists of the highest level of qualification, but only a little more than a third of all holders of higher education diplomas remain in the profession in which they studied at the university. 16% of certified specialists occupy one or another leadership position, that is, they conventionally experience vertical upward professional mobility. Almost two-thirds of graduates work outside their specialty, but remain “at the level”, moving horizontally in their professional status, having mastered another profession. Every fourth university graduate is engaged in work that does not require higher education. This is an example of downward professional mobility, which can be combined with upward economic mobility, without reducing the social status of an individual or even contributing to its increase in material and property indicators. Particularly common is the decline in professional
th status among graduates of secondary specialized educational institutions (every second of them).
Lit.: Gimpelson V. E., Kapelyushnikov R. I. Choosing a profession: what did you study and where did you find it useful? // Professional education. Capital. 2009. No. 8. pp. 19-21; Sorokin P. A. Man. Civilization. Society. M., 1992; Chernysh M. F. Social mobility // Social encyclopedia: in 2 volumes. M.: Mysl, 2003. T. 2. P. 457-458; Shitov S. B. University complexes as a means of forming human capital and knowledge society in Russia // Sociology of Education. 2009. No. 2. P. 43-55; Yashkov A. B. Attitudes of graduates and employers’ expectations // Educational technologies. 2010. No. 4. pp. 60-71.
PROFESSIONAL MOBILITY A. I. Kovaleva (Moscow University for the Humanities)
Bibliography (transliteration): Gimpel’son V. E., Kapeliushnikov R. I. Vybor professii: chemu uchilis’ i where is prigodilis’? // Professional’noe education. Stolitsa. 2009. No. 8. S. 19-21; Sorokin P. A. Chelovek. Tsivilizatsiia. Obshchestvo. M., 1992; Chernysh M. F. Sotsial’naia mobil’nost’ // Sotsial’-naia entsiklopediia: v 2 t. M. : Mysl’, 2003. T. 2. S. 457-458; Shitov S. B. Universitetskie kompleksy kak sredstvo formirovaniia chelovecheskogo kapi-tala i obshchestva znanii v Rossii // Sotsiologiia obrazovaniia. 2009. No. 2. S. 43-55; IashkovA. B. Ustanovki vypusknikov i ozhidaniia rabotodatelei // Obrazovatel’nye tekhnologii. 2010. No. 4. S. 60-71.
The most important factor reflecting the employment status of all socio-demographic groups of the population is the degree of his mobility, which reflects the willingness and ability of the population to change social status, professional affiliation and place of residence. Mobility is determined by the needs of the economy for labor of a certain content and place of application, as well as the ability and readiness of the individual to change the essential characteristics of labor.
Labor mobility is divided into socio-professional and territorial.
Social and professional mobility- This is a process of changing the content of work activity caused by various social reasons. It is directly related to the quality of the workforce.
Territorial mobility - This is migration, which refers specifically to the spatial movement of the working population caused by changes in the development and location of production and the conditions of existence of the labor force.
Labor mobility is characterized by certain factors that can be divided into four groups:
1) providing for the urgency of changes in labor mobility;
2) reflecting the desirability of mobility due to a number of socio-economic circumstances;
3) assessing the ease of mobility through a system of characteristics that can promote or hinder it;
4) reflecting a person’s awareness of possible mobility options, which is extremely important in the transition period to a market economy.
Labor migration- this is the spatial movement of the working population caused by changes in the development and location of production, and the living conditions of the population.
In recent years, the role of migration in shaping the size and composition of the Russian population has increased significantly. From the point of view of population movement between administrative-territorial entities, two types of migration are distinguished: external and internal.
External migration occurs when crossing the state border. It distinguishes two streams: emigration and immigration.
Emigration- This is the outflow of population outside the borders of a given state.
Immigration- is an influx into the territory of a given state. While Russia has already become accustomed to emigration, free immigration from outside the former USSR is a new phenomenon for it. The registration of immigrants has not yet been established. Legislation regulating Russia's obligations towards immigrants of various categories is still being developed. Methods of regulating labor immigration that are generally accepted in developed countries are being mastered.
It is not only quantitative that is important, But and the qualitative side of the migration source of replenishment of labor potential. In modern conditions, thanks to migration, including forced migration, the population of Russia is replenished with high-quality, qualified labor force. Two-thirds of the total number of external migrants are of working age: 17.8% of those arriving from neighboring countries have higher education and 28.6% have secondary specialized and incomplete higher education, which is almost one and a half times higher than the corresponding indicators for those employed in the country’s economy.
Internal migration- This is migration within the country. Depending on the action of various factors and conditions, population migration can be of various types. Let's mention just a few of them.
1. If labor migration occurs within a specific region and between regions of different ranks, it is divided into intra-district and inter-district, intra-regional and inter-regional, etc.
2. Depending on the time for which the labor force moves, irrevocable (permanent) and return (temporary) migration of the population is distinguished.
3. Migration of the population for the reasons that determined it is divided into voluntary and forced, the latter occurs for reasons beyond the control of migrants. For example, military actions, environmental disasters, political and ethnic conflicts.
4. Based on the nature of modern labor mobility, migration is divided into seasonal and pendulum. Seasonal is associated with the expansion of the scope of work, for example in agriculture, and pendulum includes regular movements of labor from one locality to another to work and back.
5. From the point of view of compliance with the norms of the legislation in force in the country, population migration can be legal (without violating legal norms) and illegal (in violation of the law).
6. According to the method of implementation, migration is divided into independent, which is carried out by the forces and means of the migrants themselves, and organized with the help of state or public bodies and enterprises.
The rapid development of society is followed by the emergence of new positions. The speed and frequency of social movements of individuals is increasing. To designate and divide these movements into types, it became necessary to interpret and name this process.
The concept of “social mobility” was introduced by the famous sociologist from Russia, as well as the recognized founder of American sociology, P. Sorokin in 1927. He highlighted the institutions that select for transfer to other positions. These include: family, school, church and professional organizations. Families and schools test the general characteristics of individuals that will be useful to them in performing many functions (intelligence level, health and character). Professional organizations are interested in the specific qualities of individuals that will be useful to them for the successful performance of a special function in a particular profession (voice for a singer, etc.). .
This term began to attract more and more attention among sociologists, and each defined it in its own way. Let's look at some approaches. Thus, the Marxist concept was based on the social class structure and economic criteria. .
M. Weber, as a representative of the German school of sociology, in contrast to this, argued that social status is not always determined by the presence of property and proposed expanding the criteria for stratification. Since social status is also influenced by power and prestige. .
Italian sociologists: Vilfredo Pareto and Gaetano Mosca viewed society as a system that is in a state of instability, a process of disruption and restoration of balance is taking place, and therefore, in the process of interaction between members of society, a circulation of elites occurs. .
The functionalism of T. Parsons, L. Warner, B. Barber and other representatives of this direction is considered one of the basic principles of modern stratification concepts. They viewed social inequality as a necessary element for the preservation of society, the interdependent elements of which are in balance. An integrated, system-structural approach is an adequate principle for studying the professional structure of the population of modern Russia and the processes of social mobility in it. .
In the theory of mobility of American sociologists S. Lipset and G. Zetterberg, the essence is embedded in the chain: “Science - Technology - Production - Society - Man.”
For the French sociologist P. Bourdieu, the active subject is an agent who is in some kind of field and can interact in any space. From birth he is endowed with a habit, that is, habitus. It is the system that gives rise to the agent's practice. Considering all his habits, he fights for capital, this is what we want to achieve (money, education, cultural level, belonging to a group, name). Socialization occurs in the process of habitus formation, which is influenced by education and upbringing. Social experience leaves its mark on the habitus, namely, it transforms goods and certain layers. Consumption is a demonstration of social status. This is a symbolic action.
A field is an autonomous sphere of activity. There are two types of fields:
1) global - those that cover the entire social reality (political, economic);
2) private - fragments of social reality (education, religion, art).
Each “field” has its own capital (set of prizes). All agents play in the "field" to win a prize. The one whose habitus is most adequate wins. Society is a game where everyone plays according to certain rules and receives prizes. Society presupposes involvement in the game. Agents in different fields show little interest in each other. Each of us can play in different fields, each field has its own prizes. Capital may depreciate, and therefore it is necessary to move from capital to capital. Thus, the social world, in his concept, is a struggle. The French sociologist, with the help of the division of labor, creates distances between people, and, consequently, a hierarchy. This is how a structured society appears. .
American sociologists D. Bell, A. Toffler talk about mobility already in post-industrial society. The leading role is given to knowledge and information. The economic work of D. Bell “Capital of the 21st Century” describes the changes in various professional poles and shows the constant race for professional growth. The creator of the theory of post-industrial society said that we are at the end of the historical path. History is no longer entirely reduced to economics, as it was in Marxism. Society no longer needs a universal paradigm. We are at the end of history. . The aspirations of people have changed, which began to be reduced to “civilization” and “democracy”, and after them the scale of ideas and possible events. The variety of situations is perceived as a completely expected phenomenon, which was not the case before. This can change a lot in the modern world. .
Toffler talks about “professional parents” - highly qualified and certified individuals. And also in post-industrial society, geographic mobility of people appears. The displacements will become widespread and will affect all segments of the population, regardless of the specific profession (military, scientists and teachers, some categories of managers, etc.). The development of professionalization, according to the scientist, will erode the foundations of bureaucracy within the organization.
Specialists will be tied to their profession, and not to the organization in which they exist. .
The concept of the outstanding British philosopher and sociologist of Polish origin, Z. Bauman, speaks of the accessibility and inaccessibility of mobility. Social space can be constructed through mobility. A person loses control over his own destiny, the uncertainty of existence increases. People are presented with this uncertainty as a good thing, as the best possible option. Adapting to changed living conditions, people themselves deny stability and duration as a guarantee of normal existence. A revision of values, which is expressed in the refusal to achieve long-term goals and objectives. The importance of social sustainability is lost. A person values others as objects that can satisfy his needs. Uncertainty about the future gives rise to poverty, inequality, and unemployment. A person is not able to master new knowledge and skills that will be useful in future work at the same speed with which production needs change. The former value of education decreases and differentiation arises between people depending on their skills. We live in a risk society. The conditions under which we will have to achieve our goals are changeable. Z. Bauman underestimates the degree of variability and mobility. .
There are many definitions of the concept “social mobility”. Social mobility usually means a change in status, position in society, and movement. In this regard, there follows a hierarchy, the division of people into groups depending on their movements. We will use this definition: “Social mobility is the transition of an individual or social object from one social position to another.” . There are at least two reasons for the presence of social mobility in society:
1 Changes in society entail a modification of the labor process, undermining previous statuses and creating new ones.
2 Despite the fact that education is more accessible to the elite, this does not exclude the possibility of talent among the lower strata of the population, therefore the upper strata are certainly replenished with gifted individuals from people of a different status.
P. Sorokin’s classification of social mobility is universal and approaches the consideration of professional mobility. There are two forms: horizontal mobility (movements occur at one level) and vertical mobility (movements across different social levels). The latter can be ascending (sharp jump, rise in position, status) and descending (descent).
It should be noted that movements can be both individual and group, when classes and social strata move collectively, for example, under the influence of historical events (revolution, war).
Structural mobility differs from voluntary mobility in that it follows from changes in the structure of society, in contrast to voluntary mobility, which occurs at one’s own request.
Factors of social mobility:
Economic development;
Social system;
Historical type of stratification;
Demographic factors (gender, age, fertility, mortality, marriage rate, divorce rate);
Location;
Migration;
Social status and status of parents;
Educational potential;
Nationality;
Mental and physical abilities;
Personal qualities (initiative, motivation, ambition, sociability);
Hi-tech;
Wars and revolutions.
Professional mobility is a type of social mobility. By professional mobility we mean the ability and ability to quickly switch to another type of activity, the possibility of retraining. By studying another phenomenon, such as
“Professional mobility” was studied by E. Durkheim and M. Weber. In the 70s of the 20th century, domestic scientists considered professional mobility to be a subject of social stratification of society. Since the 80s of the 20th century, it has been customary to separate the concepts of “social mobility” and “professional mobility”. Nowadays, professional mobility is undoubtedly considered as a subject of separate study.
Let us turn to the study of this term in modern sociological science. Famous sociologists of the 20th century, T.I. Zaslavskaya, R.V. Ryvkina, V.G. Podmarkov, created a theoretical doctrine in which an analysis of a specialist’s working career was carried out and the mechanisms of change of activity were investigated. . In the works of I. O. Martynyuk, V.N. Shubkina, V.A. Yadov considers professional mobility from the point of view of graduates’ professional self-determination, their adaptation in the workplace, readiness for advanced training, and desire to find a job. . Modern scientists consider professional mobility not only the ability to change the type of activity and place, but also the ability to make decisions independently and see non-standard solutions to situations that allow you to increase the level of qualifications and professionalism, as well as quickly navigate in a new educational, national, social, and professional environment . Particularly valuable in personnel is the ability to look at situations relating to professional activities in a new way, discarding existing stereotypes. This requires individual creativity, speed of decision-making, a high level of adaptation, readiness for constant changes in external factors, a high level of knowledge, learning ability, mastery of professional techniques, as well as personal activity and the desire to move, which is noted in the works of Z. A. Reshetov, A. M. Stolyarenko.
S.E. Kaplina believes that the dynamics of social life make it possible to realize one’s professional capabilities in any area of social relations. .
Psychologists Dyachenko M.I., Kandybovich L.A. pay a lot of attention to professional knowledge, mastery of techniques and the ability to use them for their intended purpose. The presence of the listed abilities is the basis of professional mobility. .
O.M. Dementieva explains “social and professional mobility” as the ability to quickly transform activities, retrain, and at the same time manage to realize set goals and professional abilities. In other words, this is the movement of a worker in the social and professional structure of society, where the following criteria are distinguished:
subjective - communication skills, openness, adaptation, self-realization in the workplace;
professional - knowledge, experience, willingness to take risks, competitiveness;
active - the presence of motivation among employees, drawing up programs and finding ways to implement them, improving their work, conducting activities in non-standard situations, the ability to take responsibility for making decisions. .
According to Yu.Yu. Dvoretskoy, professional mobility is one of the mechanisms of personality adaptation, which is inextricably linked with the subjective orientation of the individual, characteristics such as activity, self-realization, self-regulation, self-development, self-knowledge, self-improvement. .
Foreign researchers (D. Martens, A. Shelton) believe that professional mobility should be based on “key qualifications” that go beyond their specialization. This prepares the employee for a change in activity.
Russian scientists supplemented this concept, making it more specific, using the presence of “key competencies” in a person. E. F. Zeer, a specialist in the field of psychology, in his works revealed and proved the structure of activity, which depends on the professional choice and personal characteristics of a specialist. To adapt and work productively in various business communities and fields of activity, a person needs intercultural and intersectoral knowledge. .
Let us note that the development of professional mobility in the 90s of the 20th century was aimed at earning money, the race for material values. In the 2000s, the idea changed; professional mobility was based on increased education and the need for constant updating of knowledge. The university was tied to professional mobility. Nowadays, we are returning in a circle to the trend that existed in the 1990s. In the new paradigm, the competencies necessary for professional mobility are embedded in the educational process throughout life and work. Young people are faced with a complex system, which ranges from forms of advanced training to university education.
Professional career plays a particularly important role in the social mobility of an individual. A professional career is a conscious, thoughtful path aimed at achieving goals, increasing authority, developing abilities, taking into account one’s physical, mental and psychological characteristics, as well as sustainability of work in a given environment and field of activity. A social career can develop within one generation - intragenerational mobility, as well as between generations - intergenerational mobility.
Vertical professional mobility - career growth within one’s professional activity. Horizontal professional mobility - accumulated professional base (experience, qualifications, knowledge). It can be explicit, that is, confirmation by certificates and diplomas, or latent, namely, self-education.
Problems with the movement of individuals arise from the following aspects:
Instability of social status. Ability to quickly ascend and descend positions;
Different areas of activity of parents and children can lead to problems and discrepancies in outlook on life.
However, researchers are confident that a person’s social and professional activity guarantees a high degree of socialization of the individual. It is not only expressed in adaptation to other professional conditions, but also contributes to their changes. The activity indicator reflects the degree of change in these conditions and shows the mobility of a specialist in the professional field. Human development occurs, namely the awareness of qualities and character traits. Constant changes in society call a person to activity, in the process of which he transforms himself and the surrounding social and professional environment.
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