Educational needs of students in context of their career plans (by example ofTSU)

The relevance of studying educational needs is in many ways defined by their specificpeculiarity: time of their cycle of functioning, starting from realization of the resource need in the concrete situation and ending with thereceiving the result of realization and being satisfied/unsatisfied with the latter. Viewing the definition of a need as a specific form of anecessity according to the personal characteristics and socio-cultural peculiarities of certain groups and of the society in general, we candistinguish the following conditions of development of educational needs in contemporary Russia: 1) domineering of the pragmaticorientations at the level of all participants of educational field (student, educational institution, society in general); 2) market regulationof educational services according to the labour market demands; 3) tendencies set by the new cultural-educational context, developmentand active implementation of competency approach, of the concept of continuous education; 4) growth of competition in the area ofeducational system; 5) perspectives of integration of Russian education into the international system. The results of sociological pollsconducted among the students of TSU in the period from 2009 to 2011, on the one hand, confirm pragmatism of contemporary studentsin relation to the choice of profession and of complementary educational programs, on the other hand, they demonstrate immaturethinking in relation to the career planning. Declaration of high demands to wage and career growth is not supported by the activeparticipation in the career planning events. Coexistence of pragmatism and infantilism logically leads us to the question of the degree ofself-awareness of educational needs and choices. Analysis of empirical data shows that realization of educational needs comes throughthe prism of material and pragmatic goals, substantive goals remain in the shadow. Thus, studying the degree of satisfaction of facultyand specialty choice, we can see that realization of the substantial goals of education comes later. The results of sociological polls givenin this article allow us to make the following conclusions: 1) the lack of self-awareness in choosing the educational needs is caused bythe absence of real practical situations allowing students to get acquainted with their future professional life; 2) low effectiveness ofefforts helping students in their professional orientation at all stages of education; 3) low level of students' involvement into workplacements and internships; 4) necessity of development of a new type of interrelation secondary school - college in the context of theidea of continuous education with the purpose of organization of a more effective system of professional identity development.

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