Section 4. Education in the Conditions of Socio-Cultural Modernization Modern Challenges in Training of Specialists in the Field of Culture

Vocational training of specialists in the field of culture is suffering changes these days. These changes are caused by the social processes, cultural politics and new standards of education, law and labour. There are these and so forth the most immediate challenges of the vocational training of specialists in the field of culture in this article. This contribution also contains the interdependance among the challenges and some ways to respond to them.


Introduction
The main problem for the training of specialists in the field of culture at the level of higher education has now become a discordance between the content and quality of training of students at the university, developed by the Ministry of Labor of the Russian Federation and implemented professional standards, and the demands of the labor market (employers) of the territory.
The purpose of the article is to present contemporary challenges that are relevant to the training of specialists in the field of art and culture at the level of higher education and how to respond adequately to them. Questions of vocational training in the field of culture became the subject of analysis in the works of domestic authors A. Albov and S. Guzeeva, I. Aranovskaya, D. Gorbacheva and A. Gorbachev, I. Ignatova and V. Vvedensky, I. Simonova, etc. For the cultural sphere the considered aspect of the problem is poorly studied, and therefore insufficiently described in modern literature.

Methods
The main methods used in this study were the analysis of regulatory sources, as well as a comparative analysis of empirical data and included observation, which became the practical development of a theoretical basis.

Results and Discussion
Ekaterinburg is traditionally regarded in the Ural region as a center of education, including the field of culture and art. If we take into consideration formal quantitative indicators -the number of educational institutions, programs in areas of culture, enrollments for these educational programs, then it can be concluded that education achievements in the field of culture and art in the Sverdlovsk region in recent decades are good enough.
Thus, over the past forty years, the number of educational institutions implementing programs in areas related to culture and art has only increased in Ekaterinburg.
The number of universities during this time has doubled (from five to ten), colleges have almost tripled (from five to fourteen). Higher educational institutions of culture and humanitarian higher educational institutions of Ekaterinburg of various forms of ownership -from state to private, as well as non-core higher educational institutions were engaged in training of specialists. The Ural State Conservatory named after M.P. Mussorgsky provides education for musicians, acting and directing education is However, today the process of preparing specialists in the field of art and culture does not look optimistic. This article presents modern challenges in the training of specialists in the field of art and culture at the higher education level.
I believe that the challenges here will be understood not just as the problems that the organization of higher education faces in the process of preparing such specialists, but, first of all, as factors of external influence, debatable questions for which cultural actors and society have to give meaningful and organized response, considering them as incentives for the development of social processes [15].
We live and act in conditions where the rate of social change continues to increase, the risks of uncertainty increase, and achievements, including cultural achievements, are instantly distributed and assimilated in the world. When the economy increasingly depends on intangible production, the reputational role of symbolic capital expands: it is now responsible for the production and sale of symbols, capitalizing the culture itself.
There is a universal immersiveness, involvement, implantation, blurring of boundaries in the culture. The immersive theatrical performances or streaming broadcasting become a confirmation, allowing you to enjoy, for example, the sound of a live orchestra and feel yourself in a concert hall.
It is obvious that the training of specialists in the sphere of culture is the foundation of the production and reproduction of a cultural society, and implies: a coherent cultural policy of the state; along with the production of "cultural memory", its fixation, storage and current interpretation; hypotheses about the future. Over the past three decades, we have seen significant changes of these foundations of specialist training.
Cultural policy of the state, first of all, is expressed in the normative bases and strategic guidelines -from the Fundamentals of the Russian legislation on culture, the Fundamentals and Strategies of the state cultural policy to regional and, accordingly, municipal development strategies [4-7; 9-14]. As a legal basis for the preservation and development of culture in Russia, the Foundations of the Legislation of the Russian Federation on Culture were adopted by the Supreme Soviet of the Russian Federation on October 9, 1992, [11]. As a result of numerous revisions, the fundamentals of cultural legislation today are purely declarative in nature and do not actually regulate anything [2, p. 34, 40]. The new Federal Law "On Culture", which responds to current socio-political and socio-economic realities, has not been adopted, which means that the place and role of culture in the state structure and the life of society has not been clearly defined so that it could be possible to rely on.
The most specific federal and regional strategic landmarks in the field of culture for the next five years are three federal projects: "Cultural Environment", "Creative People" and "Digital Culture", by analogy with them three regional projects have been developed in the Sverdlovsk region: the level of infrastructure development "(" Cultural environment "); "Creating conditions for the realization of the creative potential of the nation" ("Creative people"); "Digitalization of services and the formation of the information space in the cultural sphere" ("Digital Culture") [12][13][14]. There are other external challenges for those who are preparing the next generation of cultural professionals. We are talking about the generation gap, aggravated by digitalization. Now a student is a person born in the 21st century with a different system of values, moral and ethical principles, a different perception of reality. These representatives of generation Z are different -not bad or good, just with a different set of qualities. They are often, hyper-informed, multi-tasking and with a great desire for self-realization, but impartial at the level of personal values, self-image and world, impatient and technologically dependent [8; 17-18]. For the older generation, which is mainly attributed to university professors who provide culture to human resources, the Z generation itself is a challenge.
The modern labor market, which universities should be guided by in training specialists, is not active in terms of feedback with these universities. There is a kind of misunderstanding in the number of necessary specialists and the capabilities of modern universities that provide this training. The figures characterizing the labor market and the demand for specialists in the field of culture are not defined by employers and not known to universities. Universities receive less social order and are not able to respond productively to the changes in the market environment. Certainly, the lack of organized interaction between universities and the labor market is one of the most difficult challenges to overcome.
Special attention should be paid to the issue of the increased responsibility of universities in terms of adjusting educational standards and bringing them to conformity with the requirements of the employer. The challenge is experienced not only by universities in the difficult process of finding and interacting with employers who are ready to serious cooperation. But representatives of the employers also face a challenge. They need to understand the language of competencies that is used in the federal educational standard of higher education. It is even more difficult to translate the thoughts and experience of a mature, intelligent and modern customer into this language.
On the other hand, employing organizations are not able to provide healthy highquality rotation of personnel in order to accept graduates with higher education. It is another challenge for the university in the field of culture and art. It happens for at least two reasons. It is important for the employer not to violate the law and to support the category of pre-pensioners, but the most important thing is that the experience and methods of teaching in the field of culture are accumulated for decades, not years, and therefore the value of the teaching staff of retirement age often increases.
Another challenge for organizing the process of training specialists is the immaturity of the labor market, which is manifested in the lack of communication between the subjects of this market -graduates and employers.
We should take into consideration that a university in the sphere of culture under these conditions has its own difficulties associated with overcoming the specifics of teaching art and culture: because it is expensive (over the past years, for example, in one value group with nuclear physics), time-consuming (from five or six years of age, the beginning of additional education), and selective (the knowledge and skills are transferred from the hands of the Master into the hands of the Pupil).

Conclusion
The existing need of the cultural sector for highly qualified specialists is not fully satisfied for a number of reasons. Several simultaneous steps in the future should be made to face the challenges piling on each other, which increase the difficulties of training specialists in the cultural sphere. Firstly, it is the awareness of reality by administrative and government structures and the articulated formulation of hypotheses, ideas, values and goals in the main regulatory documents (first of all, the adoption of the Federal Law "On Culture"). Secondly, the filigree work of universities in creating the content of new programs and introducing new professions is necessary nowadays. Thirdly, subjects of the labor market in the cultural sphere (from ministries to specific employing organizations, from universities to their graduates) should make every possible effort to implement the new system and the procedure for the production and employment of highly qualified personnel.