Limits of growth of modern civilization are determined by education, its quality and accessibility. In conditions of growth dynamics, of social and economic transformation practice requires the working out of the new forms for educational and social adaptation, optimization of the interests of the state and the individuality in the society of knowledge that appears daily. Global processes became the subject of studying various, especially social sciences. After all, globalization transforms the relations within a society and among countries, causing the formation of single market space.
The global economic crisis in a globalized society and social and economic relations led to a reorientation of main values and search of the model for economic development by the countries of the European Union that would ensure national competitiveness and direct the national economy of each country to long-term growth. It has become a model of innovation. The necessity for the formation and implementation of this model, which should ensure high and stable economic growth, solve social and environmental problems, provide competitiveness of the national economy, increase the export potential of the country, to ensure her economic safety and a leading place in the European Union.
The desire to look in the future predicts and influences it, is imminent to human nature. The real mechanism to influence our future is a distinct sphere of human culture, education. Exceptionally it is able not only to see but also to define the future in all fields of society – from the competitive economy to a basic and applied science nowadays.
The leading principle of the state policy in the sphere of higher education in Ukraine is the principle of state support for educational, scientific, technological and innovation activities of higher education institutions Innovative processes in the system of education provide variation and personality oriented trend of the educational process, so that the knowledge, skills and abilities of students are transformed into a means of developing their cognitive and personal qualities, competence to ensure their ability to be the subject of innovative professional activities.
The increased use of technology in teaching is not a panacea for improved student achievement and that intensified causal research on various innovative teaching methods and experiments is needed. Since the individual teacher is essential when it comes to innovations in teaching, incentives play a crucial role in stimulating educational innovations. The evidence on the returns to different kinds of skills of the students suggests that the central task of the education system is to train students in general skills. From a governance perspective, increased competition at all levels of education by providing more autonomy to the institutions and by more internationalization, and activating important stakeholders like parents and employers, seem to be important policy instruments to increase the innovative capacity of the education sector.
Among recent innovations in the education system, the introduction of computers in classrooms is often referred to as the most significant innovation. While the physical 6 appearances of classrooms have not changed much since chalkboards were introduced in Prussian classrooms in the late 18th century the arrival of computers, tablets, and the Internet has led to the re-thinking of many traditional teaching practices and is generally seen as an opportunity for improvement. While this section focuses on e-learning as a group of innovative teaching and learning methods, this does not imply that other innovative methods are less effective or have less potential. Project-based learning, learning in groups, the use of games for learning and many other methods are often considered similarly innovative as e-learning. The majority of these methods are not entirely new.