Введение. Экологизация, цифровизация и увеличение продолжительности трудовой жизни формируют современную политику рынка труда и образования. На смену линейной парадигме устойчивого развития приходит экономика замкнутого цикла (ЭЗЦ), что приводит к появлению новых профессий, подходов к организации труда и новых сочетаний умений. Статья посвящена анализу экономики замкнутого цикла в контексте совершенствования системы подготовки кадров в сфере профессионального образования и обучения (ПОО).Цель. Выявить возможности повышения эффективности ПОО на системном уровне в контексте перехода к ЭЗЦ.Методы. Основу составили элементы социально-экономического моделирования, структурирования и систематизации, метод case-study и форсайт-технологий. Междисциплинарный подход позволил экстраполировать социально-экономические тренды на область прогнозирования потребностей рынка труда в условиях перехода к ЭЗЦ.Результаты. Циркулярные модели бизнес-процессов содействуют переходу к более справедливой и экологически устойчивой ЭЗЦ. Применение подходов ЭЗЦ замкнутого цикла в ПОО будет способствовать повышению ее эффективности, обеспечивая переход к Индустрии 5.0, в условиях которой обучение происходит параллельно с разработками новых промышленных технологий. ЭЗЦ требует также нового подхода к формированию инноваций в обучении и Т-образного сочетания умений специалиста широкого профиля.Научная новизна. Выявлены ключевые принципы и элементы формирования ЭЗЦ и возможности для совершенствования ПОО в рамках стратегии замкнутого цикла.Практическая значимость. Результаты анализа, выводы и обобщения могут быть использованы в процессе модернизации ПОО, трансформации содержания программ и моделей обучения, а также при создании инновационных площадок обучения в рамках циркулярного подхода. Introduction. The article is devoted to the analysis of the circular economy in terms of improving vocational education and training (VET) system. Greening, digitalisation and increasing working life duration are shaping the labour market and education policies. The linear paradigm of sustainable development is being replaced by the circular economy (CE), which leads to the emergence of new professions, new approaches to the organisation of work, and new combinations of skills that meet the mobile, flexible, and sustainable labour market needs.Aim. The purpose of the study is to identify trends and opportunities to improve the effectiveness of VET at the system level in terms of transition to CE.Methods. The employed methodology relies on elements of socio-economic modelling, structuring and systematisation, the case-study method and foresight technologies. The interdisciplinary approach made it possible to identify and extrapolate socio-economic development trends to the area of the labour market needs forecasting in the context of the CE transition.Results. It is concluded that circular business process models are facilitating the transition to a more equitable and environmentally sustainable CE. Extrapolating the circular approach to the VET system will ensure its transition to the Industry 5.0 thus increasing its efficiency: the training will go in parallel with the development of new industrial technologies. Transition to CE will also require a new approach to the VET innovations and T-shaped skills.Theoretical novelty lies in identifying the key principles and elements of the CE formation, and the pathway for improving VET within the framework of a circular strategy.Practical significance. Obtained results can be used for further VET modernisation, programmes and learning models content transformation, as well as for the creation of innovative learning spaces within the circular paradigm.

The article, aimed at mapping ways to enhance the systemic character and sustainability of citizen science, analyses the state of its discourse in the Russian context. The analysis, relying upon the multiple actor interdisciplinary paradigm within the framework of rational agency, applied comparative and analytical methods. The research concentrated on identifying common invariant features in the processes of initiating and developing citizen science projects, as well as on distinguishing core unresolved issues. The article points out the relevance of citizen science, viewing the latter as a reflection of changes in the relationships and activities undertaken by people, communities and society at large, diverse actors getting more and more involved in these activities, with their functionality and impact on social processes being expanded. The research can be considered brandly new, because it defines the role of citizen science as a new synergetic paradigm for the development of science and higher education in Russia, and as an important communication-and-cooperation channel between higher education and society at large. In particular, it is revealed that at the macrolevel, citizen science projects contribute to the democratization of both scientific research and society as a whole by invoking actors from various social spheres and subsystems, as well as by strengthening citizens’ confidence in the state. At the microlevel, the projects contribute to the universities’ educational and social mission, expand and diversify the interaction of HEIs with society, and foster new research questions formulation. The practical use of the research is viewed as a possible integration of our conclusions in the further practice-oriented investigations, in forming citizen science backgrounds, competences, and methodological base. Of no less importance are the materials for the training programmes modernization in the field of science and higher education administration.

No abstract

This article discusses the issue of systematization of international joint programmes in higher education. The authors analyze the criteria for differentiating between various types of international joint programmes. In particular, the authors propose to distinguish between international double degree programmes and dual degree programmes. Different classifications of international joint programmes are substantiated through the analysis of successful experience of their implementation in Russia and abroad in the context of globalization and international educational integration. The article also gives ground to the general criteria of the effectiveness of the implementation of various types of joint educational programmes. It is concluded that the systematization of international joint programmes will allow to avoid confusing terminology, and considering the fact such programmes are developed and implemented by universities with different backgrounds from different regions of the world, sometimes even from different education systems, this approach will greatly simplify academic cooperation between universities of different countries in the context of cultural differences and particular features of different national legislative regulations. Considering the different types of joint international programmes and the practice of their implementation in universities, the authors proceed from the fact that all these programmesrepresent effective ways of creating a single European higher education area, an important tool for implementing the principles of the Bologna process. Regarding the task of improving the competitiveness of universities that implement international joint programmes, the article also identifies the significant benefits for students acquiring specific intercultural, communicative, as well as interdisciplinary professional competencies and, respectively, advantages in employment, both in their own country and abroad.

Предмет. Стремительное изменение содержания труда и усложнение профессий часто затрудняет или делает вообще невозможным освоение новых умений в образовательной организации. Статья посвящена системному анализу наиболее распространенных моделей обучения на рабочем месте в современных условиях в контексте совершенствования подготовки кадров и развития человеческих ресурсов.Цель исследования — выявление инвариантных характеристик обучения на рабочем месте в рамках полиакторного подхода и определение необходимых условий для его успешной реализации. Исходной методологической позицией является рассмотрение обучения на  рабочем месте (ОРМ) как социально-педагогического проекта.Методы. Исследование опирается на  диахронический подход с  использованием эмпирических методов кабинетного исследования, таких как системно-аналитический метод, текстовый анализ / анализ документов, а также элементов социального проектирования.Результаты. Добавленная стоимость обучения на рабочем месте с использованием программ ученичества и  иных конфигураций дуальных моделей заключается не в контрактном оформлении взаимоотношений его акторов, а в целенаправленной организации самого процесса обучения в реальной трудовой среде.Научная новизна исследования заключается в выявлении конфигурации ключвых параметров полиакторного пространства обучения на рабочем месте, актуальных для повышения качества подготовки кадров, адекватных задачам экономики знаний и условиям Индустрии 4.0.Практическая значимость. Выводы и  рекомендации могут быть использованы при дальнейшей модернизации профессионального образования, а также для обновления курсов по менеджменту в образовании. The subject of the study comprises the current trends of the work-based learning due to the acceleration of changes in the content of labor and the complexity of professions, which often makes it difficult or even impossible to master new skills in an educational organization. Thus, the article contains a systemic examination of the key most common models of work-based learning against the backdrop of its on-going growing relevance and expansion.The aim of the study is to identify invariant characteristics of the work-based learning from the polyactor communication perspective and to identify conditions for its successful implementation. The employed methodology relies on the diachronic approach supported by the empiric methods of desk-top research such as systems analysis method and text analysis method, as well as elements of social engineeringTheoretical novelty is in the identification of the configuration of the poly-actor dimension of work-based learning and its inherent properties relevant for enhancing quality and efficiency of the work force that would be adequate to the challenges of the knowledge economy and Industry 4.0.It is concluded that the added value of work-based learning in the form of apprenticeships and dual models as well as its other configurations is outside the formal contractual frame integrating its actors and lies in the targeted organization of the process of learning in the real-life work environment.The practical value is in the possibility of using the proposed conclusions and recommendations to further modernize vocational and professional education and courses in management in education.