The Concept of the FSES HE of the Fourth Generation for Engineering Education in the Context of Implementing the Assignments of the President of Russia

Rudskoi, A. I.; Боровков, А. И.; Романов, П. И.

doi:10.31992/0869-3617-2021-30-4-73-85

Cited by 9 publications

(1 citation statement)

References 4 publications

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“…Если обратиться к истории развития советского и российского высшего образования, то окажется, что подобная модель реализовывалась и ранее, например, в МФТИ традиционно на 1-2 курсах углубленно изучались фундаментальные основы физики студентами всех специальностей, а уже на 3-6 курсах проходила специализация обучающихся на базовых кафедрах. И сегодня крупнейшие российские вузы, осуществляющие подготовку инженеров, придерживаются идеи единой подготовки студентов по укрупненной группе направлений подготовки (УГН) на 1-2/3 курсах обучения [20]. Однако руководители Московской школы управления «Сколково» считают, что определение направления подготовки после окончания второго курса, а не при поступлении, и возможность смены вуза после первой «двойки» лет -инновация для российского высшего образования [12].…”

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Model of sociology training introduced by the fourthgeneration Federal State Educational Standard

Temnova

2024

Vestnik Rossijskogo universiteta druzhby narodov. Serija Sociol

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Today a new level-system of higher education is formed in Russia through significant changes that meet the new requirements for specialists in economics, social sectors, and all spheres of public life. The new system is to incorporate the developments of the Soviet educational model and the experience of recent decades. The article considers a new model of sociological training implied in the reform of the higher education system and in the fourthgeneration Federal State Educational Standard (FSES). One of the central ideas of the new system is to provide students with the opportunity to choose a field of study not upon entering a university, but at the third year of study, which would increase the awareness of professional choice, help graduates to more successfully integrate into the labor market due to a broader educational base and ensure the flexibility of educational programs, preserving the “fundamental core” in each. Thus, the first two years are for general (for the enlarged group of areas) training, and then specialized (sociological) training starts. However, the draft of the new standard proposed by the Ministry of Education and Science, which is based on updated, enlarged groups of areas, would not improve the professional training of sociologists. The mandatory general part for all areas in the group would inevitably reduce the professional part of training, thus, depriving the higher sociological education of connections with practice and destroying the focused training of specialists, which contradicts the demands of society and the labor market, and the goals of the country’s social-economic development. There are also other problems: an unpredictable extension of the time to enter the labor market; not identified mechanisms for distributing student quotas between areas within the group, for funding an extended period of study (20 %-40 % increase in cost) and an increased teaching load. The current pilot project designed for three years would not allow to make valid conclusions about the suggested changes as students will not even complete the basic level of higher education. Therefore, it is necessary to return to the FSES for each area of training, to further develop regulatory and legal grounds for the transition from the Bologna system with a focus on the values and goals of the Russian higher education, and to ensure a broad public-p rofessional discussion about the planned reforms.

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Model of sociology training introduced by the fourthgeneration Federal State Educational Standard

Temnova

2024

Vestnik Rossijskogo universiteta druzhby narodov. Serija Sociol

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Prospects of standardization of professional education

Solovyov¹,

Pereskokova

2022

RJIE

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The authors consider the problem of standardization in the system of professional education under the modern conditions. In the Soviet time unification in the system of professional education was comprehensive and based on the model curricula approved by the corresponding sectoral ministries. In 1992 the Law on Education of the Russian Federation introduced educational standards to preserve the unity of professional education in the country. At the same time the formation of the higher education structure of our country was taking place. In 2000 educational and methodical associations developed uniform standards for each area of training of graduates - the second generation standards. After Russia entered the European Educational Area the standards were developed for each direction (specialty). The fundamental difference of the third generation standards involved new approaches to the assessment of the results of higher educational training: transition from the traditional orientation on formation of knowledge, skills and abilities to the assessment of social, personal and professional competences of the graduates. Introduction of competencies as the results of the training into standards implied transformation of the system of students' education and training in order to obtain these competences. However, the universities preserved traditional system of lectures and seminars, which involves the transfer of information and its memorization by students. After numerous modernizations the third generation standards have become prescription in nature and have lost their relevance The authors suggest developing standards for organizing educational process for each category of educational programs (Bachelor, Specialist, Master) to represent general requirements for the term and form of training, the program structure and the conditions of their implementation. The educational and methodical associations together with representatives of potential employers ought to develop qualification characteristics for the graduates of the training directions (specialties). The characteristics ought to be systematically updated according to the transformations of the labour market. Educational programs developed by the universities ought to become the main documents within the professional education system. The education system will be constructed on the basis of academic freedoms and autonomy of educational institutions responsible for the quality of the students' training.

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Foreign language information activity of a technical university student

Karakozova

Shamov

2023

Vestnik of Minin University

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Introduction. Training future engineers for professional activities is an urgent task in modern Russian society. Changes taking place in the global space require an increased emphasis on the need for productive information interaction within the professional activities of technical specialists. The problem of technical university students` ability to use a foreign language as a means of working with professionally oriented information is posed. The purpose of this article is to identify the features of specialists' proficiency in working with foreign language professionally oriented information and to find ways to improve the quality of information activities in a foreign language. Materials and Methods. A review of the literature on the problems of the study was carried out. In the course of the study, methods of theoretical analysis of scientific literature, generalization and systematization, pedagogical observation and modeling were used. Results. The main tasks of professional training of technical specialists in the field of electric power engineering and electrical engineering are given. The importance of mutual integration of professionally oriented knowledge, foreign language proficiency and a set of skills of search, processing, fixation, transfer of information has been substantiated. The category of "foreign language information activity" has been specified. In addition, the structure of foreign language information activity of a technical university student is revealed. Practical experience in forming skills of working with foreign-language professionally oriented information on the basis of the author's textbook is described. The results of the quality of mastering foreign-language information activities by technical university students are given. Discussion and Conclusions. Involving of technical university students in foreign language information activities is one of the effective ways to improve their professional training. The importance of forming and improving the skills of information activity in a foreign language among technical university students during their undergraduate and postgraduate studies is discussed. The question of the possibility of researching these processes in multilingual professional environments is raised.

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The Concept of the FSES HE of the Fourth Generation for Engineering Education in the Context of Implementing the Assignments of the President of Russia

Cited by 9 publications

References 4 publications

Model of sociology training introduced by the fourthgeneration Federal State Educational Standard

Model of sociology training introduced by the fourthgeneration Federal State Educational Standard

Prospects of standardization of professional education

Foreign language information activity of a technical university student

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