The article deals with the problem of introduction of the main ideas of sustainable development into the practical training of personnel in the Russian higher education institutions. The theoretical basis of the article is the works of famous American and British psychologists (Guilford, Maslow, Torrance, etc.). The authors also relied on the proceedings of the international summits on sustainable development issues. The principles of education for sustainable development which determine the crucial tasks for higher education system in the light of close links with innovations, economy and social sphere have been clarified. The authors have established the role of the innovative approach as a modern educational paradigm which makes changes in objectives, content, methods and tools, forms of organization of collaborative activities of students and instructors, monitoring system and qualitative assessment of educational progress for the benefit of sustainable development. They have substantiated the necessity of achieving two main objectives in the education system: to provide an algorithm for the application of knowledge and prepare students to function in ever-changing unpredictable environment. The importance of the personal fulfillment within a framework of sustainability concept has been maintained. The importance of the personal fulfillment within a framework of sustainability concept has been maintained.
The problem of assessment of modern learning outcomes under the multilevel system of training has been investigated. The importance of this problem is due to the transition of the Russian higher education to the usage of the FSES of the third generation. These new standards are focused on the competence-based mode of the quality of ESD. The authors have emphasized the importance of an innovative approach to the organization of the learning process which makes changes to the quality control system and assessment. In the context of the necessity to direct subject matters of the professional training of specialists toward the competence-based mode, the possibilities of an innovation-oriented evaluation of mathematical training of future bachelors and holders of a master's degree have been considered. It has been suggested that mathematical competence is a component of the professional competence that was formed as a result of the multilevel system of mathematical training. To detail the objects of the diagnostic assessment the structure of mathematical competence has been specified. The authors defined the assessment criteria and indicators of the formation of mathematical competence. The authors propose to distinguish the following levels of mathematical competence formation: substantive, interdisciplinary and professional. An innovative approach to the assessment of the results of mathematical training gave an opportunity to identify the meaningful basis for the renewal of the educational policy in the sphere of higher economic education.
The article examines the problem of introducing the project method into the educational practice of higher education. It considers the possibilities of the project method for the formation of practice-oriented educational results during the subject mathematical training of students of University of Economics. The article presents an example of project assignment for the formation of an optimal deposit portfolio, included in the bachelor's thesis, master's thesis in the direction of «Economics». The implementation of project assignment requires graduates to have a sufficient high level of mathematical competence as practice-oriented result of mathematical training. A comparative analysis of the results of pedagogical experiment was carried out to study the influence of experimental learning (case-tasks, project-type tasks) during the mathematical training on the level of formation of components of mathematical competence. The Pearson criterion and G-criterion of signs were used to confirm statistical reliability of experimental results. The results demonstrate the effectiveness of project-based learning for the development of practice-oriented educational results that ensure the formation of experience of professional decision-making.
The problem of the improvement of the subject training of university students in the context of the transition of the Russian higher school to a multi-level structure (bachelor’s degree program, master’s degree program, and postgraduate training program) is important because of the new socio-cultural conditions that determine the need for rapid adaptation of graduates, as the development of the industry is faster than the full cycle of training for it. The authors identifi ed the following modern trends in the development of society and education: high rate of world variability, informatization of living environment, and globalization processes. These trends in the development of society in the context of educational practice determine the requirements for the subject training of students. The problem of assessing the quality of subject training is solved by the authors on the example of mathematical training of bachelors and masters in the discipline of economics. Taking into account the competence-based format of modern education, a scientifi c approach to the assessment of learning outcomes at each stage of mathematical training (subject, interdisciplinary, and professional levels) from the perspective of an open education system has been proposed. The competencies cluster of the mathematical component of professional training, considering the requirements of employers has been developed. Monitoring of the creative pragmatic skills of students which provide building of adaptive capacities has been conducted. The results of the pedagogical measurements show the positive dynamics of the quality of subject training in the changing socio-economic conditions.
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