Integration of Educational and Professional Standards Under Conditions of Reform: Problems and Ways of Solution

Кельчевская, Н. Р.; Ширинкина, Елена

doi:10.15826/umpa.2018.01.002

Cited by 8 publications

(5 citation statements)

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“…According to the Federal Law "On Education in the Russian Federation", the formation of the requirements of the Federal State Educational Standard of Higher Education for the results of mastering basic professional educational programs (OBEP) should be carried out on the basis of appropriate professional standards in order to form the necessary professional competencies in graduates [1]. Numerous studies of the authors are devoted to this issue [2][3][4][5][6][7][8]. In accordance with federal Sciences 18-19 January, 2021 standards, educational and methodological associations should develop exemplary educational programs that universities can take as a basis for their educational programs, however, as practice shows, exemplary educational programs have not appeared.…”

Section: Introductionmentioning

confidence: 99%

Features of Formation of Basic Professional Educational Programs Based on Fgos Vo 3 ++

Netrebina¹,

Khakhulina²,

Баринов³

et al. 2021

Proceedings of INTCESS 2021- 8th International Conference on Education and Education of Social Sciences

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The transition to the updated FSES HE 3 ++ is carried out with certain difficulties associated with the delay in the approval of standards in many areas of training, as well as the lack of exemplary educational programs. However, a team of authors, independently, without waiting for the release of model educational programs, develops professional competencies, indicators of achievement of competencies, knowledge, skills, possession and, accordingly, a list of disciplines that form these competencies. This article is devoted to the analysis of the educational standard of the Federal State Educational Standard of Higher Education 3 ++ of the direction "Land management and cadastres". In conditions of some uncertainty associated with the delay in approval of individual FSES 3 ++, professional standards, exemplary basic professional educational programs, educational organizations are given the opportunity to independently decide approaches to achieving universal, general professional competencies and the formulation of achievements of professional competencies by graduates.

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Section: Introductionmentioning

confidence: 99%

Features of Formation of Basic Professional Educational Programs Based on Fgos Vo 3 ++

Netrebina¹,

Khakhulina²,

Баринов³

et al. 2021

Proceedings of INTCESS 2021- 8th International Conference on Education and Education of Social Sciences

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“…Для адаптации системы высшего образования к потребностям профессионального сообщества осуществляется переработка методической базы высшего образования. Нормативной основой этих преобразований является Федеральный закон от 02.05.2015 № 122-ФЗ 1 , которым были внесены 1 О внесении изменений в Трудовой кодекс Российской Федерации и статьи 11 и 73 Федерального закона «Об об-изменения в Федеральный закон «Об образовании в Российской Федерации» 2,3 . Законом установлено, что «формирование требований федеральных государственных образовательных стандартов профессионального образования к результатам освоения основных образовательных программ профессионального образования в части профессиональной компетенции осуществляется на основе соответствующих профессиональных стандартов (при наличии)».…”

Section: Introductionunclassified

“…Указанное особенно актуально для сфер профессиональной деятельности, в которых разработано большое количество ПС или сфера является обширной и хорошо структурированной. Отсюда возникает проблема о способах интеграции, гармонизации образовательных и ПС [1][2][3][4][5][6][7].…”

Section: Introductionunclassified

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Working Out of Main Exemplary Educational Programs for Bachelors, Masters and Specialists in the Field of Construction

Sainov

Korolev

2019

Stroitel’stvo: nauka i obrazovanie

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Introduction. The system of higher education in Russia is in the state of permanent transformation. During the recent period the aim of transformations has been adapting professional educational programs to the demands of community of professionals. The result of these transformations is approval of updated federal state educational standards, which obtained abbreviation “FSES 3++”. The essence of the standards updating is in establishing rules of accounting professional standards at development of professional educational programs. Starting from 2019 the training of personnel for construction industry will be fulfilled in compliance with FSES 3++. The training content of graduates is determined by educational organizations in compliance with exemplary main educational programs (EMEP). The article describes the experience of Federal educational methodical association in the system of higher education in an enlarged group of specialties and areas of training 08.00.00 Engineering and construction technology for development of EMEP. Materials and methods. In order to ensure the uniformity of the requirements for education of graduates of different profiles and qualifications, it was decided to develop EMEP for each of the main directions (profiles) of educational programs. As part of the development of EMEP, a methodology for formulating professional competencies based on an analysis of the requirements of professional standards was proposed and applied. Formulation of indicators of achievements in competencies was carried out in the form of a description of labour actions. Results. To date several draft EMEPs have been worked out for different directions and levels of education. A proven methodology for development of EMEP is used to compile EMEP for other areas. Conclusions. The process of harmonizing the educational and professional standards will permit not only solving the problem of professional orientation of educational programs, but also in this regard the task of ensuring quality of graduates training required by employers. For this purpose, EMEP should be developed separately according to the directions of educational programs and establish mandatory professional competencies. Such an approach to the development of EMEP also ensures the achievement of unity of the educational system as one of the requirements of the Federal Law “On Education in the Russian Federation”.

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“…Однако многочисленный контингент учёных и экспертов считают Болонский процесс чуждым, разрушающим систему образования, заложенную в советский период и показавшую свою фундаментальность и результативность [4][5][6][7][8], в том числе в ведомственном образовании силового блока [9; 10]. Сторонники модернизации, поддерживая проводимые Правительством РФ реформы, ссылаются на объективные процес-сы глобализации и конкуренции в области науки и образования, которые необходимо принимать во внимание для развития конкурентоспособности страны и лидерства в мировом образовательном пространстве [11][12][13][14]. Наиболее взвешенной позицией по отношению к реализуемым реформам является, на наш взгляд, осознание их позитивных и негативных сторон, а также корректировка стратегии при самом широком участии вузов и научно-педагогического сообщества [15; 16].…”

Section: Introductionunclassified

Reforming the Departmental Higher Education Institutions: A Critical Analysis

Bulgakov

2019

Vysš. obraz. Ross. (Print)

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The results of the reform of Russian higher education widely discussed among the pedagogical and expert community are characterized by the ambiguity and inconsistency of assessments. Special attention should be given to the need and results of the reforming in relation to the departmental universities of the power block which ensure the implementation of the country’s security functions. The features of the organization of the educational process in the departmental higher educational institutions of the power block are presented on the example of educational organizations of the EMERCOM of Russia system, starting from the entrance examinations stage and ending with the employment of graduates. The article considers the main directions of reforming the Russian higher education institutions and presents a critical analysis of their implementation in relation to departmental educational organizations of higher education of the power bloc. The peculiarities of the activities of departmental educational organizations of the power block, the tasks to be solved and the functions performed related to the training of specialists in the field of ensuring the security of a country require a balanced approach from the government education authorities when implementing measures aimed at the maximum integration of the higher education system into the global education system.

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Integration of Educational and Professional Standards Under Conditions of Reform: Problems and Ways of Solution

Cited by 8 publications

References 0 publications

Features of Formation of Basic Professional Educational Programs Based on Fgos Vo 3 ++

Features of Formation of Basic Professional Educational Programs Based on Fgos Vo 3 ++

Working Out of Main Exemplary Educational Programs for Bachelors, Masters and Specialists in the Field of Construction

Reforming the Departmental Higher Education Institutions: A Critical Analysis

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