Abstract
This article may not bring the reader to a sense of closure, or a conclusion as to what will happen in Russian vocational education. It does offer insight into what Russian educators are facing on a daily basis as they try and find and pursue the best course of action as they attempt to create a curriculum that will address the major needs of Russian society now and in the immediate future. This article may make more impact on our readers if they knew that the average salary that a Russian university professor makes is equal to one U.S. dollar a day, or that most schools either have no computers or ones that can only run DOS programs, or that Internet access is still a dream of the future for most Russian students and professionals.
Highlights
This article presents issues related to training teachers of technology and entrepreneurship in Russia’s higher educational establishments, that is, those who will represent in 1st to 11th forms of Russia's general schools technological units, assigned to the technology educational field
In Russia, teachers of technology are being trained in 69 pedagogical universities at the faculties of technology and entrepreneurship
That is why, taking a teacher of technology and entrepreneurship training as an example, we have been governed by the absolute importance, necessity, and expedience to draw up a federal regulatory document in view of the: 1. Insistent need to preserve education uniformity and, to ensure similarity of educational programs applied by Russia’s pedagogical universities concerning their aims, objectives, the above-stated assumption implies our answer to the question concerning the least required educational level for a teacher to effect technological education in the school
Summary
This article presents issues related to training teachers of technology and entrepreneurship in Russia’s higher educational establishments, that is, those who will represent in 1st to 11th forms of Russia's general schools technological units, assigned to the technology educational field. Their training, in respect to future pedagogical specialty, is governed by the State Educational Standard for Higher Vocational Training (SESHVT).
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