Methodology of educational program design (on the example of «Technosphere Safety» program)

Abstract

Changing paradigms of higher education formulate challenges to educational systems in terms of changes in structural elements, their content, technologies and methods of implementation. The genesis of the design and existence of educational systems is the methodological basis (principles, approaches, conditions). To improve the effectiveness of the educational system of training specialists in technosphere safety it is necessary to substantiate the methodological approaches as the basis of system design. Taking into account the professional tasks in the field of technosphere safety the selection of the system of methodological approaches, principles and methods is carried out. The expert assessment of methodological applicability of these methods for the design of structural elements of the system was carried out. As structural elements of the educational system in the field of technosphere safety the following were chosen: theoretical basis of the program implementation, specialist model, educational content, methods and technologies of implementation, monitoring of the educational system. Taking into account the peculiarities in the content of the technosphere safety system, as well as professional tasks of a specialist, the following methodological approaches are presented as the main approaches: system, anthropological, axiological, cultural, risk-oriented, normative, reflexive, process, inversological approaches. The model of formation of the educational system includes: the model of a specialist, the content of education, methods and technologies of realization, monitoring of the educational system, the systems stakeholders. The proposed methodological approaches are described in terms of applicability to a specific educational system, taking into account the features of theoretical and applied aspect. The proposed format of the technosphere safety training system allows to systematize the process of designing the content of elements and provides a logically determined progressive nature of work. Each element of the system has a set of key concepts describing the content of the element.