Prospects of standardization of professional education

Abstract

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.