Professional Education In Russia Research Articles

Phenomenon of Psychological Well-Being in the Context of Medical Students’ Satisfaction with Educational Activities

Introduction. Preservation and strengthening of mental and psychological health of students is one of the priority tasks of development of modern professional education in Russia. However, the recent studies into psychological well-being of medical students have shown an average and low level of its formation. The discovered problem is complicated by the lack of studies that would show the relationship between the peculiarities of the organization of the university educational environment and the satisfaction with the learning activities of students. This is important for the development and practical realization of optimal conditions for the formation of psychological well-being of medical university students. The aim of the study is to determine the specifics of the state of psychological well-being of medical university students in connection with the level of their satisfaction with learning. Materials and Methods. First, second and fifth-year medical students participated in the servey. The following diagnostic tools were used: “Scale of psychological well-being” (K. Riff) and “Questionnaire of satisfaction with educational activities” (L. V. Mishchenko). The analysis of the results of the study revealed statistically significant correlations between the scales of satisfaction with the educational activities of medical university students and their psychological well-being. Results. The analysis of the results of the study revealed statistically significant correlations between the scales of satisfaction with learning activities of medical students and their psychological well-being. Second-year students demonstrated high indicators of psychological well-being, the lowest ones were found in fifth-year students. The obtained results create prerequisites for comprehension of the process of optimizing the educational environment of medical school, focused on the preservation and promotion of mental health of students. Discussion and Conclusion. The conclusions of this study can be useful for the management corps of the university in order to develop and implement optimal psychological and pedagogical conditions for the organization of the educational environment and increase the level of satisfaction in the student community with all components of the structure of learning activities as one of the main conditions for the development of psychological well-being of young people.

Professional education as a way to discover the multi-dimensional integrity of a human

Introduction. Currently, professional education is not often based on the natural inclinations of a person, their development with subsequent extrapolation into the chosen field of activity, which is not just the main scientific problem in the qualitative preparation of professionals, but also does not allow a comprehensive mapping of the natural multidimensional integrity of a person, its large-scale deployment of its natural essence in one or another sphere of social activities and the inter-sphere space in which a person will have to grow professionally, develop, build themselves and their life prospects. The article presents a theoretical overview of the genesis of professional education in various historical epochs, starting from the earliest civilizations of the world to the present time, in a philosophical and cultural context. According to the authors, this review will serve as a theoretical basis for understanding the peculiarities of the formation of professional education in Russia, ways to reform it at the present time, search for promising areas of these transformations, the emergence of innovative professions, professional goal-setting, the development and implementation of multidimensional manifestations of the natural integrity of human inclinations as a subject of professional activity, improving the quality of their life and satisfaction with the profession. The research purpose of the article is to analyze the philosophical and cultural genesis of the formation of professional education system in the history of human existence. The position is substantiated that professional education should be one of the ways to reveal the multidimensional integrity of human natural inclinations, and the profession should be considered as an independent occupation, determined firstly by the natural origin, and secondly by the social division of labor operations, social challenges and orders. This requires special technologies and through evidence-based pedagogy – to get access to educational practice, in which decisions on the application of educational approaches and methods of professionalization are made based on the available evidence of their effectiveness, and such evidence is searched, compared, generalized. Materials and Methods. The methodological basis of the research is based on philosophical, cultural and systemic approaches. The theoretical and methodological support in the construction of the material was the dialectical method, which contributes to the objective grasp of the concrete historical circumstances of human existence in the context of professional formation. Methods used by the authors include comparative historical, deductive, chronological ones, as well as generalization and analysis. Results. The main results presented in the article are philosophical, cultural and socio-philosophical analyses of the genesis of professional education and revealing its specific socio-cultural features in the comparative context of social development in various historical civilizations. For the first time, the formation of professional education into an independent social phenomenon and its institutionalization, the evolution of professionalism on the example of ancient China, Greece, and Rome are described in a generalized form. The analysis of the origin of the phenomenon of professional education in Europe, professional activities reflecting public concerns and achievements, stating the key aspects of the interaction of education with the socio-cultural code of the era, is of research value. Attention is focused on professional education in the Middle Ages since the advent of manufactories, as well as innovations of the Enlightenment. The conducted philosophical and cultural analysis of the formation of professional education in the world served as a prerequisite for analyzing its development in Russia, starting from the reign of Peter the Great to the present. At the same time, the need for the formation of a fundamentally new concept of professional l education based on the consideration of human natural inclinations, rethinking the concept of professional education from ontological, axiological, praxiological and other positions is emphasized. Conclusions. The analysis of the formation of the professional education system in various epochs, from the ancient world to the present, allowed the authors to substantiate the position that professional education should be based on the natural inclinations of a person, their abilities and capabilities and act as one of the ways to actualize their multidimensional integrity and social self-sufficiency. It is recorded that at different stages of formation, professional education acts as a phenomenon of a specific type of activity, contributing to human self-fulfillment in a dynamically changing world. In this regard, the dominant role belongs to understanding and evidence-based pedagogics and their methodological developments aimed at the formation of professional activity of a person.

Reforming higher Professional Education in Russia in changing Geopolitical conditions

During the period of work of Russian universities according to the rules of the Bologna system, the quality of higher education has decreased. The discrepancy between the training programs for students and the current and future needs of the labour market of specialists has aggravated. The accumulated problems became the basis for reforming higher education in Russia. Methods of induction, comparative and content analysis of the reasons for changes in the education of students in undergraduate and graduate programs from 2002 to 2020. installed. Strategic documents and practical results of the activities of universities have been studied. The analysis of official sources of information and scientific publications of domestic and foreign authors revealed problem areas in the training of specialists by Russian universities. The key role of higher education in the reproduction of human intellectual capital has been proven. Recommendations for improving the organization of the educational process and resource support for the training of students at various levels of ISCED-2011 have been formulated.

О некоторых особенностях обновления системы высшего образования России

The purpose of this work is to discuss the problems that arise at the next stage of the renewal of the national system of higher education. Based on the results of the study, the author assesses the planned structural changes in higher professional education in Russia, the degree of their continuity with the existing structure of higher education, identifies the emerging features of the main educational programs of higher education, the degree of their compliance with the new requirements for specialists with higher professional education in various sectors of the national economy. It is shown that the proposed restructuring of the main educational programs of higher education needs a thorough adjustment, since it does not solve the problem of high-quality training of specialists with higher professional education based on the conjugation of the main educational programs of higher education and the sphere of work.

Development of additional professional education in Russia

The article provides an overview of current trends in the development of additional professional education. The article describes such trends in the development of education as a hybrid format, micro-qualification, training with the involvement of social networks and autonomy. Some factors hindering the development of the quality of vocational education are analyzed. The features of digital educational technologies, the use of which is relevant in the framework of the educational process, are highlighted

Pavlinsky Geliy Veniaminovich (1935–2023)

Pavlinsky Geliy Veniaminovich (1935–2023)

Цифровизация высшего образования в условиях пандемии COVID-19 и в постпандемический период: методологические проблемы

The article discusses expanding the research base in the field of educational psychology through the analysis of methodological issues that arose during the process of systemic digiti­zation of general and professional education in Russia during the COVID-19 pandemic and the post-pandemic period. Digitization during these periods accelerated the transformation of socialization through educational means in a virtual learning environment. The fundamental problem of digital transformation in education is that the digital format of education in its modern distance form contradicts the contemporary humanistic paradigm of education, char­acterized by the priority of subject-subject relationships, ideas of inclusion, and interests in socialization in the process of learning and upbringing. Prospects for further research lie in studying the transformation of modern educational methodology in the context of digitiza­tion, creating relevant psychological foundations for virtual pedagogical communication to develop social-emotional skills and emotional intelligence.

European Education: Phenomenon, Myth, or Project?

The paper discusses issues of reforming the system of higher professional education in Russia. The authors state that the main goals of organizing the European zone of higher education were alien to the Russian educational tradition and were not implemented in Russia over the past two decades. Moreover, these efforts have led to the destruction of the unified educational space of the country, a decline in the quality and accessibility of education, and the loss of value-based worldviews. Analyzing the situation, the authors of the article reveal the underlying causes of failure in the fundamental incompatibility of the socio-cultural paradigms of European and Russian education. A comparative analysis of the activities of European and Russian universities formed the basis for the statement about the necessary and reasonable formation of a national education system capable of a productive dialogue with the Euro-American civilization. The authors speak in favor of the approach would meet the Russian national features and ensure the sustainable development of the Russian educational system.

Формирование академического лидерства в контексте трендов развития современного российского высшего образования

The article is based on the study of current problems of higher education based on the appeal to the ideas of the strategic importance of the reorientation of higher professional education in Russia to the formation of students’ creative skills and abilities, about the paradigm shift radically changing the culture of education itself as the fundamental basis of the educational space, the concept of regionalization of state policy in the field of higher education. The article highlights the leading trends in the diversification of state policy in the field of higher education and key scenarios for the development of higher education in the context of global and local challenges of our time. Among the leading trends that determine the specifics of the development of higher education, including in Russian conditions, there are professionalization, digitalization and regionalization. It is shown that the prospects of state policy in the educational sphere can be associated with the implementation of the “third mission” of the university, aimed at creating the necessary public goods, the forced formation of the institutional environment of its own region. The strategy of achieving academic leadership as a special state of the educational and scientific-innovative sphere, including in the regional space, is highlighted as the main mechanism for the development of state policy in the field of higher education.

The market of vocational professional education in Russia in the new economic conditions

Since the end of 2014, the Russian economy has undergone major changes. The crisis continued until 2018, followed by stabilization and short-term growth in 2018-2019. The emerging positive trends were interrupted by the pandemic. All this has had a signifcant impact on the vocational professional eduation market, both in quantitative and structural terms. The modern world is changing too fast, it is necessary to form the creative potential of a person. The article states that specialists’ adaptation mechanisms to new conditions should change with the help of advanced training, obtaining new knowledge and skills in all forms of education, including the system of vocational professional education. This means that the market of educational services formed by state, departmental and corporate educational institutions must respond to the demands of the economy and consumers of these services. Such advanced technologies and methods as online studying should be used along with and in combination with ofine classes. The conducted research has shown that large corporations allocate signifcant funds for the training and retraining of specialists corresponding to the level of technological development, capable of making effective management decisions. The authors of the article note that in the system of vocational professional education consumers of educational services are most interested in training programs related to management, marketing, information and computer technologies, which is quite consistent with the digital economy and the knowledge economy

Современные тенденции развития человеческого потенциала

Theoretical aspects of the formation and practical implementation of human potential as a complex scientific category, the key component of which is education, are being studied. The purpose of the article is to identify the features of the accumulation of human potential, manifested in the objective aspirations of various actors in the context of the transformation of geopolitical and mega-economic reality. The object of the study is the Russian education system, its characteristic features and influence on the accumulation of human potential. The subject of the study is the transformation of economic relations in the field of education in the context of changing goals of social development. The evolution of the essential characteristics of human potential and its relationship with educational potential and human intellectual capital is considered in the works of various scientists. Based on scientific publications and information sources, key indicators have been identified that characterize the contribution of the education system to the functioning and development of human potential; for a number of positions, the indicators were compared with the countries of the BRICS coalition and other foreign countries. It has been established that to measure the educational potential of the population, it is advisable to use such qualitative indicators as: 1) the level of education of the adult population and its component - the level of vocational education, 2) the number of students per 1000 people of the population; to reflect the demand for the educational potential of the population in the labour market, indicators of employment and unemployment are acceptable (in relation to the level of education); The rating of the domestic education system at the international level is characterized by the number of foreign students studying in Russian universities. Conclusions about the timeliness of updating the priorities of public and state policy in the direction of the internationalization of education and the intensification of activities to attract citizens of friendly foreign countries to receive professional education in Russia are made.

Анализ подходов оценки качества результатов подготовки студентов в системе профессионального образования за рубежом

In this article an attempt to systematize the existing approaches to the assessment of quality of training students of technical universities in various countries is made; features of the assessment result of students' learning common for the whole system of higher education in Europe and the United States are identified; differences in the quality assessment result of training technical university students in foreign countries are also discussed. The relevance of the research is determined by the features of the organization and trends in the development of quality assessment of student training results, which is one of the most important aspects of managing the development of the higher education system. The choice of methods for its implementation directly affects all aspects of university activities in general, and largely determines the quality of educational services. The purpose of the article is to study and analyze existing approaches to assessing the quality of training results of technical university students abroad. It is established that the assessment of the quality of students' training results in Russia requires transformation of our mentality in determining the content of education. The presented results and conclusions of the study make it possible to formulate recommendations for assessing the quality of student training results in the system of professional education in Russia and promote the creation of a unified system for assessing the quality of higher education, which contributes to increasing the prestige of Russian higher education and its integration into the international scientific and educational space.

STEM and STEAM Education in Russian Education: Conceptual Framework

The paper examines the STEM approach as one of the revolutionary tools for transforming education. This paper discloses the content of the concept of “STEAM-education”, substantiates its importance and prerequisites for its appearance. The author elucidates a comparative analytical review of trends and prospects for the development of STEAM education in the Russian Federation. In this paper, the authors want to touch upon a comprehensive theoretical and methodological study conducted on the declared problem to identify the problem of the formation and development of the STEAM approach in the education system in the Russian Federation at all levels: general education, vocational education, and additional education. The object of this study was STEM education. The subject of this research was the STEM approach and STEM technologies in the system of general education, vocational education, and additional education. The methodological foundation of the study was the general scientific propositions on the holistic, systemic, and dialectical approaches to research, which made it possible to assess the totality of interrelated and interacting elements that form a certain integrity. The use of these approaches provided a comprehensive analysis and formulation of the research problem and determined the strategy for its study. The analysis of the current state of STEM and STEAM education in higher education in the Russian Federation suggests that it is necessary to stimulate the development of information and communication technologies in the country’s education system in general, as well as to develop comprehensive programs for adapting STEM and STEAM approaches among the subjects of educational relations. In the context of modern global risks and challenges, the educational trajectory of development in Russia should be conceptually consistent with the new strategy in the field of natural science education adopted in the United States, “The Path to Success: American Strategy for STEM Education”. Experts believe that through the practical implementation of STEM and STEAM technologies, it is possible to improve the efficiency of the quality of training for the purposes of the modern digital economic sphere. In this regard, the primary competences obtained in the higher education system in the areas of STEM and STEAM training should be cognitive, personal, and interpersonal competences, expressed in digital literacy, computational thinking, creativity, open mind, soft skills, and others. The concept of STEAM education in the system of higher professional education in Russia will ensure the transformation of ideas about scientific knowledge and build an innovative development process through the formation of skills in the field of exact sciences, linguistics, engineering, art, etc.

Supplementary professional education in Russia: key needs of teachers and headmasters

This article explores the results of the research which was held in January, 2021 among teachers and heads of educational organizations in Russia. The major problems, which can be solved by additional education, that were indicated by teachers: “increase the effectiveness of work” and “increase the quality of education”. From the chiefs’ of educational organizations points of view, the main problems of teachers are: “ensuring the quality of education” and “professional growth of school teachers”. In this article, the mechanisms and the destinations of adjustments the providers’ of additional education are shown marketing and communication strategies. The experience of the organization of personalized education in the case of implanting an innovative model of hub of additional education for children and adults which let, by acquiring the necessary professional and personal skills, to give an impetus to the development of the human resources potential of the general education system. The data, which is presented in this article, will be interesting to the directors of educational organizations, the employees of education management bodies at all levels, the specialists in the field of education of tutors and directors of schools.

An interdisciplinary approach to evaluating the effectiveness of postgraduate education (MBA)

This article is devoted to the problems of additional professional education in Russia. The results of an exploratory research are presented, the purpose of which was to identify subjective and objective learning factors associated with the development of business careers of graduates of MBA programs. The role of subjective (usefulness of knowledge, business connections) and objective (academic performance) learning factors in the development of a business career is evaluated. The obtained data confirm the validity of using the intelligent career model to analyse the features of the professional actualization of graduates after graduation. The importance of subjective criteria for evaluating the usefulness of the acquired knowledge for both objective (change in income, status) and subjective (satisfaction with the ratio of resource and result) career success is noted. It is shown that academic performance is not related to objective criteria of business career development. It is revealed that the form of employment (entrepreneur or corporate employee) is associated with subjective attitude to knowledge assets and with career development after obtaining an MBA degree.

Transformation of the Educational Environment and Formation of Human Capital in the Digital Economy

The course on the digital economy becomes defining in development of the Russian Federation for the nearest period. There is a demand for human capital of a new quality, focused more not on mastering highly professional skills and competencies, but able to maintain its advantages in conditions of constant changes, striving for constant self-development, having the ability to rapid communications. This requires a significant transformation of the entire educational environment. The article considers and analyzes some aspects of the formation of new approaches to the development of human capital, the analysis of the positions of the participants of this process (the state, universities, business, University faculty), the formulation of problems and opportunities of digital transformation of the educational process. The results of the study confirm the existence of significant positive changes implemented in the sphere of higher professional education in Russia, but also indicate serious problems and challenges in this sphere.

Minin Nizhny Novgorod State Pedagogical University

The work is devoted to the analysis of the development of the system of continuous professional education in Russia and abroad in various historical periods. The article analyzes the stages of development of the system of continuous education, the mainfactors affecting its development, comparable reasons. The study of the process of development of the system of continuous education allows to highlight the problems ofits formation at various stages. Modern society emphasizes the special role of education as the leading value of preserving and enhancing culture and the growth of human potential. Continuing education in such conditions is of particular relevance because it goes beyond the formal education, covering various groups of the population, more than other forms of education, providing self-realization and self-expression ofthe individual. Considering the main stages of the development of the system of continuous education, we can trace its subordination to the various priorities of the development of the state system: the development of the country’s industrial potential, political education and ideological propaganda, raising the cultural level of citizens. In this case can trace the vector of society’s influence on the system of lifelong education, which forms an actual order for educational topics: health protection, familiarity with new technologies, individual creative self-development.The study of the process of development of the system of continuous education allowed us to conclude about its significant role in the modern educational space, to identify its functions - professional, personal, social, to formulate the leading ideas for the development of continuing education in modern conditions.

Retrospective analysis of the development of professional education in Russia

Introduction:the main purpose of this article is to determine the state of vocational education at the time of the start of forecasting, to study its development in the previous period and to highlight features and main trends of this development, which allows us to characterize the prognostic development of vocational education under the influence of external factors.Materials and Methods: the pedagogical research used analytical and synthetic prognostic methods, methods of modeling and extrapolation, methods of expert evaluation, methods of theoretical analysis, generalization and evaluation of fact systems. In the forecasting of vocational education, the principle of dialectic unity of analysis and synthesis is implemented.Results:analysis of the dynamics of vocational education allows us to distinguish two different periods of development: 1) 1920-1958. - stage of unstable behavior, characteristic for the formation of the system; 2) 1959 - 1986 - the stage of development, characterized by the constant complexity of the system, an increase in the component composition, focus on achieving the goal.These factors make it possible to single out periods of development of vocational education in such a way that each includes either a “rise” or a “recession” in terms of the output of workers from vocational schools.Thus, the dynamics of the development of vocational education allows us to distinguish the following stages: Stage 1 - 1921 - 1925; Stage 2 - 1926 - 1932; Stage 3 - 1933 - 1940; Stage 4 - 1941 - 1948; Stage 5 - 1949 - 1953; Stage 6 - 1954 - 1958; Stage 7 - 1959 - 1965; Stage 8 - 1966 - 1975; Stage 9 - 1976 - 1986; Stage 10 - 1990 - the beginning of the XXI century.Discussion and Conclusions:a retrospective analysis of the development of vocational education in Russia has been carried out, the main periods of vocational education development have been identified, due to the development of various types of industries (mechanized, industrial, scientific and industrial), and features of vocational education during these periods. Selected factors affecting the training of future workers.

Students’ Research Activity in the Context of Professional Self-Determination

Introduction. The period of studying in a professional educational organization is the most important in the life of a future specialist, as it is the time when a person becomes a participant of industrial relations, forms views on the profession, changes the system of values, develops motivation for professional activity. The strengthening of social and professional responsibility of a person should be accompanied by the strengthening of an educational institution’s responsibility for the quality of training of a specialist. Researchmethodology. Professional self-determination is considered by researches both as a process, and as the result of the development of a professional, each phase (stage) of which is characterized by different content. The age of adolescence plays here an important role, as the problem of choice of a profession becomes “an affective centre of the living situation” at that exact time. Researchresults. Competitiveness of a specialist becomes one of the priorities of improving the system of professional education in Russia and the most important criterion of its quality. This competitiveness includes not only the intimate knowledge of a profession, understanding of related areas of activity, readiness to practice the chosen profession effectively on a level with the highest world standards but also a high level of social and professional self-determination of graduates, developed self-concept of an individual. Discussion. The main characteristics of self-determination as a psychological and pedagogic phenomenon are belonging to a subject, procedurality, consciousness, self-sufficiency.Conclusion. Professional self-determination is an activity of a person (a component of personal self-determination) which is carried out during social development and maturity and, if necessary, adjusted with the help of a specially organized interference – career-guidance, teaching and educational process, theoretical and practical work.

Правовое регулирование в сфере среднего профессионального образования в России на рубеже XIX–XX вв. (историко-правовой аспект)

Правовое регулирование в сфере среднего профессионального образования в России на рубеже XIX–XX вв. (историко-правовой аспект)