Vocational Education In Russia Research Articles

Профессиональное образование и механизмы государственно- частных партнерств в российских регионах

Recent work on economic development has pointed to productivity growth as an important factor in enabling countries to transition to the ranks of high-income economies. Vocational education is widely seen as one of the means of achieving this, although it requires a close match between the high-quality skills that firms demand and those skills actually taught. Recent efforts by the federal and regional governments in Russia have encouraged the spread of Public-Private Partnerships (PPP) between the firms and vocational education institutions as a means to ensure such a match. There is a great deal of variation across regions in the forms of PPP and their adoption, however. This paper seeks to describe the forms of contemporary vocational education in Russia using a novel database of PPP in Russia's regions. Summarizing the recent work, it also attempts to explain why regions vary in their adoption and spread.

Профессиональное образование в России: курс на выживание

Профессиональное образование в России: курс на выживание

Global trends in education: Russia case study

An improved system of Russian vocational education is seen as a major factor in the country’s economic development. It is currently recognized that the global labour market is emerging as a consequence of globalization processes, which significantly affect the establishment of national educational systems. The paper discusses global educational trends, with a particular focus on the tendencies in the demand for labour both in Russia and in the world. The paper aims to describe changes in attitudes towards the relevance of specialist qualifications and the sufficiency of professional competencies acquired through education. In addition, the analysis of structural changes in the Russian system of vocational education starting from 1990 to the present day is given. The research is carried out using the methods of comparative and statistical analysis. The competency maps of future are drawn (Institute for the Future, Palo Alto, the USA), including the description of trends that alter the habitual context for the labour force, as well as key skills needed for a successful career. The ‘Atlas of New Professions’ describing most promising professions in the field of education is reviewed. It is shown that the country’s role in the international division of labour can be used as an objective criterion to assess the performance of the country’s educational system. In this respect, the data on Russia’s position in the world rankings of competitiveness, innovation development and human development index, as well as the comparative data on the rate that Russian companies demonstrate in terms of innovative activity and technology exports are provided. The analysis of disproportions in the structure of graduates both in terms of levels and specialities of vocational education for the period 1990–2013 is given. Key problems faced by the Russian vocational education system are considered, including a weak focus on the actual needs of national economy and global changes in the labour market, a decline in the quality of training and the number of working specialities, as well as the low flexibility of educational programs.

Governance of the Russian Higher Education System in the Light of an Innovative Development Path Selected

This article analyzes the particularities in governance of the Russian higher education system in the light of an innovative development path selected. Authors consider internal and external challenges of the Russian higher education, as well as analyze management practices and regulations of the state level. The study applies systemic and institutional methods and approaches. Structural and functional analyzes revealed trends revealing the multi-layered problems of management of innovation development of vocational education in Russia. The authors reject the idea of universal models and solutions, offering a conceptual approach to the design and implementation of multi-level variable system of vocational education management instead. Further on, the article suggests the innovative elements of the management model of the higher education system. DOI: 10.5901/mjss.2015.v6n6s7p228

Challenges in the transition to the Education for Sustainable Development paradigm in higher vocational education in Russia

<p class="R-AbstractKeywords"><span lang="EN-US">The paper focuses on the transition to the education for sustainable development (ESD) paradigm in Russian university education, defining the variety and scope of problems to be solved. A comparative study of the progress in various educational and research fields is presented. The prospects for further solutions are considered.</span></p>

Vocational Training of Russian Students within Educational Cluster

The experience of professional education of Russian students under the conditions of the educational cluster is analyzed. Educational cluster is a relatively new kind of the educational consolidation, united by the industry sector principle, of secondary and tertiary educational institutions, created in order to increase the competitiveness of their graduates. What advantages, in comparison with the conventional education, does cluster education have? What are the features of the cluster-based education? Those are the questions that haunt the majority of the specialists, studying vocational education in Russia. The authors of the article tried to answer these, and relative, questions and in this lies the topicality of the article. The aim of the creation of the educational clusters are defined. The advantages of cluster-based education in comparison with the conventional education system are revealed. The Kazan State University of Architecture and Engineering -based educational cluster is dealt with in this article. The article says how the cluster influenced the professional training in civil engineering. The change of approach to creation the flexible curricula is shown. The data over six years; concerning; training of relative specialties, training at KNAUF company training center, created under the aegis of Kazan State University of Architecture and Engineering; are given. The article may seem to be useful to scholars, studying vocational training, as well as to future employers, concerned about quality of graduates.

Деятельностный подход и практико-ориентированное обучение в подготовке учителя начальных классов: опыт Сибирского федерального университета

Current issue was done under the Federal Target Education Development Program from 2011 to 2015, with the aim of networking development in vocational secondary education for teacher training based on new modules of applied bachelor programs focused on strengthening the practical orientation of future teacher training. This is considered as a basis of improvement of the federal higher educational standards, the development of new basic exemplary educational programs and finding new ways of educational outcomes assess according to the teacher professional standard. The authors believe that the successful activity in this area will improve the quality of primary school teachers training and will reduce the shortage of personnel in primary education and in secondary vocational education in Russia and Krasnoyarsk Territory in particular.

Профильное обучение: от углубления к проектированию

The article discusses the history of vocational education in Russia and the modern trends of its development. There is a detailed analysis of how different
 profiles were built in vocational education, how expanding the list of profiles form the concept of «individual profile». Vocational education is considered
 in the context of three types of learning outcomes: subject-oriented, interdisciplinary and personal. Special attention is paid to organizational forms
 (multi-discipline educational organization, preuniversitario) and to organization of vocational training. The paper provides integration technology of
 subject oriented training and project methods of education.

Language Competence in a Puzzle of Modern Russian Vocational Education

The article shows that foreign language skills influence the professional success in a globalized economy. Training experts who are able to use foreign languages at the level required for professional communications is highly urgent for today’s Russia, however there is hardly any experience of training such experts in accordance with international standards in most Russian universities. In this regard the authors propose to change the structure of professional education and criteria of assessing the professional competence of an expert. A competence in using a foreign language as a tool for interaction with partners and solving professional problems should become an integral part of the content of vocational education. A foreign language should be mastered as a tool of solving professional tasks, while language training should be organized on the basis of modeling key professional communicative situations. Besides, unwillingness to communicate professionally with foreign partners must be considered as manifestation of professional incompetence of a specialist. The authors point out that such model of professional training with a foreign language included in its structure is the most important for countries seeking integration into the world economy.

Чего ждут в России от профессионального образования

Блинов Владимир Игоревич — доктор педагогических наук, профессор кафедры педагогики Московского педагогического государственного университета, дипломант Конкурса аналитических работ в области образования на премию им. А.А. Пинского (2010). Эл. адрес: Endless111@yandex.ru Адрес: Россия, 119991, Москва, ул. Малая Пироговская, д. 1, стр. 1.Артамонова Марина Васильевна — кандидат социологических наук, ведущий научный сотрудник Федерального института развития образования Минобрнауки России, дипломант Конкурса аналитических работ в области образования на премию им. А.А. Пинского (2010). Эл. адрес: mvartamonova@mail.ru Адрес: Россия, 129319, Москва. ул. Черняховского, д. 9, стр. 1.Анализируются изменения российской системы профессионального образования с учетом законодательного введения в 2011 г. нового образовательного стандарта. Профессиональное образование рассматривается как форма инвестиций в человеческий капитал. Эффективность образования, согласно компетентностному подходу, достигается при соответствии образовательных результатов потребностям экономики, социальному заказу.Обсуждается вопрос эффективного встраивания системы образования в структуру современной экономики. Описываются необходимые для его реализации изменения в образовательной сфере и факторы, препятствующие их осуществлению. Обозначаются приоритетные меры по устранению последних.Рассматриваются изменения структуры образовательного заказа, происходящие в течение двух последних десятилетий. Выявляются тенденции к усилению государственного и социального контроля за конечными результатами образования. Обсуждается проблема становления нового типа образовательных программ, формирующихся на пересечении уровней высшего и среднего образования. Институт образования рассматривается как инструмент социальной стратификации общества. Выделяются основные тенденции его развития, заключающиеся в разделении образовательных программ на академические и собственно профессиональные, а также в создании программ производства квалифицированного исполнителя. Описываются преимущества программ прикладного бакалавриата. Подчеркивается, что данный тип образовательных программ отвечает потребностям всех заказчиков услуг образования — государства, общества, абитуриентов и их родителей. Прогнозируется появление нового типа вузов — элитно-элитарного, ориентированного на наиболее одаренных учащихся среди представителей обеспеченных семей.Приоритетным направлением в модернизации образования называется обеспечение комфортности образовательных услуг для всех участников и заказчиков образовательного процесса как важнейшее условие и критерий качества образования.

<p>Russia Develops Educational Standards for Higher Vocational Training in the Technology and Entrepeneurship Specialty</p>

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.

Vocational Education in Russia in the Transition to a Market Economy

This report does not attempt to survey the current situation in Russian vocational education. The diversity of the system and the absence of data makes that impossible. In the absence of fuller accounts, this report uses three brief contributions by individuals, at present involved in the administration and provision of vocational courses in Russia, in an attempt to provide insight in a time of radical change.