Home – Home – Jornals – Professional Education in the Modern World 2013 number 2

The contemporary modernization of vocational education is carried out without a clear understanding of the future: no understanding exists of the consequences of integration of the existing vocational education system into the European educational space. And above all, we do not know how the forecast of the vocational education development is connected with the development forecast of our society. The authors believe that the answers should be sought on the basis of dialectical interaction of economic laws and the laws of reproduction of vocational education. At that, it is important to understand and know the history of creation of the vocational education system.

The economic development of the country and the world of modern civilization requires a large number of highly qualified specialists able to work within the innovative manufacturing technologies. The training process begins with general and vocational education. However, the current education, being in the crisis state, cannot provide training in all areas of society and human life. Most scientists have come to recognize the need to build a new system of education, which cannot arise from the ruins of the old system. The main feature of the new system, which is different from the old one, is the quality of the educational process in terms of examination criteria for testing, which is more than 25 percent better than the traditional testing. We recommend using knowledge tests per subjects of State standards, which reach 100 percent quality of education – the criteria indicator of the new system of education in the conditions of the traditional system.

In the article there are considered the problems associated with the role of civil society in the formulation and development of the educational policy of modern Russia. The authors believe that the elements of civil society that exist in today’s Russia have a certain impact, though insufficient, on the formation of its educational policy. Meanwhile, such “initiators” of changes in the world educational space as globalization, informatization and multiculturalism require indispensable and effective participation of civil society in the reform processes taking place today in education. The problem is exacerbated by the fact that the government has given some of the functions of the education reform management to the civil society, thus transforming it into an active subject of the educational reform.

The article examines the conditions for educational reform, among which, in author’s opinion, a special place is occupied by the legal support. The changes taking place in the world educational space require correction of the contemporary legal framework, within which the Russian educational space is operating. The result of this correction should be the creation of the legal mechanisms that bring Russian education in line with the changes taking place in it.

In the article there are analyzed the approaches to consideration of the problem of safety in modern conditions. The concepts of “danger”, “threat”, “damage” and “safety” are considered. A special attention is paid to the place of the education safety in the system of national security of Russia. It is noted that education is one of the main priorities of sustainable development of Russia at the present stage, because it influences all the levels of national security without an exception by training the qualified personnel. It is substantiated that it is only by means of social philosophy that is possible to find general regularities of safety as a phenomenon and a concept without referring to concrete processes. It is argued that there exists a need for Russia to develop a Concept of the education safety, at the heart of which there should be the idea of maximal development of the human potential.

The article reveals the causes, aims and objectives of the creation of Pan-European higher education space. There are considered the basic provisions set out in the Bologna Declaration and subsequent jointly adopted documents, on which basis this space should be created. There is analyzed the history of Russia’s joining the Bologna process and its potential negative consequences for the domestic system of higher education. The conclusion is made concerning the need for a balanced approach to the participation of our country in the Bologna process.

Reforming of the Russian professional education, especially the education of the adult working population, should be primarily directed at meeting the changing needs of rural population, taking into account the changes taking place in the society today. The analysis of a survey conducted by the authors has revealed a number of negative trends in the work with the leaders of the collective agricultural enterprises. The most important among those are: diminishing of the professional level of managers, lack of motivation for professional growth, frequent changes of managers and their lack of experience in the managerial position and some others. The current situation in the governing body of the agricultural organizations directly affects the efficiency of the agricultural manufacturing, making it low efficient. To overcome this situation, there are needed fresh approaches to the continuous training of the agricultural managers. In the authors’ opinion, one of such approaches is the creation of a “System of professional support of the managers of agricultural enterprises”. There have been made the first steps in the implementation of this system. There are described the creation of a database of the managers and their gradual involvement into individual professional support, as well as some approaches to evaluating the effectiveness of this system.

The author analyzes the content of the stages of creating the information environment in a regional university. The article describes the specific nature of the information processes, which began in Russia at the end of the last century. The interaction is described of the regional and central educational institutions, the role is emphasized of the enthusiasm of the university staff in forming the telecommunications resources and the need is highlighted to create the educational programs on the basis of new information technologies. Thus, in the article, using the already historical example of the Far Eastern University, there is defined and substantiated the need for the information environment creation in the modern regional university.

In modern society, introducing information technologies into the educational process is of a great importance. This article is devoted to distance learning, a form of education where information technologies are widely used. Distance Learning System is a high-tech area, which requires substantial investment into the development of educational materials and informational means of training. In our opinion, a simple “shifting” of the existing traditional system of education without proper training and development of a special system only leads to decreasing of the education quality. On the other hand, a high-tech distance learning system developed in detail will provide qualitatively different products for training in certain areas of science and practice which do not require full-time participation of the teacher. In the paper there is proposed a model using elements of distance learning for educational institutions of higher education (Agricultural University), the main forms of distance learning are considered.

The article discusses the communication problems within «the current model of the world». In the context of globalization the majority of the institutions of the State are controlled by markets. The subject-ness, preferred by the market, is the «consumer». It is precisely the subject-ness that determines the human activities. The subject-ness of the «consumer» has a fundamental impact on the ability and practice of communication depending on the variability of social forms.

The article reflects the specificities of the professional competence formation of the future specialists in water-supply and sewage on the basis of competence and subject approach with the use of the laboratory practical work. The article represents its model and describes its didactic functions. There are considered the scientific approaches, which are in the foundation of the development of the laboratory practical work. The interconnected stages and principles of its structure are demonstrated. There are revealed particularities in using the laboratory practical work in training of the specialists in water-supply and sewage. There are briefly described the results of experimental approbation in the actual pedagogical process at a technical higher institution. The article presents some methodical recommendations of how to use the practical work in the actual educational practice.

The article is devoted to the topical issues of knowledge control of the students in the traditional and the modern, interactive and competence-based – training methods. The rating estimation of the student activity during the semester considered to be one of the most complex types of evaluation.

The subject of this study is the activity approach, widely used in the third generation state educational standards of higher professional education in resolving the issues of goal-defining of training in the higher education institutions. The author differentiates between the notions of “goal-defining” and “goal-setting” and asserts that the gnoseological potential of the activity approach continues to be actively used in Russia’s social and humanitarian practice. In the article there are distinguished four major trends, in the framework of which the activity approach is applied quite often. Besides the basic characteristics of these trends, their applicability limits are also described. The results obtained in this study have a practical value in dealing with the issues of goal-defining in Russia’s higher education institutions.

The present article deals with the topical aspect of modern higher education, namely, the content, structure and organization of independent work as an integral part of the university curriculum. The primary concern is connected with the role of independent work within the framework of the so-called «competence model». The «competence model» is viewed as an effective means in perfection of the learning skills. The author touches upon the principles of the traditional problem-solving type of the educational process. Different methodological approaches, different kinds of activity, attributes and essential features in connection with the independent student work are presented. The independent student work is regarded as an integral and the most important form of organization of the educational process.

In the article, on the basis of analysis of modern research of the formation of the expert competence, the author presents a model of formation of the military-professional competence of the cadets; the approaches to the creation of such model are described; its functions, its interconnected components (the target-related, content-related, technological, and the result-related ones) and the stages of the competence formation of the cadets of military higher education institutions are revealed.

The purpose of this work is the analysis of influence of the voluntary service on the formation and development of professional competence of the social worker. In the center of attention there is the fact that the voluntary service during the period of higher education alongside with educational activities influences the formation of personal and communicative competences, as well as the social capital. It is noted that the practice during training of social workers is an important component of educational process; however, other volunteer experience is necessary for the future professional. The author claims that today it is necessary to stimulate social activity of students and, first of all, the activity in solving the problems of the society, as the student youth possesses a large present and future potential. In the article it is noted that the higher educational institution can actively participate in the social policy both within the institution and outside it.

In the article there are analyzed the characteristics of the philosophy of education in various philosophical traditions associated with two projects of science and the corresponding two types of rationality. The distinction between the types of rationality, which later led to distinguishing of two science projects, can be traced to Aristotle. They are the sophistic (essentially metaphysical) type of rationality and the dialectical one. In this case, the distinction between two projects (the metaphysical and dialectical ones) is based on the distinction between the types of society, and, consequently, the distinction between the social institutions in them. As a consequence, whether directly or indirectly, the research of the ontological status, axiological and praxeological dimensions of education as a social institution is based on the ontology of the kind of society that the education reproduces. The ontological characteristic of the transformation of education in the contemporary Russia is related to the controversial transition from the former dialectical understanding of education to its interpretation as a service, which is connected with the sophistic type of rationality. Modern education in Russia at the level of rationalities, which are put into the system of education and training, is a mixed sophistic (metaphysical) and dialectical rationality, partially replacing each other. Convergent oscillatory motion of the education system in Russia towards metaphysics and the possible total loss of dialectical framework are the result of the country’s entering the global project of the world transformation based primarily on the globalization of information flows (the informational globalization).

The purpose of the article is to substantiate the idea that realization of free relations, oriented to the “Western model”, is not characteristic to the Russian educational system and, in general, disruptively influences the development of the society, in particular, the social relations. It is proved that free relations include only learning of the individual, are restricted within the framework of law and are realized in the societies of individualistic type. In addition, the paper demonstrates that free relations are characteristic and function successfully in the society of the Western type, which develops within the framework of metaphysical methodology. In the Russian society it is necessary to build perfect relationships based on the principles and standards of dialectical methodology. Introduction into society of the alien social relations leads to appearance of numerous problems in various spheres of public life, including in the field of education.

The vector of journalism education has changed dramatically under the influence of the socio-political and socio-economic transformations at the end of XX – beginning of XXI centuries. Today the priority direction of professional training of future journalists is the organization of the creative activities of students, the creation of conditions for the development of their creative potential and self-expression. The article presents definitions of the notions of «creativity», «creative potential» and «creative personality of the journalist»; the stages are distinguished, the specificities and features are defined of the process of development of the creative potential of the future journalist in the conditions of the creative educational environment conducive to the professional-creative self-realization of personality. The author emphasizes that the development of the creative potential of the future journalist is a lengthy and continuous process, which requires from the teachers a creative approach to the training of future media professionals.

For the first time the article reveals and justifies the essence, content and specific features of the process of self-improvement of the Russian Ministry of Internal Affairs employees in vocational education at the various stages of professional activity. Based on the analysis of the available scientific research on self-actualization, self-development and self-realization, there is defined the category of «self-improvement of the Internal Affairs Ministry personnel» and its correlation with the concepts of«training – self-education» and «upbringing – self-upbringing»; at that, it is taken into consideration that the process of training and education, self-education and self-upbringing are manageable and are a sort of basis for the professional self-improvement of the person. In the paper the author proposed and describes the necessary and effective conditions for the realization of high creative potential of the personality of the employee of the Internal Affairs Ministry in the profession. There are established and developed the conditions for optimal entering the profession, gradual professionalization and professionalism formation, professional fulfillment, which include the phenomena of activity and permanence.