Pub Date : 2019-03-08DOI: 10.31992/0869-3617-2019-28-3-147-154
И. В. Леушина, Игорь Олегович Леушин
The article discusses the features of the modern system of Russian higher education, reveals its advantages and disadvantages. In the light of the Federal Target Program for the De velopment of Education for 2016–2020, the authors conclude that the multifunctional foreign language communicative competence plays a special role in the process of forming a holistic competence-based portrait of a graduate of a higher educational institution, considering the three main trends characteristic of the transition to an updated educational system: direct participation in the educational process of all stakeholders (students, teachers, representatives of professional communications, employers); the need to create and operate an innovative information and educational environment, taking into account the possibility of modeling real professional tasks; personal orientation and individualization of the preparation of students with the growing role of the learner in the educational process. The task is to find the best methodological tools and organizational forms of educational activities in the context of foreign language training of university students. In accordance with this, the authors propose options for implementing the formulated trends. Particular attention is paid to the possibilities of interactive learning of foreign languages; the peculiarities of «immersion» of students in a model professional environment with the involvement of employers and representatives of professional communities, including as experts, in direct participation in the educational process; the importance of personal communication between students and other subjects of the educational process; work in small groups. The emphasis is on the need to create favorable conditions for self-education and self-realization of future graduates and an individual approach to each of them.
{"title":"ИНОСТРАННЫЙ ЯЗЫК И ИНДИВИДУАЛИЗАЦИЯ ПОДГОТОВКИ СТУДЕНТОВ: РЕАЛИИ, ТРЕНДЫ, ВАРИАНТЫ","authors":"И. В. Леушина, Игорь Олегович Леушин","doi":"10.31992/0869-3617-2019-28-3-147-154","DOIUrl":"https://doi.org/10.31992/0869-3617-2019-28-3-147-154","url":null,"abstract":"The article discusses the features of the modern system of Russian higher education, reveals its advantages and disadvantages. In the light of the Federal Target Program for the De velopment of Education for 2016–2020, the authors conclude that the multifunctional foreign language communicative competence plays a special role in the process of forming a holistic competence-based portrait of a graduate of a higher educational institution, considering the three main trends characteristic of the transition to an updated educational system: direct participation in the educational process of all stakeholders (students, teachers, representatives of professional communications, employers); the need to create and operate an innovative information and educational environment, taking into account the possibility of modeling real professional tasks; personal orientation and individualization of the preparation of students with the growing role of the learner in the educational process. The task is to find the best methodological tools and organizational forms of educational activities in the context of foreign language training of university students. In accordance with this, the authors propose options for implementing the formulated trends. Particular attention is paid to the possibilities of interactive learning of foreign languages; the peculiarities of «immersion» of students in a model professional environment with the involvement of employers and representatives of professional communities, including as experts, in direct participation in the educational process; the importance of personal communication between students and other subjects of the educational process; work in small groups. The emphasis is on the need to create favorable conditions for self-education and self-realization of future graduates and an individual approach to each of them.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":"28 1","pages":"147-154"},"PeriodicalIF":0.0,"publicationDate":"2019-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69863468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-08DOI: 10.31992/0869-3617-2019-28-3-50-56
Жозе К. Квадраду, К. К. Зайцева
High quality professional training in accordance with the principles of outcome-based approach depends on the learning outcomes students are expected to achieve upon graduation from the educational program. However, the definition of a set of core competencies is just one of the steps that have to be fulfilled, but not enough for successful achievement of intended learning outcomes by the students. The paper considers the role of teaching and learning methods in designing and implementing of educational programs. Flipped Learning is becoming a well-known pedagogical approach in which direct instruction moves consistently from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter. Education of the next generation of practitioners that will creatively implement the Sustainable Development Goals (SDG’s) by 2030 requires the complete rethinking by the educator how to do the job being done on a certain way for years. The flipped classroom model addresses how students learn best and become more engaged. Discussions and hands-on activities tend to keep students’ interest. While educators work with students directly as they explore the concepts they’re learning in class, they can provide immediate feedback that helps students improve their learning as they go. The students pursuing the SDG’s creative engagement in classrooms become better at taking the lead on finding valuable resources and pursuing learning their own way using the flipped learning. This approach explores a specific challenge in the development of education and practice.
{"title":"New Pedagogical Approaches to Induce Sustainable Development Goals","authors":"Жозе К. Квадраду, К. К. Зайцева","doi":"10.31992/0869-3617-2019-28-3-50-56","DOIUrl":"https://doi.org/10.31992/0869-3617-2019-28-3-50-56","url":null,"abstract":"High quality professional training in accordance with the principles of outcome-based approach depends on the learning outcomes students are expected to achieve upon graduation from the educational program. However, the definition of a set of core competencies is just one of the steps that have to be fulfilled, but not enough for successful achievement of intended learning outcomes by the students. The paper considers the role of teaching and learning methods in designing and implementing of educational programs. Flipped Learning is becoming a well-known pedagogical approach in which direct instruction moves consistently from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter. Education of the next generation of practitioners that will creatively implement the Sustainable Development Goals (SDG’s) by 2030 requires the complete rethinking by the educator how to do the job being done on a certain way for years. The flipped classroom model addresses how students learn best and become more engaged. Discussions and hands-on activities tend to keep students’ interest. While educators work with students directly as they explore the concepts they’re learning in class, they can provide immediate feedback that helps students improve their learning as they go. The students pursuing the SDG’s creative engagement in classrooms become better at taking the lead on finding valuable resources and pursuing learning their own way using the flipped learning. This approach explores a specific challenge in the development of education and practice.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42348943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-08DOI: 10.31992/0869-3617-2019-28-2-105-116
Беляев Дмитрий Анатольевич, Волкова Ольга Александровна, Шеболкина Евгения Петровна
The article provides an overview of foreign and national research on the possibilities of using cognitive management in the educational environment of higher education institution. The authors emphasize the potential of cognitive management principles application in the educational organization, the direct correlation between cognitive management tasks and the general purposes of educational process. The possible approaches to knowledge management in educational organization are described. The authors dwell on the general methodological, economic and functional aspects of cognitive management at the university, argue that the value-communicative essence of university education enables to manage the knowledge base of the university. On the example of Ukhta State Technical University the article considers the possibilities of students’ project activity and project self-government. Firstly, it ensures the increment and intensification of the value-communicative flow of knowledge within the University and in its interaction with the external environment. Secondly, it fosters students to master the role of a cognitive manager. Thirdly, it encourages students to develop their meta-abilities which can be viewed as a form of cognitive management outcomes in higher educational institution.
{"title":"Потенциал когнитивного менеджмента и ценностно-коммуникативная природа университетского образования","authors":"Беляев Дмитрий Анатольевич, Волкова Ольга Александровна, Шеболкина Евгения Петровна","doi":"10.31992/0869-3617-2019-28-2-105-116","DOIUrl":"https://doi.org/10.31992/0869-3617-2019-28-2-105-116","url":null,"abstract":"The article provides an overview of foreign and national research on the possibilities of using cognitive management in the educational environment of higher education institution. The authors emphasize the potential of cognitive management principles application in the educational organization, the direct correlation between cognitive management tasks and the general purposes of educational process. The possible approaches to knowledge management in educational organization are described. The authors dwell on the general methodological, economic and functional aspects of cognitive management at the university, argue that the value-communicative essence of university education enables to manage the knowledge base of the university. On the example of Ukhta State Technical University the article considers the possibilities of students’ project activity and project self-government. Firstly, it ensures the increment and intensification of the value-communicative flow of knowledge within the University and in its interaction with the external environment. Secondly, it fosters students to master the role of a cognitive manager. Thirdly, it encourages students to develop their meta-abilities which can be viewed as a form of cognitive management outcomes in higher educational institution.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":"64 1","pages":"105-118"},"PeriodicalIF":0.0,"publicationDate":"2019-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69863033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-08DOI: 10.31992/0869-3617-2019-28-3-127-136
I. Ryzhkova, A. Sergeev
The article addresses complex process of internationalization in higher education which largely determines the specifics of a regional educational establishment that has the status of a flagship university. In the modern context, the internationalization of higher education serves as a strategy for active introduction of the international dimension into all the basic spheres of university life and turns out to be a much wider phenomenon than just a simple combination of various types of international activities. As a constantly evolving process, internationalization implies the continuous transformation of various educational areas and acts as a catalyst for external changes occurring in education. Despite the fact that in the basic documents regulating the functioning of flagship universities, international activities are not singled out as a separate area, the Murmansk Arctic State University (MASU) includes an international component in its strategic development program, assuming the implementation of a distributed model when the international component is consistently integrated into educational, research- and innovation-related and administrative aspects of the university’s functioning. The authors analyze the distinctiveness of the internationalization forms on the basis of such best practices implemented by the Murmansk Arctic State University as the research and educational project “Borderology”, the program “Bachelor of Northern Studies” and many others. The specific character of the region informatively and structurally determines the educational space of a flagship university, the northernmost higher education establishment of the Russian Federation, developing in a transboundary field. The authors argue convincingly that international activities significantly enhance the potential of the flagship university, allowing the use of international network resources to ensure the socio-economic development of the region and in order to enrich its socio-cultural space. The movement towards internationalization, the value positioning of the internationalization of higher education, according to the authors, mean for a modern university a kind of test of its flexibility, ability to adapt and innovate.
{"title":"Internationalization of the Flagship University: Arctic Vector","authors":"I. Ryzhkova, A. Sergeev","doi":"10.31992/0869-3617-2019-28-3-127-136","DOIUrl":"https://doi.org/10.31992/0869-3617-2019-28-3-127-136","url":null,"abstract":"The article addresses complex process of internationalization in higher education which largely determines the specifics of a regional educational establishment that has the status of a flagship university. In the modern context, the internationalization of higher education serves as a strategy for active introduction of the international dimension into all the basic spheres of university life and turns out to be a much wider phenomenon than just a simple combination of various types of international activities. As a constantly evolving process, internationalization implies the continuous transformation of various educational areas and acts as a catalyst for external changes occurring in education. Despite the fact that in the basic documents regulating the functioning of flagship universities, international activities are not singled out as a separate area, the Murmansk Arctic State University (MASU) includes an international component in its strategic development program, assuming the implementation of a distributed model when the international component is consistently integrated into educational, research- and innovation-related and administrative aspects of the university’s functioning. The authors analyze the distinctiveness of the internationalization forms on the basis of such best practices implemented by the Murmansk Arctic State University as the research and educational project “Borderology”, the program “Bachelor of Northern Studies” and many others. The specific character of the region informatively and structurally determines the educational space of a flagship university, the northernmost higher education establishment of the Russian Federation, developing in a transboundary field. The authors argue convincingly that international activities significantly enhance the potential of the flagship university, allowing the use of international network resources to ensure the socio-economic development of the region and in order to enrich its socio-cultural space. The movement towards internationalization, the value positioning of the internationalization of higher education, according to the authors, mean for a modern university a kind of test of its flexibility, ability to adapt and innovate.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69863405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-08DOI: 10.31992/0869-3617-2019-28-2-160-167
S. Filimonov
October 14, 2018 marked the 100th anniversary of the inauguration of the first university in Crimea, which initially, in 1918–1920, was called the Taurida University, and now is V.I. Vernadsky Crimean Federal University. In this regard, it is useful to recall the main stages of the history of the university. Of particular interest is the history of Taurida University in the years of the Civil War, when its teachers were the greatest scientists who fled from the Bolshevik terror from the university centers of the former Russian Empire to the “white” Crimea. But it was precisely this period that received the least coverage in the literature published in the twentieth century. The main reason for this is the lack of a sufficient source base. After all, the pre-war university archive was lost, and the main source for a long time remained only two volumes of the “News of the Tauride University” published in 1919 and 1920. The noted narrowness of the source base forced researchers to look for additional sources of information. Attention was drawn to the archives of institutions, organizations and individuals associated with the university in the initial period of its existence, as well as sources of personal origin (diaries of Academician V.I. Vernadsky, memories of his son, Professor G.V. Vernadsky, etc.).In the late 1990s, the author of the article was fortunate enough to reach the richest unique source that remained untapped by researchers on the history of the Crimean intelligentsia, science and culture in 1917–1920 – Crimean newspapers during the Civil War. On their pages, it was possible to find not only chronicle notes to recreate the missing pages of the history of Taurida University and existing scientific societies, not only information about the participation of university professors in the activities of numerous Crimean scientific organizations, but also publications of a number of leading scientists that remained unknown.The present article is based mainly on these newspapers, which have long become a bibliographic rarity.
{"title":"Start of Higher School in Crimea: Taurida University (1918–1920)","authors":"S. Filimonov","doi":"10.31992/0869-3617-2019-28-2-160-167","DOIUrl":"https://doi.org/10.31992/0869-3617-2019-28-2-160-167","url":null,"abstract":"October 14, 2018 marked the 100th anniversary of the inauguration of the first university in Crimea, which initially, in 1918–1920, was called the Taurida University, and now is V.I. Vernadsky Crimean Federal University. In this regard, it is useful to recall the main stages of the history of the university. Of particular interest is the history of Taurida University in the years of the Civil War, when its teachers were the greatest scientists who fled from the Bolshevik terror from the university centers of the former Russian Empire to the “white” Crimea. But it was precisely this period that received the least coverage in the literature published in the twentieth century. The main reason for this is the lack of a sufficient source base. After all, the pre-war university archive was lost, and the main source for a long time remained only two volumes of the “News of the Tauride University” published in 1919 and 1920. The noted narrowness of the source base forced researchers to look for additional sources of information. Attention was drawn to the archives of institutions, organizations and individuals associated with the university in the initial period of its existence, as well as sources of personal origin (diaries of Academician V.I. Vernadsky, memories of his son, Professor G.V. Vernadsky, etc.).In the late 1990s, the author of the article was fortunate enough to reach the richest unique source that remained untapped by researchers on the history of the Crimean intelligentsia, science and culture in 1917–1920 – Crimean newspapers during the Civil War. On their pages, it was possible to find not only chronicle notes to recreate the missing pages of the history of Taurida University and existing scientific societies, not only information about the participation of university professors in the activities of numerous Crimean scientific organizations, but also publications of a number of leading scientists that remained unknown.The present article is based mainly on these newspapers, which have long become a bibliographic rarity.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46471701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-08DOI: 10.31992/0869-3617-2019-28-3-75-84
D. Endovitsky, Y. Treshchevsky, E. Rudnev
The paper considers the specifics of the spatial and functional localization of regional education subsystems in the Russian Federation. Such subsystems include pre-school education, school education, secondary vocational education, and higher education. A set of indicators is suggested that can be used to assess the development stage of these subsystems. Cluster analysis made it possible to group the country’s regions according to the parameters of the education system, and determine the major characteristics of these groups (virtual clusters). Development tendencies of the education subsystems in the regions of each virtual cluster from 2010 to 2016 were analysed to identify the strong and the weak points of each group.
{"title":"Statistical Analysis of the Spatial and Functional Localization of Education Subsystems in Russian Regions","authors":"D. Endovitsky, Y. Treshchevsky, E. Rudnev","doi":"10.31992/0869-3617-2019-28-3-75-84","DOIUrl":"https://doi.org/10.31992/0869-3617-2019-28-3-75-84","url":null,"abstract":"The paper considers the specifics of the spatial and functional localization of regional education subsystems in the Russian Federation. Such subsystems include pre-school education, school education, secondary vocational education, and higher education. A set of indicators is suggested that can be used to assess the development stage of these subsystems. Cluster analysis made it possible to group the country’s regions according to the parameters of the education system, and determine the major characteristics of these groups (virtual clusters). Development tendencies of the education subsystems in the regions of each virtual cluster from 2010 to 2016 were analysed to identify the strong and the weak points of each group.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48042647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-08DOI: 10.31992/0869-3617-2019-28-3-97-105
Сергеев Андрей Михайлович, Шадрина Ирина Михайловна, Громов Владислав Вячеславович
The article focuses on the issues of the formation of a conceptually new target model of a regional flagship university. Based on the experience of the formation and development of the Murmansk Arctic State University, which acquired the status of a flagship one in 2017, the authors analyze the origins of the formation of the model, its specificity, which is substantively and formally defined in the parameters of the Arctic perspective. The major intensively developing areas of MASU’s activity in the past two years have been focuses on two important factors of regional development, implemented in the form of two strategic flagship university projects. The first strategic project – “MASU is the scientific and technological hub of the region” – is aimed at solving the most acute regional task of effectively using both the economic and scientific / innovative potential of the region. The second strategic project – “Creative City is a Territory of Development” – reflects the interaction of the creative communities of the region, the Russian Federation and the world with prospect consumers represented by the regional government, municipalities, institutions and industrial enterprises. MASU is the main platform for combining a variety of strategies and searches aimed at changing urban and township sociocultural spaces, an integrator of various areas of design, creative technologies and cultural practices that affect the improvement of the quality of life and human capital development. The key role is determined by the role of the flagship university as a driver of the regional socio-economic development. The developing dialogue between the university, business and government is affirmed as an indispensable condition for the University’s successful functioning and a pledge for its further development.
{"title":"Мурманский арктический государственный университет -вуз с северным характером","authors":"Сергеев Андрей Михайлович, Шадрина Ирина Михайловна, Громов Владислав Вячеславович","doi":"10.31992/0869-3617-2019-28-3-97-105","DOIUrl":"https://doi.org/10.31992/0869-3617-2019-28-3-97-105","url":null,"abstract":"The article focuses on the issues of the formation of a conceptually new target model of a regional flagship university. Based on the experience of the formation and development of the Murmansk Arctic State University, which acquired the status of a flagship one in 2017, the authors analyze the origins of the formation of the model, its specificity, which is substantively and formally defined in the parameters of the Arctic perspective. The major intensively developing areas of MASU’s activity in the past two years have been focuses on two important factors of regional development, implemented in the form of two strategic flagship university projects. The first strategic project – “MASU is the scientific and technological hub of the region” – is aimed at solving the most acute regional task of effectively using both the economic and scientific / innovative potential of the region. The second strategic project – “Creative City is a Territory of Development” – reflects the interaction of the creative communities of the region, the Russian Federation and the world with prospect consumers represented by the regional government, municipalities, institutions and industrial enterprises. MASU is the main platform for combining a variety of strategies and searches aimed at changing urban and township sociocultural spaces, an integrator of various areas of design, creative technologies and cultural practices that affect the improvement of the quality of life and human capital development. The key role is determined by the role of the flagship university as a driver of the regional socio-economic development. The developing dialogue between the university, business and government is affirmed as an indispensable condition for the University’s successful functioning and a pledge for its further development.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":"28 1","pages":"97-105"},"PeriodicalIF":0.0,"publicationDate":"2019-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69863008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-08DOI: 10.31992/0869-3617-2019-28-2-9-22
A. Rudskoy, A. Borovkov, P. Romanov, O. Kolosova
А group of authors of Peter the Great St. Petersburg Polytechnic University, working within the framework of the activity of Coordination Council for the Federal Educational and Methodical Associations on education in the field of “Engineering, Technology and Technical Sciences” have undertaken a comprehensive study dedicated to the processes of the digital economy formation. More than two hundred primary sources of reference have been analyzed. Several main groups of risks associated with the transition to global digitalization have been defined and classified. Further research results described in this article allow to characterize the specific features of the occurrence of risks in the Russian Federation and to determine the ways of reducing these risks.In addition to the six groups of risks which are currently possible to arise and which are characteristic of the entire world space, the authors have revealed a number of several additional risks typical only of Russia. One of the key areas in Russia that poses a whole range of various risks is the education system. The authors have analyzed and classified the policies and moves suggested by the researchers and politicians to reduce the likelihood of these specific risks occurrence.The qualitative leap of the educational process in Russia is possible only by means of the formation of some new competence profiles of educational institutions graduates with reference to the digital economy development conditions. The authors have defined seven types of competencies that are relevant for the transition of Russia to the digital economy and developed twelve pilot educational modules necessary for their formation.
{"title":"Ways to Reduce Risks When Building the Digital Economy in Russia. Educational Aspect","authors":"A. Rudskoy, A. Borovkov, P. Romanov, O. Kolosova","doi":"10.31992/0869-3617-2019-28-2-9-22","DOIUrl":"https://doi.org/10.31992/0869-3617-2019-28-2-9-22","url":null,"abstract":"А group of authors of Peter the Great St. Petersburg Polytechnic University, working within the framework of the activity of Coordination Council for the Federal Educational and Methodical Associations on education in the field of “Engineering, Technology and Technical Sciences” have undertaken a comprehensive study dedicated to the processes of the digital economy formation. More than two hundred primary sources of reference have been analyzed. Several main groups of risks associated with the transition to global digitalization have been defined and classified. Further research results described in this article allow to characterize the specific features of the occurrence of risks in the Russian Federation and to determine the ways of reducing these risks.In addition to the six groups of risks which are currently possible to arise and which are characteristic of the entire world space, the authors have revealed a number of several additional risks typical only of Russia. One of the key areas in Russia that poses a whole range of various risks is the education system. The authors have analyzed and classified the policies and moves suggested by the researchers and politicians to reduce the likelihood of these specific risks occurrence.The qualitative leap of the educational process in Russia is possible only by means of the formation of some new competence profiles of educational institutions graduates with reference to the digital economy development conditions. The authors have defined seven types of competencies that are relevant for the transition of Russia to the digital economy and developed twelve pilot educational modules necessary for their formation.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42229025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-08DOI: 10.31992/0869-3617-2019-28-2-63-68
T. Sobukawa, S. Takagi, H. Uesu
In these days, mathematics is one of the most important tools for any person. However, in Japan, many students hate and avoid mathematics in their high school age. In Waseda University, one of the biggest and oldest private universities in Japan, special curriculum is constructed for such “Bunkei’’ students who major in social or human science.
{"title":"Introduction to University Calculus for “Bunkei’’ Students in Waseda","authors":"T. Sobukawa, S. Takagi, H. Uesu","doi":"10.31992/0869-3617-2019-28-2-63-68","DOIUrl":"https://doi.org/10.31992/0869-3617-2019-28-2-63-68","url":null,"abstract":"In these days, mathematics is one of the most important tools for any person. However, in Japan, many students hate and avoid mathematics in their high school age. In Waseda University, one of the biggest and oldest private universities in Japan, special curriculum is constructed for such “Bunkei’’ students who major in social or human science.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43188268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-08DOI: 10.31992/0869-3617-2019-28-2-134-143
Г. В. Коршунов, И. О. Ведерникова, С. Ю. Дубиковский
The article explores the phenomenon of strong nexus between the development strategies of small cities, claiming for the status of supporting regional cities, and universities located there. The university community and urban public are inclined to the positioning of such cities as “university cities”. The authors dwell on the role of campuses in the implementation of the “third mission” by universities. Particular consideration is given to the specific component of the third mission and, accordingly, the campus infrastructure for the development of local communities, urban and regional environments. A model of the regional environment monitoring system is described, which is based on the system of sociological surveys including five subsystems (questionnaire of employers, questionnaire of schoolchildren aimed at vocational guidance, questionnaire of parents, questionnaire of communities, and internal monitoring). The article also focuses on the forms of using campus facilities for the implementation of various events and social projects involving the local community and aimed at the development of the urban and regional environment in the following areas: consolidation, education and community assistance, social mobilization and public branding.
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