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Doctor of Science O.V Bondarenko, Associate Professor A.I. Martinenko
Irkutsk State Agricultural Academy, Russia
NEW
APPROACH TO QUALITY OF POST-GRADUATE EDUCATION IN RUSSIA: EUROPEAN DIMENSION
Most countries have national legislation that governs post-graduate education.
Although elements covered by these legislations vary from country to country,
many cover elements including duration of study period, admission requirements,
terms of supervision, conditions for approval of dissertation, conditions of accreditation of institutions for
awarding academic degrees, rights and obligations of students (especially in countries
where candidates post-graduate student
are employed), and in some cases curriculum and syllabus. The number and kind
of elements covered by national legislation seems, in turn, to reflect the
difference in degree of autonomy given to institutions that award academic degrees.
In the context of the Bologna Process in West Europe the post-graduate education are
the third cycle of higher education and the first stage of a young researcher’s
career.
The west-european medieval universities are ancestors
of training and attestation systems of research and educational staff. For the
first time academic degree of Doctor of Philosophy (analog of the first
academic degree in Russia) started to confer in Bologna university (Italia)
from 1130 year. Up to beginning of XIX century in west-european universities
was carried training to academic degrees of natives from Russia.
In Russia decree of Emperor
Alexander I from 24 January 1803 «About organization of (specialized) schools»
was the start of systematical preparation and attestation of scientific staff. Historical
specific of attestation system: west-european – conferring of academic degrees
is based on university regulations and own university traditions, Russian –
uniform and obligatory procedure order of conferring academic degrees for all
universities («Thesis about academic degrees» 1819, 1837, 1844, 1864): actual
student – candidate - master's degree – doctor. In 1884 academic degree «candidate»
has been abolishment [1].
In Russian Soviet Federative
Socialist Republic (RSFSR) at 1 October 1918 academic degrees and academic
statuses were abolishment. In 1921 the Institute of Red professorship was opened.
1925 – beginning of post-graduate students training. Requirements:
qualification work – dissertation, study of foreign language, social minimum,
mastering methodology and methods of research, theoretical basics of selected
course of science. From 13 January 1934 by Resolution of Soviet of People's
Commissar (SPC) of Union of Soviet Socialist Republics (USSR) «About academic
degrees and statuses» were set: academic degrees of candidate and doctor of
science.
In Russian Federation
post-graduate study and doctor-study are main forms of training of research and
educational staff in system of post-graduate professional education. The Act «About
order of conferring of academic degrees» determines legal basics of assessment
qualification scientific and research and educational workers and criteria of
theses – science-qualification work for academic degree competition.
The Law «About education in
the Russian Federation» stipulates that the preparation of post-graduate
students will be the third level of higher education [2]. Recall that the entry
of Russia in the Bologna Process means the recognition of learning outcomes in
the form of a set of competencies.
Competence – fundament of new
approach to quality of education in European dimension. Competence approach – a
method of modeling study results and their presentation as quality norm of
post-graduate study. Purpose of creating the qualification model of
post-graduate student is to increase quality of post-graduate students training and making of common conception of qualification content in terms of
competence and post-graduate study results.
Priority directions of work
in post-graduate are definition of basic (universal) and special competence of
post-graduate students and harmonization of educational program of training
post-graduate students (structures, contents, and methods of study). Competence
of post-graduate student – is an integral quality, which combines: Professional
competence and skills and Personal abilities of human, necessary for successful
work in science. Methodology of approach «From common model of competence – to
profiles of competence of concrete scientific specialty».
Post-graduate student should
have basic (invariant) competence – wide spectrum of transversal (endurable)
skills and special (professional) competence. Basic competence are deep
personal qualities of human, basis for acquirement special knowledge, harder to
correct. Main Basic competence includes instrumental (pantoscientific)
competence, interpersonal (socially- personal) competence, system competence.
1. Instrumental
(pantoscientific) competence which includes: knowledge area of methodology
scientific cognition, history of evolution of science; skills for making researches
(analysis and interpretation of data); basic computer and linguistic skills;
skill of obtaining and analyzing information from different sources; skill of
presenting information in the form of thesis, articles, presentations, etc.;
skill of teaching; ability to understand and use new ideas.
2. Interpersonal
(socially-personal), which includes: tolerance; ability for criticism and
self-criticism; establishing deal contacts and ability to work in team; common
culture of communication; adherence to
common to all mankind ethical; observance of science ethnos.
3. System (including organizational-administrative),
which includes: ability to use acquired knowledge in scientific-research
practice; ability to adaptation to new situations in science and labour-market;
knowledge of organizational-legal basics of scientific activity; creative
thought (making of strategy, use and control of resources, appreciation);
control of research; control of self-growth; ability to organize and plan
scientific work and etc.
The less post-graduate
student has required basic competence, the harder it is to correspond with
variable requirements of modern professional science world and lifelong
learning.
Special competences include:
Pantoprofessional knowledge (high theoretical level) in selected sphere of
scientific work; skills of methodological analysis of carrying out theoretical
researches and (or) substantiation of methods of making experimental researches
in selected science speciality; professionally profiled (specialized) knowledge
in appropriate field.
Standardized set of
competence – ideal of post-graduate student. The main problem – exact
definition of abilities and skills, qualifications, fund of knowledge and
behavioral characteristics of student. elaboration of «individual project» of
student evolution.
Methods of implantation of
competence model of post-graduate student includes definition and
concretization of qualification characteristics standards of student; conditions
appraisal (social, technical, etc); competence message to all post-graduate
students of institute; discussion and agreement; attestation, appraisal of
student.
Toolkit of appraisal and
development of competence: plan of assessment development; trainings; sessions,
seminars, conferences; generalization, creating of program of students
individual competence’s development.
The structure model of
individual competencies and type loads of courses and modules of graduate
student should depend on his training program development level and load the
types of courses and, for example:
Module I. Main (deepen and
widen special competence) - preparation for candidate examination course
(obligatory); introduction in scientific discourse (individual); professional
ethics (individual); actual problems of science (by speciality) interdisciplinary
course (obligatory).
Module II. Supporting
(pantoscientific and methodological competence development) - history and philosophy
of science (obligatory), organizational-law basics of scientific activity
(individual), informational technologies (individual).
Module III. Organizational
and communication (organizational-administrative and socially-personal
competence development) - foreign language (obligatory) and self-instruction skills
(analysis of literature on research theme); presentations, participation in
conferences, independent organization and realization of seminar (conference)
by student, preparation of publications (theses, articles, etc.) (obligatory).
Module IV. Specialized
(deepen and widen special competence) - methodology and methodics of
experimental researches by speciality (individual).
Module V. Endurable (development of system competence) - project (participation in
grant), economic-contract theme (individual), probation period, realization of
experimental researches, result processing (individual), scientific
qualification work (obligatory).
And additional educational program (the Higher school lecturer) (option).
On our mind, competence
approach to post-graduate student qualification model: increases role and
meaning of scientific adviser, increases requirements to quality of realization
of educational program of student training (courses types and formats, modules,
etc.); provides choice of individual educational trajectories.
Competence approach creates
base for increasing academical mobility of students and labour-market mobility,
making of new comprehension (taking into account of Bologna’s process cources)
of contents of qualifications in competence term and results of education and
taking into account of national features of science staff attestation and lifelong
learning.
Literature:
1. Jakushev A.N. Zakonodatel'stvo v oblasti podgotovki nauchnyh kadrov i
prisuzhdenija uchjonyh stepenej v Rossii (1747-1918): istorija i opyt
realizacii. - SPb.: SPb akademija MVD Rossii, 1999.
2. Proekt Federal'nogo
zakona Rossijskoj Federacii «Ob obrazovanii v Rossijskoj Federacii» (versija
3.0.3) // www.rg.ru/2012/01/17/obrazovanie-site-dok.html.