Педагогика/2

Pedagogy / 2. The training of specialists

A.H. Tleuov, I.A. Pyastolova, A.A. Tleuova

S.Seifullin Kazakh Agro Technical University, Kazakhstan

The educational program "Energy Management" in Kazakhstan

Summary

In this work, based on the analysis of experience in developing competence-oriented education programs in different countries, including the proposed work plan for the development of educational specialization "Energy Management" in the specialty "Power" in Kazakh universities.

Keywords: energy management, energy audit, competence, work curriculum disciplines blocks, modules disciplines.

I. Introduction

In the development of the educational program "Energy Management", we were guided by the Decree of the "State Program for Development of Education of the Republic of Kazakhstan for the period from 2011 to 2020" (07.12.2010 № 1118) and the "Law of the Republic of Kazakhstan On energy saving and energy efficiency " (13.01.2012 №541-IV ZRK) approved by the President N. Nazarbayev.

Ensuring integration into the European Higher Education Area can be achieved by bringing the content and structure of higher education in line with the parameters of the Bologna process and the implementation of mandatory and recommendatory parameters in the process.

World experience shows that the implementation of economically viable energy-saving policy of the enterprises in the use of fuel and energy resources is one of the most important tasks of enterprises in market conditions. This has caused a spread in countries with developed market economy practices of energy auditing companies to economically sound use of energy-saving measures and improve energy efficiency. Energy programs of all developed countries in the first place include the introduction of energy-saving measures and technologies and renewable energy sources. In some countries, energy audits are the basis for the decision whether to banks providing loans to enterprises.

Energy management can be described as part of the overall business management system (organization), which has a clear organizational structure and aims to profit by efficient power management. Then the energy manager - a specialist, which aims at ensuring that the energy policy of the company, organization of events aimed at continuity, providing communication functions between all objects, planning and control of activities designed to maximize the efficiency of energy management.

The introduction of energy management is a more detailed picture of the energy consumption, to give an accurate assessment of energy savings projects planned for implementation in the enterprise (workplace). This is a management system based on standard measurements and conducting audits, providing a performance of the enterprise for which consumed only absolutely necessary for the production of energy.

Given the environmental crisis, shortage of energy resources, especially gas, oil and nuclear fuel, one of the strategic directions of the creation of an independent, secure and reliable fuel and energy sector of any country is to accelerate the development of clean energy. This includes the widespread use of alternative and renewable energy sources.

It should be noted that the June 17, 2011 Technical Committee ISO / TC 242 "Energy Management" approved the new international standard ISO 50001: 2011 "Energy management systems - Requirements with guidance for use."

II. Problem Statement. One of the major educational documents for the organization of the educational process is a model and work curriculum. As a model curriculum framework adopted for model curriculum in "Power." Our task was to develop a work plan for the school to meet the requirements of the Bologna process and the national SES Republic of Kazakhstan.

One of the major educational documents for the organization of the educational process is a model plan and work curriculum. As a model plan for the basis of the adopted curriculum in the specialty “Electrical energy industry”. Our task was to develop a work plan considering the requirements of the Bologna process and the State educational standards of the Republic of Kazakhstan.

Methods of research used the following: analysis of primary data, expert interviews, media monitoring, specialized databases, monitoring of official statistics, and industry-specific publications, conference proceedings.

III. Results. In 2010, the Department of operation of electric energy department has been invited for the project Tempus Project 511347 - TEMPUS-1-2010-1-DE-TEMPUS-JPSR-Development and implementation of curriculum-based Energy Management distance learning in higher education in Kazakhstan and Turkmenistan.

In this project from the European Union are involved: the Higher School of Economics, the Bielefeld (Germany), Technical University of Graz (Austria), University of Technology, Kaunas (Lithuania). As the partner countries are the S.Seifullin Kazakh Agro Technical University; Engineering and Economics of Kostanai, Polytechnic University of Ashgabat and Power University, Mary (Turkmenistan).

Global objectives of the project are: a scientific long-term support of the regions of Kazakhstan to sustainable energy and energy efficiency; promotion of development and the strengthening of economic and ecological approach to the energy producing, distributing and consuming enterprises and organizations.

The specific objectives of the project: development and implementation of educational degree Bachelor "Power Management" in the curricula of partner universities in the Republic of Kazakhstan, the development and promotion of distance learning technology through the introduction of electronic technologies.

For successful development of the project created 6 working groups, the tasks of which are shown on Figure 1.

Figure 1 - Results of partners meeting in Germany (Bielefeld)

An analysis of the curriculum "Energy management" of higher education institutions in Austria, Germany, Lithuania, Russia, Ukraine, Belarus and others, it was determined that this expertise should be based energy department. Therefore, specialization "Energy Management" opens at the university within the major "5V071800-Power" according to the model curriculum approved by order of the Minister of Education and Science of the Republic of Kazakhstan (№ 158 of "10" April 2012).

In difference from domain-specific competence-oriented education programs should be the ultimate goal of acquiring a particular set of competencies by students in accordance with the acquired skill. Therefore, the following procedure for the development of the educational program "Energy Management":

- the development of a competency model of the graduate;

- development of documentation skills;

- the development of the curriculum, the timetable matrix interface competences and disciplines;

- development of academic disciplines programs;

- development funds assessment tools;

- the development of cross-cutting program of intermediate (incremental) complex testing of students to meet their educational preparation of the expected results;

- development of practical training programs;

- to develop the final state assessment.

Figures 2 and 3 show the approaches to the formation of the educational program "Energy management".

Рису

Figure 2 - Competence model of graduate

Assessing the level of training is determined by the competence of graduates. Along with the general cultural and general professional competencies defined profile-specialized professional competence corresponding to the profile of training and the planned result of training. They are developed in conjunction with leading experts of the enterprises.

Figure 3 - The approach to the formation of the curriculum

As a result of the research were identified and developed units / modules disciplines. It should be noted that to date there is no exact definition of the module of the educational program. Part of High Schools under the module includes a block of disciplines, while others have a view of the discipline as a module. In our case, we offer the following blocks or modules disciplines.

1. Humanitarian and socio-economic (compulsory and elective components).

2. Naturally Science (compulsory and elective components).

3. Professional (compulsory and elective components).

4. Professionally-oriented.

5. Personality.

It is also necessary to take into account the practical training, which are represented by the educational and professional practices. The program ends with graduation work (the project). Additional mandatory program supports physical education.

IV. Conclusions. In accordance with the above stated has been designed competence-oriented working curriculum specialization "Energy Management", defined modules that focus on the acquisition of competencies of graduates. These competencies have been identified as a result of opinion polls of experts and potential employers. The results presented here have been approved by the partner countries of the Tempus program at a meeting in Graz (Austria), 29-31 January 2012.

Literature:

1. Alisultanova Je.D. Kompetentnostnyj podhod v inzhenernom obrazovanii: monografija.- Izd-vo « Akademija Estestvoznanija», 2010. – 256 s.

ABOUT THE AUTHORS:

1. Tleuov A.H. D.Sc., Prof., Head department of Electrical Equipment Operation S.Seifullin Kazakh Agrotechnical University, tel. 8(7172) 32-74-89, e-mail: tleuov@bk.ru.

2. Pyastolova I.A. Ph.D., associate professor. Department of Electrical Equipment Operation S.Seifullin Kazakh Agrotechnical University, tel. 8(7172) 32-74-89.

3. Tleuova A.A., Ph.D. Lecturer of Department of Electrical Equipment Operation S.Seifullin Kazakh Agrotechnical University, tel. 8(7172) 32-74-89.