The main requirements of the employer, as the
scientific basis for designing educational technology
Dmuch Galina Yurievna
Far Eastern Federal University, Vladivostok, Russia
KEY WORDS
Education
modernization, model of a specialist, basic requirements,
teaching
technologies.
ABSTRACT
The article
emphasizes an employer’s basic requirements to an electrical engineer. Combined
with a teaching model these requirements form a model of a young specialist suitable
for further teaching technologies development.
Higher
professional education is modernized by national educational standards providing
the inside and outside of students’ educational activities. Their
implementation by Institutions of Higher Education allowed introducing job
descriptions of degree specialists, which caused formation of an adequate model
of a specialist to be a challenge.
A
model of a specialist is quite comprehensive and varied. To obtain it you are
supposed to describe a variety of interrelated factors which are frequently hard
enough to interpret by means of mathematical and statistical analysis and data
presentation methods. Such model is comprised of a specialist training model
and a system of requirements to the specialist. These requirements are based on
professional competence determined by an employer.
In
order to determine whether a region needs electrical engineers, monitoring of
industrial enterprises acting in Primorsky region was conducted. At the
enterprises we studied the employee manuals thoroughly. As a result there have
been formed generalized requirements to a specialist’s skill and knowledge
which were classified by professional activities. Expert evaluation became the
basis for a quantitative analysis conducted to determine and range significance
levels of the above requirements to a young specialist.
Expert
evaluation concerning the matter under consideration was conducted by leading
engineers of Primorsky region industrial enterprises, leading faculty of Far
Eastern State Technical University and specialists of regional scientific and
research institutions.
The
expert evaluation results allowed selecting 10 requirements out of 23 initial
ones presented in the questionnaire:
1) Skill to design,
produce and maintain techniques;
2) Ability to conduct
comprehensive technical and economic analysis for making grounded engineering
and administrative decisions using information technologies;
3) Expertise in
operation principles, technical and design features of technical facilities
designed and employed;
4) Skill to conduct
engineering designs and determine cost-effectiveness of research and designs;
5) Collection,
analysis, processing and systematization of scientific and technical data
related to professional activity, using current information technologies;
6) Ability to examine
technical documentation, supervise and control technological processes and
maintenance of equipment, all techniques and automated production;
7) Participate in all
stages of research, designs and programs development, events necessary in
connection with testing and adjusting technologies to manufacture goods and
equipments and introduce them into production;
8) Skill to take
advantage of scientific and technological achievements and advanced domestic
and foreign experience;
9) Interact with specialists in related
activities when developing mathematical models of objects and physical
processes, algorithmic support and software for technological automation and
control systems as well as in project designing activities and scientific
research;
10) Skill to make effective use of natural resources, materials and
energy;
The
above requirements combined with a specialist training model form a model of a
young specialist suitable for further teaching technologies development.
References: