vovrВысшее образование в России (Vysshee obrazovanie v Rossii = Higher Education in Russia)Vysshee Obrazovanie v Rossii = Higher Education in Russia0869-36172072-0459Moscow Polytechnic University10.31992/0869-3617-2020-29-4-146-154vovr-2207Research ArticleОБРАЗОВАНИЕ ЗА РУБЕЖОМHIGHER EDUCATION ABROADПланирование индивидуального развития студентов Великобритании: модели реализацииPersonal Development Planning of the UK Students: Implementation ModelsШапошниковаН. Ю.ShaposhnikovaN. Yu.

Шапошникова Наталья Юрьевна – старший преподаватель

Адрес: 143000, Московская область, г. Одинцово, ул. Ново-Спортивная, 3

Natalya Yu. Shaposhnikova – Senior teacher

Address: 3, Novo-Sportivnaya str., Odintsovo, 143000, Russian Federation

nataly_353@mail.ruМосковский государственный институт международных отношений (университет) Министерства иностранных дел Российской Федерации, Одинцовский филиалРоссияOdintsovo Branch of the Moscow State Institute of International RelationsRussian Federation202001052020294146154Copyright © Шапошникова Н.Ю., 20202020Шапошникова Н.Ю.Shaposhnikova N.Y.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://vovr.elpub.ru/jour/article/view/2207

Цель статьи – показать способы индивидуализации развития студентов вузов Великобритании как один из ответов высшей школы на вызовы современного сложного мира, единственной определённостью которого является постоянное изменение. Программа индивидуального развития направлена на подготовку студентов к жизни и профессии, обеспечивая их адаптацию к постоянно меняющимся условиям. На основе анализа и сравнения опыта различных университетов Великобритании исследователями обозначены три основные модели реализации планов индивидуального развития студентов с преобладающей направленностью на профессиональную деятельность, на трудоустройство, на учебную деятельность. На первый тип модели оказали сильное влияние требования профессиональных организаций, к примеру, сферы здравоохранения, а также законодательных органов. Второй тип модели включает как общую направленность на трудоустройство выпускников, так и ориентацию на профильные стажировки во время обучения. Эта модель ассоциируется с такими областями, как менеджмент и бизнес, спорт и досуг, а также с областями прикладной науки и инженерного дела. Третья – «учебная» – модель направлена на образовательное развитие студента. Её реализация способствует развитию метакогнитивных навыков, а также компетенций, формируемых определённой предметной дисциплиной. Представленные модели могут служить инструментом для анализа практики индивидуализации высшего образования, а также для составления гибких программ, учитывающих способности и образовательные потребности обучающихся.

The aim of the article is to show the ways of the UK students’ personal development as one of the higher school answers to the challenges of the complex world of today, whose only certainty is constant change. The programme of personal development is aimed at preparing students for their future life and profession, ensuring their adaptation to the constantly changing conditions. On the basis of the analysis and comparison of the experience of three different British universities, three main implementation models of students’ personal development plans are defined. They are characterized by the type of the dominant orientation: professional, employment or academic. The professional model type was strongly influenced by the requirements of professional bodies such as health care professional bodies, and statutory bodies. The second model type, which is focused on employment, included a general orientation to graduate employment as well as specific work placement during the process of study. This model was associated with such areas as: management and business, sport and leisure, as well as those areas of applied science and engineering where the course focus was mainly towards employment rather than the discipline itself. The third – academic – model was focused on the student’s academic development. Its realization facilitated the development of metacognitive skills and the skills related to the specific subject discipline. The models presented in the article may serve as an instrument for the analysis of higher education individualization practices, and for the designing of flexible learning programmes, which take into account students’ individual abilities and learning needs.

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The authors declare that there are no conflicts of interest present.