The article proposes a detailed analysis of the monitoring of higher education institutions effectiveness conducted annually by the Ministry of Education and Science for the last five years. The monitoring technique is based on collection and systematization of information used in state accreditation procedures in 1997–2010. The article also considers the reasons for implementing monitoring into the practice of governing body from the perspective of the state education policy. The list of HEIs’ performance indicators oriented mainly on social, economic and international policy, and the results of the follow-up procedures are criticized by the academic community. The authors propose a model of presentation the monitoring results in the League Tables format. It helps using the monitoring results in a flexible manner both by institutions of higher education management and by HEIs aimed at analyzing their policies and forming their development strategies. This paper is especially relevant in the framework of one more round of university effectiveness monitoring to be conducted in 2018. In conclusion, the conducted effectiveness monitoring can reflect the current situation of the education system on conditions of transparency of set goals and stability of “game rules”. But this instrument does not give universities the possibility of strategic and tactical vision of further development due to the limitation by the binary scale of decision-making. The given method of university clustering in league tables according to monitoring data may help universities develop a strategy of improving the quality of their activity.

The paper proposes an approach to modernization of engineering programs at three cycles of higher education (bachelor, master, doctor) based on the CDIO++ Standards developed in Russia in the conditions of transferring to a new version of the Federal State Educational Standards (FSES 3++). The CDIO++ Standards are represented by a CDIO-FCDI-FFCD triad taking into account the differences between complex, innovative and research engineering activity. The peculiarity of the three-cycle engineering programs design based on the CDIO++ Standards is that program objectives and outcomes are defined considering the graduate training programs focus on various types of engineering activity at various stages of engineering products, processes and systems lifecycle. The modular structure of the programs is formed according to the FSES 3++ requirements. Each program module should contribute to achievement of the intended program outcomes. The program content, teaching and learning technologies, as well as the conditions of program delivery should meet the FSES 3++ and CDIO++ requirements. The developed approach is used being implemented in the Kuban State Technological University and is recommended to be used in other Russian universities, first and foremost in those participating in the “Worldwide CDIO++ Initiative”, as well as leading universities participating in the “5-100” programme aiming at preparation of academic and teaching staff (masters and doctors).

The article addresses one of the most urgent issues of the development of higher education in the light of the challenges of the strategy of scientific and technological development of the Russian Federation and the National system of qualifications – the problem of implementing a systematic approach in the formation of research competencies of graduates. On the basis of the performed systematization and critical analysis the paper presents the main methodological principles of the model of formation of research competencies of graduates of higher education programs. The first part provides information on international experience in creating a framework of qualifications in the field of science and innovation, the European framework of researchers' qualifications. The article presents the results of the analysis of the current state of the issue concerning regulation of scientific and pedagogical sphere of activity in the Russian Federation, and then substantiates the need to form a Unified sectoral framework of qualifications in the field of research, development and education, including training of scientific personnel and shows its general structure. In conclusion, as an illustration, a fragment of the model of research competencies of graduates of higher education programs developed on the basis of the Unified sectoral framework of qualifications is demonstrated.

This paper is a comment on the article of S.V. Korshunov “The System of Standardization of Education in the Russian Federation Celebrates a Quarter of a Century “ published in the previous issue of the journal. The paper highlights a wide range of problems connected with Russian higher education system functioning, such as, education management, retrospective review of educational standards, the current state of Federal state educational standards of higher education, the modular structure of educational programs, academic freedoms of Universities in determining the content of higher education. The regulatory documents that specify the features of the integrated system of higher education should have a framework character. At the same time the educational process should be organized so that the problem of full staffing of all the branches of national economy could be solved. The analysis of the regulatory and legal provisions of national higher education shows that it’s time to shift from the educational standards of higher education in their current form as they are not relevant the established educational reality. First and foremost, the current system of Federal state educational standards cannot solve the vital problem of coupling higher school with the Labor sphere, that is why it needs a thorough reconfiguration.

The article analyzes the problems caused by the implementation of the modern Federal State Educational Standards of higher education. There is no doubt that FSES are necessary to support the educational space throughout the country, to govern the educational activities based on the unified legal framework, to provide, on the one hand, the continuity of the main educational programs, on the other hand, their variability. Meeting the requirements of standards is the condition of education quality assurance. Nevertheless, the current version of FSES has a number of serious conceptual weaknesses that become apparent in the practical application of standards. In particular, it is shown that FSES disregard the hierarchical nature of education. There are disciplines that do not form any competences but they are an essential theoretical basis for studying the other disciplines because there are necessary successive stages in education, e.g. medical or engineering. But this fact is disregarded in the current FSES. On the whole, the system crisis of the national education attended by the educational standards can be overcome through changing the approach to education and the revision of competences formulation in FSES. In this regard, it is important to take into account the specific character of educational activities, the hierarchical nature of education, and also students’ social and psychological qualities, as well as the necessary efforts of teaching staff.

А critical assessment of the content of the new educational standards (FSES HE 3 ++), developed on the basis of application of professional standards, is carried out in the article. The author determines the problems related to the content of universal competencies (UC), the formation of a list of professional competencies (ProfC), and outlines the ways to solve the identified problems. The author emphasizes attention on the incorrect formulations of individual UC, on the lack of normative base for the formation of a list of ProfC based analytical data. The author criticizes the system of independent qualification exams and proposes the revision of the FSES HE 3 ++, and of the regulatory base of higher education, the increase in the variability of educational programs, creating a list of compulsory innovative ProfC, the optimization of the organization of educational process in the conditions of the real production to improve the efficiency of professional training of graduates at universities.

The current bursts of violence in the Russian comprehensive school actualize the issues of the place held by entertainment violence in the cinematic leisure of the learning youth, and of the possibility of its stimulating the aggressive behavior in their midst. Based on the proceedings of a sociological survey in cinema auditoria of the Russian heartland, it has been shown that films with scenes of violence in them form, at a minimum, half of the individual theatrical repertoire for every third pupil and student of both trade schools and institutions of higher education. From a psychological standpoint, the habitualization of «the aggressive film diet» is conditioned, in part, by the action of such mechanisms of spontaneous spectator immersion in the film’s world as empathy and identification. Accruing some sort of magic under their influence, the spectacle of violence deforms the spectator identity among a certain part of students which is fraught with dysfunctional social consequences. The authors propose a complex approach to the solution of the problem which integrates the socializing capabilities of media education and the family, while the legal regulation is augmented by self-regulation from cinema bodies.

The successful employment of graduates from educational institutions depends largely on the practical work experience in the field of study. A large number of employers consider this factor to be essential. Students can get professional experience by being involved in volunteer activities, especially if these activities are provided by professionally relevant communities of practice. This type of volunteer organizations can be established by an educational institution in cooperation with social partners. The aim of the research is to study the educational potential of volunteer organizations to provide vocational experience for university and college students during their studies. Vocationally oriented volunteer organizations where students can get vocational experience have been identified. However, a more efficient way to provide vocational experience for students is to establish volunteer organizations affiliated with an educational institution which collaborates with social partners (local authorities, state and private companies). The paper presents an example of establishing and operating a volunteer organization for students with the aim of widening the curriculum and providing students with an opportunity for getting vocational experience in the field of preventing and controlling man-made, social and natural hazards. The vocational training was conducted in university laboratories, during real local emergencies and regional volunteer contests. The anonymous survey method has been used for investigating the influence of students’ involvement in volunteer activities on their professional identity. Changes in students’ motivation levels have been revealed by comparing their academic performance in general educational and in special disciplines. The results of the anonymous survey showed both the positive shift in the professional identity of students participating in the activity of the volunteer organization as well as increased motivation to study vocationally relevant academic disciplines.

 

The article highlights the experience of Novosibirsk State University in preparation of specialists demanded by the labor market and in organization of student support in the process of employment. Special attention is paid to the organization of graduates’ career monitoring. The potential employers of university graduates are necessarily involved in the educational process and the development of the new academic disciplines and programs. Assistance in the employment process includes organization of meetings with employers and business coaches as well as representatives of headhunters agencies. The monitoring of the graduates’ employability is carried out to identify their actual level of employment and the relevance of knowledge gained. It allows to estimate successfulness of the educational process and the relevance of education areas. The survey is organized on an annual basis for the last-year graduates, and then it is repeated every 5-10 years. The article presents the results of two surveys of the graduates (2006 and 2016). Graduates of the 2010-2016 were interviewed in 2016, graduates of 1991-2004 – in 2006. Graduates of the 2010-2016 were interviewed in 2016, 1991-2004 – in 2006. The results showed that the level of graduates’ job placement within their specialty obtained on the departments focused on scientific activity has not changed during the last 25 years. Approximately 90% of graduates were working within their specialty during the first year after graduation from the university. This value reduces slightly over time. The same can be said about the graduates of the departments of information technologies and law. At the same time, the percentage of the graduates of economic specialties involved in business have declined by half.

The article presents the technology for development of technical university post-graduates’ readiness for teaching activities in the system of higher education. Traditional and innovative approaches to the organization of post-graduates pedagogical training are considered. The authors have carried out an analysis of more than 100 programmes of pedagogical competencies formation presented in postgraduate courses at different universities and research institutes. There are notable differences in treatment of certain stages of postgraduates’ pedagogical training (pedagogical disciplines, their place in educational programme structure, workload, assessment) and the requirement to learning outcomes presented in pedagogical competences. But all the programmes emphasize the importance of practical teaching experience in the process of pedagogical competence development. The paper shows the role of the pedagogical courses, pedagogical training, midterm and final assessments for the formation of competencies required for the qualification “Teacher-researcher”. The authors also discuss the necessity of development of postgraduates’ research competencies and their professional and personal self-development skill during the pedagogical practice period. The paper substantiates the importance of the transition from the educational-methodological and scientificdescriptive models of future teacher professional activity to the scientific-pedagogical one. Recommendations on the organization of postgraduate pedagogical training are given and the experience of its organization at Tambov State Technical University is generalized.

The article presents a project of attendance-based and distance learning activity cycle within a discipline. This cycle is based on the activity and competence approach, which lies at the heart of the Federal state educational standards of the third generation. The article adduces the basic principles of this approach, namely: the recognition of learning as a pedagogical and educational activity, where the leading role is assigned to learning activity – active self-directed students’ activity aimed at the development of their own competence; practical orientation; the expression of learning outcomes in the ability to successfully operate in various situations, including the professional sphere. The project provides a rationale for choosing a topic that reflects the core competence towards which the educational process is directed. The chosen topic is module involving the complete cycle of competence development including stages “Know”, “Able to”, “Master” and “Be”. While studying of the topic the model of blended (attendance-based and distance) learning can be implemented. Input, intermediate and final educational objectives are described in terms of competence development stages. The article presents and describes in detail the cycle of educational activities for achieving the set goals-results. This cycle, which can be viewed as a scale illustrating the competence development, includes four levels: 1) informational (acquisition of data and knowledge), 2) activities (development of special skills), 3) creativity (development of general abilities and skills), and 4) value and sense (development of personal value system). The conception of developing education implies implementation of a complex of organizational forms of interaction between a teacher and trainees such as lections, seminars (webinars), practical training, self-directed work, presentations, online and offline forums, conferences (videoconferences), tutorials, master classes, consultations, project sessions, trainings, and Sunday schools. The training assignments correspond to the four levels of competence development and include such types as current, interim, key, and the final. The achievement of the learning outcome – professional competence is accomplished by the progression movement along the built target framework.

The application of the game-based education technologies in a modified version of “the beer distribution game” on a number of disciplines devoted to the study of the system approach in economics has proven its effectiveness. This variant of the game has been updated by the professors of the Financial University. The gamification of education process basing on supply chain modeling made it possible to demonstrate clearly to students how the structure of the system determines its behavior and influences the behavior of individual components, as well as to focus their attention on the main system characteristics and features of socio-economic systems. Gaming technologies served as a starting point to analyze and summarize the data collected by students during the game, to acquire the skills of formalizing practical situations and building models of complex systems. Also they served to study the behavior of different systems by exploring their models, and for later learning of theoretical material based on the “drawing knowledge” principle and in-depth study of issues related to various aspects of system’s functioning. The gamification of the education process made it possible to increase the students’ involvement into subject being studied, to understand better the theory of system thinking and to develop practical research competences.

Strategies for the development of science, technology and innovations at the turn of the 20th and 19th centuries, which assumed that the success of introducing innovations automatically leads to the growth of production, wages, and job, creating the conditions for subsequent investment, at present are subject to revision. The reason is not only the global crisis of the 2000s that led to the stagnation of science funding and to changes in its financing by the state, local authorities, business and outsourcing, but also longer-term trends in the development of modern society, in particular, the formation of the academic precariat, the attraction of scientific personnel to traditional centres of innovation (despite funding), and others. These trends are analysed in the article, as well as their implementation in the United States, the EU and China; the analysis is based on laws and other normative acts regulating R&D in those countries, as well as on statistical data. The main measures to support science and its development taken by governments and scientific centres of those countries are analysed. The article highlights major risks for modern science human resources development, that are associated with: (1) adequacy of personnel and their training for specific directions and research (for the difficulty of forecasting the staffing needs of specific areas of science and technologies); (2) high and multi-directional “entry requirements” for research activities; (3) the motivation for choosing an academic career (because of precarious nature of employment and wage fluctuations); (4) selection of the strategy for the development of science in the face of an increasing share of private funding, tough competition and focus on quick return; (5) commercialization of scientific research; (6) dilemmas of globalization (openness versus know-how, etc.).

The problem of pedagogical self-presentation directly concerns teachers of various levels. It is especially important for teachers of medical higher education institutions. Video lecture as an educational product is a means of self-presentation of pedagogical activities, therefore, it can be a product of expert evaluation. All the components of pedagogical mastery are integrated in selfpresentation and create the whole teacher’s image, which helps him (her) to realize the pedagogical goals. Pedagogical interaction, influence, pedagogical communication, pedagogical skills cannot be manifested by a teacher without the skills of self-presentation, both in direct communication and while using of electronic educational resources, in particular video lectures. Professional video lecture is not a pure record of an academic lecture, it is a complicated technical and methodical product, and a teacher is not only a lecturer but also a pedagogical designer and strategist. Universal criteria for assessing video lecture are its external, communicative and content components. Additional components are the interactive effects of educational video lecture. Self-presentation of a teacher, no matter in direct communication or via an electronic resource, is akin to performance presenting the best patterns of pedagogical practice to students.

The paper considers the historical aspects of extramural educational activities in Russia and abroad, discusses the evolution of the goals of the Russian system of extramural education: the historical significance of the shift from making up for shortfall in engineering staff through the national sectoral higher education institutions in the 1920s, to the problems of lifetime learning, constant advanced training by means of implementing educational environment of modern universities. The authors have carried out a detailed analysis of the technologies and means of distance learning at every historical stage in Russia, in particular, the methods of teaching physics at the initial stage of extramural education development in Russia have been given. The printed textbooks, special learning materials, and the postal delivery prevailed at that period. The second stage began in the middle of 60s when the first distant learning courses appeared. The third stage has been driven by the development of computer and IT technologies. Two-sided communication has been made possible in various formats (text, sound, video) and in two modes – synchronous and asynchronous. The paper dwells on the special features of the current stage of distance learning, gives the background of a new technology of mass open online courses (MOOC), which is currently considered to be the most effective for distance learning. The authors propose to link the present and the near future of distance education in Russia with the phenomenon of MOOC since this format covers a large array of those wishing to get higher education and to improve their educational activities, and provides high-grade education in a cost-effective manner both for University and for a student. In conclusion the authors analyze the experience and prospects of using MOOC in Russian and foreign universities, discuss the features of the MOOC available at the Russian National platform of open education (NPOE) and their role in the educational process of the Russian universities (including distance learning).