scholarly journals FEATURES OF THE ORGANIZATION OF THE EDUCATIONAL PROCESS IN THE MODERN TECHNICAL UNIVERSITY

Author(s):  
Владимир Викторович Макеев

Введение. Актуальность исследования обусловлена потребностью в изучении особенностей организации образовательного процесса в современном техническом вузе в рамках «третьей миссии» университетов, четвертой промышленной революции, задач цифровизации экономики России, подготовки инженерной элиты будущего. Представлены особенности организации образовательного процесса в современном техническом вузе. Рассмотрены внешние факторы глобального, общероссийского, регионального и локального (на уровне образовательных учреждений) характера. Цель – выявить ключевые особенности организации образовательного процесса в современном техническом университете. Задачи исследования: 1) выявить ведущие направления и тенденции развития современных университетов; 2) систематизировать современные представления об особенностях организации образовательного процесса в современном техническом вузе; 3) обосновать требования, предъявляемые к абитуриентам современных технических вузов. Материал и методы. Теоретические – абстрагирование, анализ, конкретизация, обобщение; эмпирические – изучение и обобщение педагогического опыта, изучение продуктов деятельности, контент-анализ. Результаты и обсуждение. Представлены наиболее существенные особенности организации образовательного процесса в современном техническом университете. Заключение. Обоснованы специфические особенности современного образовательного процесса в техническом нестоличном вузе, наиболее существенно влияющие на него, в условиях повышенных ожиданий по подготовке квалифицированных кадров для развития экономики России, а также дефицитов и вызовов как глобальной, так и отечественной, в том числе региональной, повестки. Теоретическая значимость работы связана с выявлением и описанием ведущих тенденций развития отечественных университетов в фокусе четвертой промышленной революции, цифровизации экономики России, изменения образовательной парадигмы и глобальной конкуренции в сфере экспорта образования и академического превосходства. Introduction. The relevance of the study is due to the need to study the features of the organization of the educational process in a modern technical university within the framework of the «third mission» of universities, the Fourth Industrial Revolution, the tasks of digitalizing the Russian economy, training the engineering elite of the future, it is impossible without researching the features of the organization of the educational process in a modern technical university. The article presents the features of the organization of the educational process in a modern technical university. The external factors of a global, all-Russian, regional and local (at the level of educational institutions) character are considered. The aim of the work is to identifying the key features of the organization of the educational process in a modern technical university, which have a significant impact in modern conditions. Research objectives: 1) identify the leading directions and development trends of modern universities; 2) systematize modern ideas about the peculiarities of the organization of the educational process in a modern technical university; 3) substantiate the requirements for applicants to modern technical universities. Material and methods. Theoretical – abstraction, analysis, specification, generalization; empirical – study and generalization of pedagogical experience, study of the products of activity, content analysis. Conclusion. The scientific novelty of the research lies in the substantiation of the specific features of the modern educational process in a technical non-capital university, which most significantly affect it, in the context of increased expectations for the training of qualified personnel for the development of the Russian economy, as well as deficits and challenges, both global and domestic, including regional, agenda. The theoretical significance of the work is associated with identifying and describing the leading trends in the development of domestic universities in the focus of the Fourth Industrial Revolution, digitalization of the Russian economy, changes in the educational paradigm and global competition in the export of education and academic excellence.

2021 ◽  
Vol 12 (3) ◽  
pp. 1278-1293
Author(s):  
Nur Atiqah Tang Abdullah Et.al

This chapter explores Citizenship Education in Malaysia in the context of its current experiences as we approach the era of Fourth Industrial Revolution. As a cultural discourse, the problematic conception of citizenship is a product of social fragmentation in Malaysia. Citizenship can carry two meanings - legal and sociological. The legal simply refers to a subject’s right and duties to be recognized as a legally permanent inhabitant of a state. Secondly, the development of citizenship, understood in sociological terms, would involve a transformative process in which individuals come to see themselves as part of a wider citizen body, to which they owe obligations involving duties as well as having rights. As such, ‘citizenship’ in this chapter refers to an educational process: learning and teaching to improve or achieve the aims inherent to the legal meaning. The objective of this chapter is to pull together citizenship and education as central themes, - not legal but the sociological aspects, with the ‘nations-of-intent’ as a conceptual framework. Nevertheless, the present effort of citizenship education in Malaysia is based on a particular form of ‘nation-of-intent’ (Bangsa Malaysia). As nation-building in Malaysia is a state without a nation (and it has many nations-of-intent), the present effort does not include ideas to the nation when promoting citizenship education- the notion of ‘equality in diversity’ and not only ‘unity in diversity’. The concept of citizenship and citizenship education in Malaysia is prompting only one form of ‘nation-of intent’ available in the country, whereas, there are other nations as well, apparently. An implication of it is that the concept of citizenship and thus, nation-building in Malaysia is still fraught with confusion. The presence of plurality of ‘nations-of-intent’ in contemporary Malaysia demonstrates the fact that dissenting voices are present and heard, within and without government. To some degree, it is necessary, for the underlying reason that the identification and sense of belonging of individuals and communities themselves are fragmented, not necessarily conducive to the knowledge of national unity. Hence, in the context of the Fourth Industrial Revolution, there is a need to clarify and explore the meaning of citizenship in diverse and democratic Malaysian as a nation-state, the multiple views of citizenship and the dimensions of citizenship education.


2021 ◽  
Vol 2 (3) ◽  
pp. 88-92
Author(s):  
A. V. DZHIOEV ◽  

The article analyzes the reasons for the unstable development of the Russian economy in the period after the introduction of sanctions by the US and EU countries. It is shown that in the context of the fourth industrial revolution in Russia, it is extremely important to actively increase and effectively use such a powerful factor of economic growth and achieving international competitiveness as national intellectual capital.


Author(s):  
Prema Ponnudurai ◽  
Logendra Stanley Ponniah

The sands of education are constantly shifting, and in order to stay significant, higher educational institutions (HEIs) need to reinvent themselves in the Fourth Industrial Revolution. With high global unemployment rates of fresh graduates and internal institutional challenges, future conscious HEIs understand the importance of the need to redesigned curriculum, content, and assessments to prepare graduates for employment. Through a detailed evaluation of the newly developed Taylor's curriculum framework (TCF), this chapter will elaborate on the core purposes of this curriculum framework and the governing principles in redesigning a curriculum that focuses on the 21st century needs. By shifting the focus from teaching to learning and by redirecting the focus of assessment from knowledge base to skills base, HEI graduates will be equipped meet the needs of industry, the Fourth Industrial Age and beyond.


Author(s):  
D. Morkovkin

The defining trend of the ongoing Fourth industrial revolution based on Industry 4.0 is the digitalization of technological processes for creating new value in material production. The introduction of global trends of the "Industry 4.0" concept into the practice of functioning of domestic enterprises, the importance of global trends for the domestic industry require the search for new scientific approaches to research and systematize the manifestations of digitalization, taking into account risks and dangers, and developing appropriate industrial policy measures. The study analyzes the main technologies and tools of the Industry 4.0 concept, as well as the possibilities of its use for the progressive transformation of the Russian industrial complex. Modern trends and promising directions of innovative transformation of the industrial sector of the Russian economy are identified, taking into account the identified specific features of Industry 4.0.


2021 ◽  
Vol 7 (3C) ◽  
pp. 584-594
Author(s):  
Vitalii Rakhmanov ◽  
Nataliia Vasylyshyna ◽  
Lesia Kozubtsova ◽  
Dmytro Kilderov ◽  
Anzhelika Kokarieva ◽  
...  

The article identifies and analyzes the paradigm of educational information environment formation in the technical higher educational institutions. The authors presented the paradigm based on the humanitarization of higher education, which aims to provide valuable guidance and motivation to establish criteria for creating conditions for self-development and personal fulfillment of future engineers. The article argues that revealing of the integrity of education and regulating scientific, research and practical innovation of training activities and educational paradigm should be considered in conjunction. The pedagogical paradigms of professional training of future engineers in the educational and information environment of a technical university enable determining the content of academic disciplines. In general, the analysis of the dynamics of formation and development of the paradigm helps to preserve the principles of learning and a genetic nucleus of the national pedagogical science and practice.


2020 ◽  
Vol 9 (28) ◽  
pp. 552-559
Author(s):  
Olga I. Vaganova ◽  
Elena G. Bogoslova ◽  
Roman S. Nagovitsyn ◽  
Ludmila A. Sundeeva ◽  
Irina M. Morozova

The basis of the modern student's training is the idea of individualization of his educational activities since the modern educational paradigm has designated the personality of the student and his needs as the most important link in this system. Higher educational institutions in search of effective ways of formation of competence of the future specialist using individualization of its activity use possibilities of innovative educational technologies. The purpose of the article: to consider the experience of implementation of educational technologies in the individualization of educational activities of students. The article presents an overview of the essence and importance of educational technologies used in the modern educational process, the features of their implementation and their role in the individualization of student activity. We considered the experience of implementation of educational technologies in the individualization of educational activities of students. Innovative technologies have a powerful potential in shaping the competence of future specialists. Individualization of training takes place in comfortable conditions for the teacher and the student. The teacher has the opportunity to constantly monitor the level of knowledge of the student and make timely adjustments, directing it in the right direction. When students perform tasks, the teacher carried out periodic consultations, where he covered for students the questions that appeared to them. The teacher conducted small surveys and tests, with the help of which the test of assimilation of the material was determined. The study presented in the article allowed to determine the impact of individualization of education on the level of student performance. Based on the data obtained in the course of our research, we can conclude that educational technologies provide ample opportunities for individualization of the learning process and contribute to the formation of professional competence of a specialist.


Author(s):  
K. H. Postova

The reasons for the need for training highly qualified personnel in the world are identified. The role of science and pedagogy in the preparation of highly qualified specialists implementing technological processes. The main issues and suggestions for their solution are proposed in the article. Skilled professionals with skills of the 21st century and their training in the modern conditions of existence of some countries. Skills of the XXI century: digital, communicative competence, creativity and high productivity of activity and their formation in the modern educational process. STEMeducation is one of the approaches that allows you to prepare children for the actively progressing development of technology and not only. The introduction of the main directions of STEM-education in Malaysia, Indonesia, the United States of America, and Ukraine is highlighted. Countries have different levels of economic development and different potentials for the development of education. But each of the certain states embodies approaches consistent with the principle of STEM-education. Examples of the implementation of STEM-education in the form of the implementation of STEM-projects in the above states are given. In Malaysia, the stage of introducing STEM-education through the implementation of integrated learning in educational institutions of the country. Indonesia introduces STEMeducation through the implementation of STEM-projects in which the integration of individual branches of science and technology is implemented. The United States is introducing targeted STEM-projects that attract professionals, teachers, and children. Ukraine introduces STEM-education through the implementation of STEM training projects or research projects that integrate several academic disciplines. The article presents, as an example, an educational STEM-project for sixth graders “Mini Weather Station”. The purpose of which is to impoverish knowledge from several academic disciplines than to show the integration of knowledge as a whole. This STEM-project allows us to identify in children a tendency to design, invent, protect nature, organizational abilities and others.


Author(s):  
T. V. Omelchenko ◽  
P. N. Omelchenko

The article discusses the organizational and methodological aspects of the use of 1С cloud services and technologies in the educational process or students of IT directions of training. The use of 1C cloud services allows you to gain knowledge, skills and abilities associated with the use of typical configurations (1C:Accounting, 1C:Trade Management, 1С:Payroll & HR Management, etc.). At the same time, the use of 1C services provides many advantages related to the convenience of work, the availability of up-to-date versions of programs and teaching materials, as well as the wide capabilities of organizing the educational process.The use of cloud services and technologies in industrial, research, engineering, educational and other activities leads to an increase in the efficiency of using computing resources, reducing the cost of purchasing licensed software and maintaining virtual infrastructure. The article substantiates that the study of the capabilities of 1C cloud services and technologies is of particular importance for students, since in the context of the digitalization of the Russian economy, the labor market requires specialists who have the skills to work with the 1C:Enterprise system in user mode, as well as have knowledge of development of own applied solutions.The experience of organizing training for students of the Orenburg State University in the framework of the formation of professional competencies of students in the directions of training bachelors “Applied informatics” (profile “Applied informatics in economics”) and “Business informatics” (profile “Information systems in economics”) using the service 1C:Enterprise via the Internet for educational institutions is described in the article. The use of 1C cloud services allows to increase the cognitive interest in disciplines, improve the academic performance of students and ensure the convenience of working in both full-time and distance learning formats.


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