Pedagogical Analysis of Higher Educational Standard of Bachelor’s Professional Education with Specialization in Taxes and Taxation at the Universities of Russian Federation

2014 ◽  
Vol 4 (2) ◽  
pp. 40-47
Author(s):  
Natalia Rudenko
Keyword(s):  
Russian Federation ◽  
Professional Education ◽  
Professional Training ◽  
Professional Activity ◽  
Practical Training ◽  
Educational Standard ◽  
Service Professional ◽  
Pedagogical Analysis ◽  
Higher Educational ◽  
Higher Professional Education

Abstract The problem of tax officials’ training in Russian Federation is considered to be the main topic of the article. In the context of integration processes, the study of European countries’ experience, in particular, of Russian Federation, as well as the implementation of progressive ideas of tax service specialists’ professional training, have been actualized. Pedagogical analysis of the higher educational standard of bachelor’s professional education with specialization in taxes and taxation has been carried out. The branches of future tax service professional activity have been defined. The structure and content of the bachelor’s basic educational program of training in specialty 080100.62.04 “Economy” (profile “Taxes and taxation”) have been defined as well, inter alia, the meaning and features of the variable part of the program. The analysis of the students’ practical training and types of the final state assessment of the graduates has been performed. Types of the professional activity have been analyzed and main tasks of a tax service specialist’s training have been defined as well. General cultural competences have been described. According to the types of the professional activity, professional competences important for the future tax service officials have been defined. The relevance of using Russian Federation’s experience, in particular, the educational standard of higher professional education of bachelor’s degree in profile “Taxes and taxation” with the updated content and forms of Ukrainian state tax service professional training activity, has been proved.

scholarly journals EFFICIENCY OF USING FRAME-SCHEMES ON LECTURE AND GROUP CLASSES IN MILITARY UNIVERSITIES OF THE VNG RF

2019 ◽  
Vol 29 (3) ◽  
pp. 350-357
Author(s):  
I.E. Rakhimbaeva ◽  
A.M. Bashlykov
Keyword(s):  
Russian Federation ◽  
Professional Education ◽  
Professional Training ◽  
National Guard ◽  
Educational Process ◽  
Federal State ◽  
Educational Standard ◽  
The Russian Federation ◽  
Higher Professional Education ◽  
State Educational

The article deals with the problem of improving the quality of professional training of cadets of military educational institutions of higher professional education of the National Guard troops of the Russian Federation (hereinafter referred to as military universities of the VNG RF), the solution of which determines the level of security of the Russian Federation. In connection with the changes that have occurred in the educational process on the basis of the requirements of the Federal State Educational Standard of Higher Education 3 ++, as well as in the structure of the troops, the need to revise the content of military education, as well as the choice of more effective methods for its implementation, has been identified. After analyzing the current state of affairs, the possibilities of frame methods were studied, the main advantage of which is the intensification of the educational process through the structuring of educational information. The authors have developed frame schemes, the effectiveness of which has been tested experimentally. All this made it possible for the teacher to devote more time to explaining the educational material of a lesson, eliminating the excessive amount of information, and for the cadets - to study the subject in more detail, to comprehend the information received, and then apply these methods in their future professional activities when training the personnel of their unit in the army.

scholarly journals Social and welfare training in Denmark (from the experience of NVGU and UC SYD academic mobility)

2019 ◽  
pp. 10-17 ◽  
Author(s):  
E. A. Bauer ◽  
M. Neigaard
Keyword(s):  
Social Work ◽  
Professional Education ◽  
Professional Training ◽  
Training Programme ◽  
Practical Experience ◽  
Professional Activity ◽  
Practical Training ◽  
State University ◽  
Academic Mobility ◽  
Academic Exchange

Social work as a sphere of professional activity had formed in Europe by the middle of the XX century, but the experience accumulated in different countries did not result in uniform standard for the social welfare work and professional training. In Russia, social and welfare training is a relatively new training programme (since 1991), which needs to be substantially detailed by theoretical experience and practical recommendations from colleagues from around the world. In these conditions, academic mobility provides an opportunity to enrich the modern system of qualified social and welfare personnel training and expand our understanding of the structure of foreign professional education, as well as technologies, approaches and forms of student training. The authors show that various aspects of student social and welfare professional training are in the focus of domestic and foreign academic interest; two main sources of this problem are identified. The article dwells on the practical experience the students and teachers of Nizhnevartovsk State University and Aabenraa University College South Denmark accumulated through academic exchange. Regulations and statistical data analysis, observations, interviews, discussions and seminars helped to provide the necessary insight into the system of social and welfare training in Denmark. Research material may be of interest to students of Social Work programmes when studying such subjects as ‘Foreign Experience of Social Work’, ‘Social Education Fundamentals’; to teachers when developing bachelor training curriculum; to specialists of institutions when organizing student practical training.

O ЗНAЧЕНИИ ПРAКТИКИ В ПРOФЕССИOНAЛЬНOМ СТAНOВЛЕНИИ БAКAЛAВРOВ ПЕДAГOГИЧЕСКOГO OБРAЗOВAНИЯ

2020 ◽  
pp. 99-101
Author(s):  
Гулнара Нурманбетова
Keyword(s):  
Professional Education ◽  
Teaching Practice ◽  
Point Of View ◽  
Practical Training ◽  
Pedagogical Practice ◽  
Professional Activities ◽  
Educational Standard ◽  
Higher Professional Education ◽  
Scientific Practical ◽  
State Educational

Аннотация: Стaтья пoсвященa знaчению прaктики в прoфессиoнaльнoм стaнoвлении бaкaлaврoв педaгoгическoгo oбрaзования. Показаны роль и цели, учебно-педагогической практики с точки зрения научно-практического, компетентностного подхода; мнения студентов о роли практики в подготовке студентов к будущей профессиональной деятельности. Практика показана, как главный связующий компонент между теоретической и практической подготовкой будущих специалистов, первостепенным условием повышения качества их обучения, максимально приближенных к будущей профессиональной деятельности, в ходе которой формируются педагогические умения и навыки. В статье на конкретных примерах, на основе фактического материала проанализировано проведение практики у бакалавров педагогического образования на факультете Славяноведения БГУ им. К.Карасаева. Ключевые слова: педагогическая практика, Государственный образовательный стандарт высшего профессионального образования, роль, цель педагогической практики, компетентностный подход, бакалавр. Аннотация: Макала билим берүүдө бакалаврлардын кесипкөйлүгүнүн; студенттерди келечектеги кесипкөйлүк ишмердүүлүккө даярдоодо практиканын ролу жөнүндө студенттердин ойлору камтылган. Макалада окуу-педагогикалык практикасында компетенттүүлүктүн мааниси, ролу жана максаты көрсөтүлгөн. Педагогикалык практикада көндүмдөрүн пайда болуусу анын келечектеги адистерге, теориялык жана практикалык окутуусунда негизи билимди түзөт. Аларды даярдоонун сапатын жогорулатуу үчүн маанилүү шарт түзүү өтө абзел. Келечектеги кесиптик ишмердүүлүккө зор мүмкүнчүлүктү түзөт. Макалада окутуу материалдардын негизинде БМУнун аларды К.Карасаевдин Славянтаануу факультетиндеги студенттерин даярдоо ыкмалары көрсөтүлөт. Түйүндүү сөздөр: педагогикалык практика, жогорку кесиптик билим берүүнүн мамлекеттик билим берүү стандарты, педагогикалык практиканын ролу, максаты, компетенттүүлүк мамиле, бакалавр. Annotation: The article is devoted to the importance of practice in the professional development of bachelors of pedagogical education. The role and goals of teaching and teaching practice from the point of view of the scientific, practical and competence-based approach; opinions of students on the role of practice in preparing students for future professional activities are demonstarted. Practice is show as the main binding component between the theoretical and practical training of future specialists, the paramounty condition for improving their quality training, as close as possible to future professional activities, during which pedagogical skills are formed. The article, using concrete examples, based on factual material, analyzes the practice of bachelors in teacher education at the faculty of Slavic studies of BSU named after K. Karasaev. Key words: Pedagogical practice, State educational standard of higher professional education, role, purpose of pedagogical practice, competence based approach, bachelor.

scholarly journals GENESIS AND CURRENT STATE OF PROFESSIONAL TRAINING OF PHYSICAL THERAPY AND ERGOTHERAPY SPECIALIST TO BE IN HIGHER EDUCATIONAL SYSTEM OF UKRAINE

2021 ◽  
pp. 49-54
Author(s):  
A. FASTIVETS
Keyword(s):  
Physical Therapy ◽  
Educational System ◽  
Professional Education ◽  
Professional Training ◽  
Theory And Practice ◽  
Professional Activity ◽  
Professional Status ◽  
Professional Skills ◽  
Current State ◽  
Higher Educational

The genesis and current state of professional training of physical therapy and ergotherapy specialist to be in higher educational system of Ukraine is characterized and generalized on a basis of theoretical analysis of scientific literature. It is established that physical therapy (rehabilitation) considerably differs from other specialties in the system modern higher professional education because physical therapy and ergotherapy specialist to be should be well-oriented in professional field, see the perspectives of its further development and improvement. Physical therapist’s professional activity considered to be a system of purposeful application of professional skills which are based on professionally oriented knowledge and ensure their conscious use for meeting the goal and professional tasks solving. The perspective ways of development of physical therapist’s professional status in Ukraine are defined. It is proven that professional activity of physical therapy (rehabilitation) and ergotherapy specialist is oriented to educational anthropology sphere and provides the following types of professional activity: sports and education, recreational and leisure, rehabilitation and health-improving, educational and professional, correction, organizational and organizational and administrative. On the basis of analysis of the complex of literary sources it is established that the structure of professional training includes professional knowledge (special, methodical, psychological and educational), professional skills (didactic, organizational, constructive, prognostic, communicative) and personal qualities (values, skills, character). The concept of “competence of physical therapist, ergotherapist” which was established by the document of professional education, includes: the competence in the field of physical therapy and ergotherapy theory, competence in the field of modern rehabilitation technologies and methods, competence in projecting and rehabilitation systems, competence in professional interaction with rehabilitation process participants (members of multidisciplinary team, patients, patients’ family members/guardians), competence in investigation theory and practice in the field of physical therapy and ergotherapy, competence in medical innovations, competence in organization and management, competence in professional self-development.

scholarly journals FEATURES OF ORGANIZATION OF PROFESSIONAL TRAINING OF DESIGNERS IN THE EUROPEAN HIGHER SCHOOL

2021 ◽  
pp. 162-165
Author(s):  
Daryna Ziablovska
Keyword(s):  
Professional Education ◽  
Professional Training ◽  
Rapid Development ◽  
Professional Culture ◽  
Educational Process ◽  
Educational Institutions ◽  
Professional Activity ◽  
Higher Educational Institutions ◽  
Higher Educational ◽  
Domestic Design

. In the context of the constant growth of information flows, the rapid development of technology, globalization and European integration, education occupies a key place. There is an acute issue of comparison and interconnection of educational systems developing in different countries. A forecast on the quality of the provision of educational services can be made according to the profile of the educational program, which contains information on the curriculum, its specific features, the organization of the educational process and the content of education for the preparation of a qualified worker. The purpose of the article is to analyse the educational programs of domestic, English and Finnish schools in the field of fashion design of leading European higher educational institutions. Methods of scientific knowledge applied: theoretical analysis and synthesis of pedagogical phenomena, study, and generalization of pedagogical experience, comparative analysis, activity approach. The main components of the formation of professional education of a graduate were determined: professional skill, professional culture; creative, collective and humanistic character of professional activity. It was established that the domestic level of professional education in the field of clothing design is practically in no way inferior to higher educational institutions in developed countries. The advantage was the focus on professional skills (individual and collective), practical use of the results of professional education in well-known design studios, fashion houses, fashion industry enterprises, creative unions of Ukraine, exhibition environment enhances the professional culture of future specialists. Domestic design education does not cover such issues of European design.

scholarly journals On the issue the formation and development of professional competencies of a student - a future history teacher

2021 ◽  
pp. 5-12
Author(s):  
Anna V. Antonova
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Professional Training ◽  
Professional Competencies ◽  
Federal State ◽  
Educational Work ◽  
Educational Standard ◽  
History Teacher ◽  
Higher Professional Education ◽  
State Educational

The article considers the urgent problem of modern higher pedagogical education related to the formation and development of professional competencies of a future teacher. The purpose of the article is to identify, on the basis of analysis of federal state educational standards of higher education, as well as own pedagogical experience of the professional competencies of a future history teacher, which are necessary to improve the quality of teacher training in the process of educational and extracurricular work at a university. The article presents various interpretations of the concept of professional competencies of a teacher presented by both domestic and foreign researchers. Based on the analysis of professional tasks and activities declared in the Federal State Educational Standard of Higher Professional Education and Higher Professional Education (2011, 2014, 2016, 2018). Five professional competencies of a history teacher have been identified. They are included in the curricula and working curricula for the disciplines of the subject preparation of the bachelor's degree (profile History and Social Studies): Methods of teaching and upbringing in historical education, Use of information and communication technologies in teaching history, Game technologies in teaching and upbringing, "Pedagogical workshops" as additional to the general professional competencies contained in the federal state educational standard of higher education. The formation of professional competencies of future history teachers is carried out as part of the students' academic work, and their development and practical application in the process of extracurricular work. The professional competencies of the teacher are characterized by his level of professional training, his attitude to work, to himself and affect the effectiveness of the implementation of educational and educational work in school.

scholarly journals AXIOLOGICAL MODEL OF MODERN PROFESSINAL PREPARATION FOR FUTURE PSYCHOLOGISTS

2018 ◽  
Author(s):  
Valentyna Voloshyna
Keyword(s):  
Professional Education ◽  
Professional Training ◽  
Educational Institution ◽  
Psychological Help ◽  
Professional Values ◽  
Professional Activity ◽  
Value Consciousness ◽  
Self Sufficiency ◽  
Psychological Training ◽  
Higher Professional Education

The article presents the results of the theoretical and empirical study of the peculiarities of the professional training of future psychologists and discloses the essence of the axiological model of this process in a higher educational institution. The main goal of professional training of future specialists is to understand social-normative, personal, professional values and development of their value consciousness in general. Realization of this goal in the framework of higher professional education, in particular in the field of psychological training of future specialists, requires the development and implementation of innovative psychological technologies for the development of stable integrated personal and professional competences in them. The choice of specialization should be realized on the basis of the student’s realization of the value of the personality of the «I» as a psychologist and, most of all, the belief in his own will and the possibility to provide psychological help to others. Under the condition of realization of its own system of values, understanding of possibilities, desires and opportunities, such a choice of person does not create difficulties for the future specialist, refreshes the feeling of integrative integrity, self-esteem and self-sufficiency. Difficulties are created as a result of the personal uncertainty of axiology, with an indefinite state of identity, a low level of self-interest and self-understanding, an external explanation of the student’s professional activity, etc. By choosing a specialization, the student forms the prospects of the axiology of professional identity, she gives a dominant position, precisely the exact professional values that most represent his personality feelings in professional activity. Taking into account the above, we have developed and implemented an axiological model for the training of future psychologists whose goal is to form an integral professional value in them and to increase their quality in accordance with the structure of values, personal qualities and abilities.

scholarly journals Modern Requirements for the System of Training Specialists in the Field of Environmental Safety

2021 ◽  
pp. 127-138
Author(s):  
Irina Iurevna Matasova
Keyword(s):  
Professional Education ◽  
Environmental Safety ◽  
Federal State ◽  
Practical Training ◽  
Professional Standard ◽  
Educational Standard ◽  
Internet Portals ◽  
Higher Professional Education ◽  
State Educational ◽  
Training Specialists

The article is devoted to the issues of training specialists in the field of environmental safety in universities in the context of the implementation of the transition to the Federal State Educational Standard higher professional education 3++ training direction «Technosphere safety», the introduction of the professional standard «Specialist in environmental safety (in industry)», taking into account changes in regulatory legal acts in the field of environmental safety. The purpose of the research is to determine the current requirements for the system of training specialists in the field of environmental safety, taking into account changes in the legislation regulating this area. The following research methods are used in the work: the study and analysis of regulatory legal acts, domestic literary sources, resources of departmental and educational Internet portals in the field of environmental safety. As a result of the study, it was revealed that fundamental changes in regulatory, administrative, economic, control and supervisory management methods and the use of state online services in the field of environmental safety in the Russian Federation determine the specifics of the content of theoretical and practical training of environmental specialists. It is concluded that the professional standard for specialists in the field of environmental safety, introduced in September 2020, the requirements for the content of bachelor's and master's training in the direction of «Technosphere safety» should be the basis for the development of the Main educational professional program by universities (the choice of professional competencies, the formation of the curriculum, the formation of practice programs, the final certification program).

WHAT ARE THE BORDERS OF DISTANCE LEARNING IN UNIVERSITIES?

2020 ◽  
pp. 8-11
Author(s):  
R.A. Almaev ◽  
Keyword(s):  
Distance Learning ◽  
Professional Education ◽  
Evidence Base ◽  
Federal State ◽  
Educational Standard ◽  
Higher Professional Education ◽  
State Educational ◽  
Discipline Programs ◽  
Independent Work

The possibilities of using distance learning on the Internet are considered with the fulfillment of the requirements of the Federal State Educational Standard of Higher Professional Education to the learning out-comes according to the indicators established in the discipline programs - to know, be able, and have skills. It is noted that distance learning, being accessible to users, does not have an evidence base for its effectiveness in ensuring the quality of education. In universities with a technological focus, the creation of an educational environment that meets the established requirements is impossible with distance learning. As an additional educational resource, it can be used in organizing students' independent work, studying optional courses, in DPO centers (retraining, professional development).

scholarly journals Features of a prospective teacher’s professional formation in the educational environment of a pedagogical university

2021 ◽  
Vol 10 (3) ◽  
pp. 230-234
Author(s):  
Ekaterina Sergeevna Dorozhkina
Keyword(s):  
Professional Development ◽  
Extracurricular Activities ◽  
Professional Education ◽  
Prospective Teacher ◽  
Professional Training ◽  
Educational Environment ◽  
Russian Language ◽  
Professional Activity ◽  
Federal State ◽  
Professional Formation

The paper considers the concept of professional formation and its projection on the professional training and professional activity of the prospective teacher through the concepts of formation and development. As a result of the analysis of existing views on the phases, stages and periods of professional formation, the main ones were identified, which are due to the time frame - the period before choosing the institution where professional training will be carried out, the actual professional education and the period of it. Having analyzed the set of competencies (subject, general pedagogical, professional-communicative, managerial, innovative, reflective) provided by the Federal State Educational Standard in relation to the teachers profession, as well as referring to the models of Hard-skills and Soft-skills, we identified indicators (skills) of the professional development of the prospective teacher and invited the 3rd-year students of the Institute of Russian Language and Literature of the Volgograd State Socio-Pedagogical University to evaluate these skills in the order of their significance. The assessment was carried out on a 5-point scale, where 1 point is an absolutely insignificant indicator, 2 - rather insignificant, 3 - rather significant, 4 - significant, 5 - very significant. As a result, we were able to build their gradation and divide them by areas, as well as allocate 3 levels in the process of professional development. Taking into account these levels, we considered how the educational environment can influence the professional development of future teachers through educational, extracurricular activities and through the environment.

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