Evaluation of the Effectiveness of Educational Programs in the Field of HR Management: Challenges and New Aspects

The authors of the article, analyzing the experience of the implementation of educational programs for bachelor's, master's and programs of additional professional education in the field of personnel management, focus on the assessment of learning processes and its new aspects, the emergence of which is associated both with the development of learning formats and technologies, and with changes in regulatory and legal requirements for the content and conditions for the implementation of educational programs. The study made it possible to determine the main contours of the assessment of educational programs in the field of personnel management, including indicators and criteria of efficiency, subjects of assessment, the possibility of increasing the level of innovation, as well as to highlight a number of areas for further development and refinement of assessment elements, including the integration of formats and assessment results the effectiveness of educational programs conducted by various subjects and having a different nature of the obligation (state accreditation, independent professional and public accreditation), reflected in the criteria and procedures for assessing the increase in the use of new educational technologies, taking into account delayed learning outcomes.

DEVELOPMENT OF COLLECTIVE LEADERSHIP IN THEOLOGICAL EDUCATION IN POST-SOVIET PROTESTANTISM

The emergence of Baptist seminaries in Ukraine was influenced by Western churches or missions and in some cases by the Ukrainian diaspora, which had lived outside Ukraine for a long time. The decisive influence was exerted by representatives of churches, educational institutions and Christian universities in the United States. Seminaries went through a number of stages of their own development, during which the forms of collective leadership changed. The first stage is the emergence of seminaries and the harmonization of seminars to unified standards. In the first stage, immediately after the seminary was established, they had very friendly relations with local churches, the programs were very flexible and responded to the needs of the churches. Church leaders saw these initiatives as part of church ministry. The second stage is the extensive development of seminaries, by which the author means the involvement of additional resources in the work of seminaries and the growth of seminaries, associated with the number of students, and for some seminaries - the opening of branches or field programs. This type of growth was also due to the fact that seminaries began to become more independent of national churches, and partnerships with Western organizations became more formalized, which was most often seen in the participation of Western partners in the board of trustees. The third period is a reassessment of the work of seminaries. The beginning of this period is largely related to the global economic crisis of 2007-2008, and its result was the resumption of dialogue between seminaries and churches. The fourth period - institutional changes - is associated with the reaction of the Ukrainian state to the Bologna process and the adoption of the new Law of Ukraine "On Higher Education". The process of preparation for state accreditation and formation of a culture of openness in the national educational environment has begun.

Chapter 6: Perspectives on the Future of Doctoral Programs

What does the future hold for Doctoral Programs for Physical Education Teacher Education (D-PETE) programs, faculty, and doctoral students? What can D-PETE faculty prioritize and do to create a more desirable future for D-PETE, PETE, and school physical education programs? What are the main facilitators, constraints, and barriers? Framed by these three questions, this chapter offers an action-oriented analysis of doctoral programs. Alongside physical education-specific program priorities influential factors in the external environment merit attention, including regional and state accreditation, neoliberal forces for accountability, the regulatory environment, program standards and national rankings, and declining enrollments. Mindful of alternative perspectives and university- and program-specific action plans, a dual priority appears to be crosscutting. Every D-PETE program needs to reflect theoretically sound and evidence-based practices, and D-PETE graduates need to be prepared to advance these practices after graduation. Toward these ends, it is timely to work toward consensus on a core knowledge base, explore how best to share resources across university boundaries, and join forces to solidify and safeguard appropriate practices. Today’s choices have short- and long-term consequences for each program and the profession overall, recommending that national priorities gain prominence alongside local program traditions and D-PETE faculty practices.

Virtual reality as a tech tool for students studying Russian in China

The article analyses the experience of implementing virtual reality (VR) in foreign language teaching, particularly teaching the Russian language in Chinese universities. Basing on different approaches and the results of applying VR in practical classes at the Russian Language Faculty of Sichuan University, the research on the effectiveness of VR technologies has been done in terms of stimulating Russian language learners motivation, enhancing their knowledge, strengthening their language capability, developing basic oral Russian, as well as improving the quality of teaching Russian in a non-native environment. The research subject is determined by the transformation of the educational process among students with a relatively good language capability. The novelty and actuality of the topic are due to the following factors. Firstly, it is modelling situations with real-world samples when the organizer of educational process makes it immersive by using computer and recordings. Secondly, auto-reading module can be used. Thirdly, the system can check the consistency between the original text and the one recognized by voice recognition module. The author reviews indicators of the experiment, aimed at assessing teaching results and summarizing the changes in knowledge acquiring with using VR technologies at the Russian Language Faculty of Sichuan University. According to the results of the survey, the author studies the pros and cons of the changes brought by VR and concludes the opinions of the tested students and teachers participating in the experiment. The results of the experiment illustrate changing roles of teachers and students. To be specific, the teacher is no longer a simple organizer, but a supervisor, assistant and consultant, playing a supporting role. Students gradually master the functions of training systems. It stimulates them to work independently under VR. This has been proved by the students results in the semester exam and the state accreditation test of translators. Besides, the statistical data are presented on the differences between the traditional model of language teaching and the one under VR.

Development of higher engineering education in Russia in the context of Bologna process

The process of reforming higher education in Russian Federation continues. One of the main areas of these reforms is an introduction of principles of Bologna process into Russian higher education system. It was launched after Russia ratified the Bologna Declaration in 2003. Since the beginning of reforms and up to now there have not been lingering disputes about feasibility of introducing the principles of Bologna Agreement into higher education. The article deals with the history of reforms on the example of higher education in land management in Russia. Dynamics of indicators of higher education institutions which carry out training under programs in the field of land management and cadastre have been studied. Introduction of federal state educational standards associated with introduction and/ or updating of current education within Bologna process in 2020 has been considered. Updating (introduction of FGOS 3++ standard) will be implemented in all directions of bachelor degree. First of all it is guided to consideration of requirements of professional standards. The process of development of the Institute of State Accreditation of higher education institutions of Russia, its current status and problems faced by higher education institutions during accreditation process have been studied.

Church and State Criteria for Obtaining Scientific Titles

Основная цель исследования - сопоставление основных критериев получения ученых званий, присваиваемых Министерством науки и высшего образования Российской Федерации и Номинационной комиссией Учебного комитета Русской Православной Церкви, а также изучение мотивации и обоснование необходимости получения учёных званий руководящими, научными и научно-педагогическими работниками высших духовных учебных заведений Русской Православной Церкви. Главным противоречием в получении работниками духовных образовательных организаций государственных учёных званий на сегодняшний день является половинчатая позиция Министерства науки и высшего образования по отношению к богословским учёным степеням и званиям. Это выражается в том, что при прохождении процедуры государственной аккредитации богословские учёные степени и звания учитываются, а при присвоении учёных званий и при приёме на работу (на должности профессора и доцента) - нет. Однако, сам факт признания богословских степеней при прохождении процедуры государственной аккредитации является значимым фактором обоснования необходимости получения церковных учёных званий руководящими, научными и научно-педагогическими работника ми высших духовных учебных заведений Русской Православной Церкви. Сопоставление основных критериев получения учёных званий, присваиваемых Министерством науки и высшего образования Российской Федерации и Номинационной комиссией Учебного комитета Русской Православной Церкви, показывает, что основные различия в том, что Номинационная комиссия признаёт государственные учёные степени и звания, а Министерство образования и науки не признаёт богословские степени и звания. The main goal of the study is to compare the main criteria for obtaining academic titles assigned by the Ministry of Science and Higher Education of the Russian Federation and the Nomination Commission of the Study Committee of the Russian Orthodox Church, as well as to study the motivation and justification for the need to obtain academic titles by leading, scientific and scientific pedagogical workers of higher theological educational institutions Russian Orthodox Church. The main contradiction in the receipt of state academic ranks by employees of spiritual educational organizations today is the halfhearted position of the Ministry of Science and Higher Education in relation to theological academic degrees and ranks. This is expressed in the fact that when passing the procedure of state accreditation, theological academic degrees and ranks are taken into account, but when awarding academic ranks and when hiring (for the positions of professor and associate professor) - not. However, the very fact of recognition of theological degrees during the state accreditation procedure is a significant factor in substantiating the need for church scholars to receive leading, scientific and scientificpedagogical workers of high er theological educational institutions of the Russian Orthodox Church. A comparison of the main criteria for obtaining academic degrees assigned by the Ministry of Science and Higher Education of the Russian Federation and the Nomination Commission of the Study Committee of the Russian Orthodox Church shows that the main differences are that the Nomination Commission recogniz es state academic degrees and titles, and the Ministry of Education and Science does not recognize theological degrees and ranks.

Twenty years of accreditation in Russian higher education: lessons learnt

PurposeThe purpose of this article is to analyze main principles, forms and approaches to education quality evaluation in the process of establishment, development and crucial changes in the state accreditation of educational institutions and study programmes in Russian higher education in the last 20 years.Design/methodology/approachThe major research method used in the paper is the qualitative analysis of legal and statistical documents, research papers and accreditation practices, which impacted the development and transformation of accreditation forms in Russia.FindingsThe transformation process of state accreditation during the last 20 years was conditioned by the changes in the state education policy and socio-economic situation. In a short period, under the influence of internal and external factors, Russian higher education has experienced significant changes in the structure of higher education and quality assurance. This resulted in different approaches to accreditation: state and independent, mandatory and voluntary, national and international.Practical implicationsThe research outcomes may be applicable in the countries with developing accreditation systems and comparable scope of education.Social implicationsThe study identifies the tendencies in the development of higher education and quality evaluation.Originality/valueThe paper systematizes the tendencies of development in quality assurance and distinguishes specific features and diversity of forms of the quality assurance in one of the largest systems of higher education.

Directions of improving legal education

The article is a continuation of the expert discussion ‘Legal education and the labor market. Transformation or stagnation in the digital economy’, uniting the leaders of leading Russian and foreign law schools, the scientific, pedagogical community at the Gaidar Forum 2020. The authors consider a wide range of issues related to the characterization of the current state of legal education, its integration into the Bologna system, noting the importance of the application of traditional methods and means of teaching law, taking into account modern realities. Particular attention is paid to the traditions of teaching law laid down by Roman lawyers, the history of the formation and development of domestic jurisprudence, as well as modern discussions on a given topic, in which representatives of the scientific community and practical lawyers take part. The authors draw attention to issues related to the new content of curricula and new ways of regulating legal education. The topic of state accreditation of educational programs in the field of jurisprudence and the role of the Association of Russian Lawyers in this process also seems important. The analysis of the main features of modern law is carried out, necessitating the comprehensive improvement of modern legal education. As a possible measure of the quality of legal education, the introduction of a single exam for entering the profession is proposed.

STATE ACCREDITATION OF REGIONAL SPORTS FEDERATIONS: CONSTITUTIONAL AND LEGAL REGULATION AND IMPLEMENTATION PRACTICE (FOR EXAMPLE, A FEDERATION THAT OPERATES IN THE TERRITORY OF THE SVERDLOVSK REGION)

Based on a review of constitutional and legal principles for regulating the procedure for state accreditation of regional sports federations and analyzing a specific situation that has developed during the process of state accreditation of a public organization to give it the status of a regional sports federation in the Sverdlovsk region. The opinion is expressed about the weak legal protection of individual members of public organizations whose state accreditation as regional sports federations expires, as well as the dominant role of all-Russian sports federations in determining the ability for regional sports federations to exist and develop.