Career Guidance as a Factor of Professional Identity Development at the Transbaikal State University

Contemporary university education develops professional identity and builds customized academic trajectories. Career guidance technologies provide professional self-awareness and personality professionalization. At university, career guidance work is an integral part of continuous professional development of a future specialist. It covers pre-university education, higher professional education, and employment assistance. The present research featured the career guidance work conducted at the Transbaikal State University. The analysis showed that the current system lacks innovations, cannot solve the employment problem, and does not provide conditions for successful professional identity. The article introduces a set of project conditions of customized career guidance work with 1) applicants, in order to promote a conscious career choice; 2) students, to support their professional competencies and identity; 3) graduates, to facilitate their employment. The proposed comprehensive approach to career guidance will allow the university to improve the academic process and to work with the community from secondary school to the onset of professional activity.

Qualified personnel migration runoff threatens regional economic security

The article considers the concept of economic security in accordance with the provisions of the Strategy for the Economic Security of the Russian Federation for the Period up to 2030. The urgency of the intellectual migration problem for the regions and its influence on the economic potential of the state entity are emphasized. Today, the issues of reducing labor resources and high rates of the growing migration outflow of the population, which threatens the economic security of the region, acquire special significance for the modern research. Ensuring the regional economic security is possible under the condition of purposeful interaction of the forces and means capable of resisting threats, one of which is the migration outflow. There have been analyzed the statistical data of migration processes, of the labor market and the number of registered organizations and enterprises in the region in the case of the Astrakhan region, proved the impact of migration outflow on the innovation and economic security of the region. There are presented the diagrams of the structure of the leaving population aged 14 and older in the regional context of the Southern Federal District in 2019; migration growth of the population aged 14 years and older with higher professional education by the regions of the Southern Federal District in 2019. A graph of the growth rate of inventive activity over 2015-2020 has been illustrated. A diagram of the number of registered organizations, the growth rate of their number, as well as the average annual number of people employed in the economy of the Astrakhan region in 2018-2020 has been built. The correlation analysis of the probabilistic relationship between two variables - the indicators of the innovative sector of the economy and the number of enterprises and organizations in the region - has been carried out. The conclusions show the objectivity of the migration outflow impact as a threat to the economic security of the region, the need to ensure control over intellectual migration.

Programme «The translator in the field of professional communication» as one of the types of further vocational training

Further vocational education is one of the priorities of Ministry of Education and Science of the Russian Federation. Nowadays professional retraining is of special interest for those who wish to get further vocational education. The article examines the relevance of the Translator in the Field of Professional Communication programme in the context of further vocational education at the present stage in a classical university setting. The authors describe the experience of implementing the above-mentioned programme at Nizhnevartovsk State University. The programme provides an opportunity for getting additional qualifications that allow for a combination of professional knowledge and translation competences in the area of professional interest. The authors emphasize the importance of the programme aimed at the university self-presentation at the regional level. The programme is designed for students with higher professional education and university students of non-linguistic specialties. The article sets out the legal basis on which the programme was developed, presents the main provisions of the program, the content and form of, the technology and teaching methods used, as well as the planned results of the programme. The article stresses that in accordance with the objectives of the programme and FSES 3++, students should develop universal, general professional and vocational competencies, which allow graduates to implement a new type of professional activity in the field of translation. The factors conditioned viability and demand for this professional retraining programme are pointed out. In conclusion the authors underline the students realization of a foreign language command pragmatic value while pursuing the programme.

Рreparation of lectures on musical arts in the class of vocal ensemble

The purpose of the article is to consider the methodological aspects of training music teachers in the class of a vocal ensemble. thanks to which they acquire skills and abilities that are logically correlated with vocal and pedagogical, choir tasks. It is emphasized that the main and specific component of his professional competence is primarily the ability to perform music, including vocal, which is the basis of his work on the musical development of members of a vocal ensemble or choir. The task is to reveal the main methodological aspects that are important in the process of ensemble performance, in particular, to achieve coherence, the balance of all components, harmonious sound of parts, individual vocalists, the whole group while singing. The methodology of the article is theoretical methods of analysis and synthesis, which characterize the main components of the role of each type of ensemble (intonation, metrorhythmic, diction), their organic combination, revealed the features of individual types of ensemble, the role and significance of each. It is noted that the pop vocal ensemble has specific features that characterize it as a kind of modern musical performance. He represents a new style in popular music, new forms of collective vocal performance (female, male, mixed; vocal-instrumental ensembles, rock bands, and pop groups, etc.). The scientific novelty of the work is the focus on the methods of working with a vocal group that seeks to develop their own, individual manner of performance. Conclusions. The rapid development of pop vocal performance, solo, and the ensemble has contributed to the fact that in recent decades in Ukraine has expanded the network of higher educational institutions for music and pedagogical training in "specialty singing", which provides the possibility of their professional activities as performers in vocal ensembles and, at the same time, as leaders of such collectives. and this requires proper methodological support of the educational process in institutions of higher professional education.

Work-based Learning in Professional Education of Latvia: Historical Development

The Latvian labor market has been facing the problem of a quality labor force shortage for several years now. The acquisition of demanded specialties in Latvia is possible in the framework of professional education, which is offered at three levels – the level of primary education, professional secondary education, and professional higher education. Since 2015, work-based learning has been introduced in the professional education of Latvia, serving as a measure for the economic enhancement for the entry of quality labor force into the labor market. As a part of this initiative, educational institutions in cooperation with employers develop curricula that match the requirements of the labor market. This learning model is based on an example of a higher professional education model, where practical skills are acquired mostly during the students’ field practice. To conduct the empirical research on work-based learning in higher professional education, at first, it is necessary to look at the historical aspects of this learning model. The given article provides historical evidence, describing the historical development of work-based learning in professional education in Latvia. The beginnings of work-based learning in Latvia date back to the 14-15th century, but for the first time given form of education in its contemporary meaning has been introduced in Soviet times, as historical sources show the calls for get to know work experience as an integral part of communist work schools. After the regaining of independence, Latvia focuses on building the democratic education system, and since 2015 work-based learning is explicit in the Law on Professional Education as a specific form of education. Since its inception, work-based learning has reflected the public’s perceptions of the necessary specialties in the labor market.

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

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).

The domestic high school professional education system transformation: constraining factors and the assessment ambiguity

The social transformations that took place under the influence of globalization and neoliberalization at the turn of the 20th – 21st centuries led to the need for deep structural and functional changes in the system of domestic higher professional education. Despite the fact that over the past twenty years in domestic practice a lot of directive documents have been developed and a number of serious management decisions have been adopted that have a direct impact on the development of the Russian education system at all levels, the domestic higher school in many respects cannot reach a level that makes it possible to make a serious competition to the participants of the world scientific and educational space. A retrospective analysis of the main conceptual documents that determine the development of the domestic education system, carried out in the work, showed that reforms of the domestic higher education system often do not reach their logical conclusion, since they are predominantly declarative in nature, far from always supported by a legislative framework, which leads to inconsistency in practical actions on their implementation. The article reveals that the incompleteness of the reforms is largely due to the existing gaps in cooperation between the institutions of education, science and industrial production, which all conceptually significant documents declare, but in practice, close mutually beneficial cooperation between these actors does not sufficiently manifest itself. The author indicates that such interaction can be carried out through the development of university systems, which, being integrated into the economy of the regions and acting as a driver of innovative development, can contribute to increasing the competitiveness of Russian universities in the international scientific and educational space.

Life safety: innovations in teaching methods. Workshop

This publication is an integrative textbook covering pedagogical approaches to the formation of methodological competence of life safety teachers. It includes 132 practical works and 21 professional tasks, reflecting various sections of the BZHD (OBZH) training course and various modules of specialized educational programs of higher professional education. An attempt is made to form an innovative approach among students and teachers to the methodology of teaching and educating life safety, developing their own author's methodological style of teaching. Meets the requirements of the federal state educational standards of higher education of the latest generation. For undergraduate and graduate students studying in the direction of "Pedagogical education" (profile "Education in the field of life safety"), as well as the teaching staff of the higher school, teachers and students of organizations of additional professional education.

On the development of the communicative competencies of service specialists

The transition to a digital economy is an objective reality of our days. The concept of the digital economy is associated with the transformation of the value system (increasing the importance of learning and creative attitude to business) and the change in the human model (from Homo economicus to Homo faber). This predetermines the need to identify the competencies most in demand in the new society, which a person should possess. Researchers indicate different types of competencies, but everyone agrees that a prerequisite for life in a digital society is communicative competence as a person's ability to establish connections with other people and interact with them in the process of transferring intellectual capital. Developed communicative competence is of particular importance for service professionals. The development of communicative competence can be carried out in the process of selfeducation throughout a person's life and in the process of training in vocational education institutions. These areas are closely related to each other, therefore, the work should be carried out in a comprehensive manner – from the promotion of the values of education and the competitiveness of persons with higher professional education to the appropriate funding of educational institutions that are obliged to form communicative competence in graduates, and control of the results obtained. Control of the formation of communicative competence can be carried out through sociological research. The article presents the results of assessing the level of emotional intelligence as one of the components of communicative competence according to the method of N. Hall on the example of students of Bratsk State University of three profiles of training bachelors (humanitarian, technical and "digital" areas). The study showed the need to manage the process of developing students' emotional intelligence in the system of higher professional education. Possible management tools are the active promotion of the value of “lifelong learning” and the impact on the organizational culture in order to inculcate the necessary values in students. The article also contains a model for the development of competencies necessary for the formation of a competitive specialist and the development of the whole society.

MARI STATE PEDAGOGICAL INSTITUTE NAMED AFTER N.K. KRUPSKAYA IN 1992–2008: THE END OF HISTORY

The relevance of the research topic is due to the fact that in 2021 the Republic of Mari El celebrates the 90th anniversary of higher education. The Mari State Pedagogical Institute named after N.K. Krupskaya in the 1990s–2000s was represented by the following faculties: historical and philological, physical and mathematical, industrial and pedagogical, foreign languages, primary classes, pedagogy and psychology, physical culture, supplementary pedagogical professions, pre-university training. In 1992, the Law of the Russian Federation «On Education» was adopted, which determined restructuring of the higher education system as a whole and the Mari State Institute named after N.K. Krupskaya in particular. Until 2000, the state funding of the institute was used only for sharply reduced salaries and scholarships of students. Despite financial difficulties, the staff of the Mari State Institute named after N.K. Krupskaya achieved good results in the 1990s. The Institute was successfully attested. In 1997, he was attested in all specialties for the period of five years. In 1998, the university underwent an accreditation process. In 2003, the Institute was also successfully attested, passed licensing and accreditation. In general, the state attestation commissions noted a good level of specialists’ training. In 2008 The Mari State Pedagogical Institute named after N.K. Krupskaya merged with the Mari State University. The classical University became the legal successor of the pedagogical institute. The Mari State Pedagogical Institute named after N.K. Krupskaya during the period of its activity since 1931, has trained more than 40 000 specialists with higher professional education for the schools of the republic. It was the only university in the republic that trained specialists with the qualification of «teacher».